105p.document resume. he 031 817. facing change: building the faculty of the future. american...
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ABSTRACT
DOCUMENT RESUME
HE 031 817
Facing Change: Building the Faculty of the Future.American Association of State Colleges and Universities,Washington, DC.American Association of Community Colleges, Washington, DC.1999-00-00105p.American Association of State Colleges and Universities,1307 New York Avenue, NW, Fifth Floor, Washington, DC20005-4701; Tel: 202-293-7070; Fax: 202-296-5819 ($15members, $18 nonmembers).Opinion Papers (120) Reports Evaluative (142)MF01/PC05 Plus Postage.Change Strategies; *College Faculty; Educational Planning;*Educational Policy; Faculty College Relationship; *FacultyDevelopment; Faculty Evaluation; Higher Education; *NeedsAssessment; Nontenured Faculty; Organizational Change;Policy Analysis; Policy Formation; Position Papers; SelfEvaluation (Groups); *State Colleges; Tenured Faculty
This report, sponsored by a coalition of District ofColumbia-based higher education associations and public higher educationsystems, examines a wide range of faculty employment policies. The projectwas undertaken to encourage a proactive approach to preparing the highereducation workforce for the 21st century and to address concerns of parents,students, and policymakers about the efficiency, effectiveness, andaffordability of public higher education institutions. The report isorganized under three broad categories: (1) faculty employment, includingterms of employment (tenure and nontenure track, probationary periods,contracts, compensation, faculty tasks), recruitment and diversity, andseparations (retirement, layoffs, separation for cause); (2) facultydevelopment and faculty reward structures (tenure and promotion, awards andincentives, sabbaticals, instructional technology); and (3) faculty reviewpolicies. Each section looks at the current range of policies, takes notes ofpublic perceptions, and offers a number of policy recommendations. In all,the report makes 49 policy recommendations, which are separately appended tothe report. (Contains approximately 180 references, organized by topic.) (CH)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
.
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
))(
Thi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.0
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
PE
RM
ISS
ION
TO
RE
PR
OD
UC
E A
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
L H
AS
BE
EN
GR
AN
TE
D B
Y
AitS
CA
L
TO
TH
E E
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
uild
ing
the
acui
tyof
the
Fut
ure
BE
ST
CO
PY
AV
AIL
AB
LE
Con
tent
s
Let
ter
from
the
Cha
ir4
Facu
lty P
olic
y R
evie
w P
artic
ipan
ts5
Exe
cutiv
e Su
mm
ary
7
Facu
lty P
olic
ies
8
Prea
mbl
e10
Ter
ms
of E
mpl
oym
ent
11
Rec
ruitm
ent
17
Sepa
ratio
ns19
Facu
lty D
evel
opm
ent
20
Facu
lty R
ewar
d St
ruct
ures
23
Facu
lty R
evie
w P
olic
ies
34
Rep
orts
and
Pol
icy
Rec
omm
enda
tions
36
Polic
y R
ecom
men
datio
ns44
Ref
eren
ces
47
Spo
nsor
ing
Ass
ocia
tions
and
Con
trib
utin
g S
yste
ms
Am
eric
an A
ssoc
iatio
n of
Sta
te C
olle
ges
and
Uni
vers
ities
Am
eric
an A
ssoc
iatio
n of
Com
mun
ity C
olle
ges
Am
eric
an C
ounc
il on
Edu
catio
n
Ass
ocia
tion
of G
over
ning
Boa
rds
of U
nive
rsiti
es a
nd C
olle
ges
Cal
ifor
nia
Stat
e U
nive
rsity
Stat
e U
nive
rsity
Sys
tem
of
Flor
ida
Stat
e U
nive
rsity
of
New
Yor
k
Uni
vers
ity S
yste
m o
f M
aryl
and
Min
neso
ta S
tate
Col
lege
s an
d U
nive
rsiti
es
Penn
sylv
ania
Sta
te S
yste
m o
f H
ighe
r E
duca
tion
Stat
e C
olle
ge S
yste
m o
f W
est V
irgi
nia
© C
opyr
ight
199
9A
mer
ican
Ass
ocia
tion
of S
tate
Col
lege
s an
d U
nive
rsiti
es13
07 N
ew Y
ork
Ave
nue,
NW
Fift
h Fl
oor
Was
hing
ton,
DC
200
05-4
701
202.
293.
7070
Fax
202.
296.
5819
No
part
of
this
pub
licat
ion
may
be
repr
oduc
ed, s
tore
d in
a r
etri
eval
sys
tem
, or
tran
smitt
ed in
any
for
m o
r by
any
mea
ns, e
lect
roni
c, m
echa
nica
l, re
cord
ing,
or
othe
rwis
e, w
ithou
t the
pri
or w
ritte
n pe
rmis
sion
of
the
Am
eric
an A
ssoc
iatio
n of
Sta
te C
olle
ges
and
Uni
vers
ities
.7
Let
ter
from
the
Cha
ir
I)ub
lic s
uppo
rt o
f hi
gher
edu
catio
n co
inci
des
with
the
publ
ic f
aith
that
edu
catio
n is
the
key
to b
ette
r liv
es a
nd b
ette
r co
mm
uniti
es in
the
Uni
ted
Stat
es.
Facu
lty a
nd th
e ad
min
istr
ator
s of
our
col
lege
s w
ork
hard
to m
ake
thes
e be
liefs
a r
ealit
y. W
e do
not
al-
way
s su
ccee
d. W
e of
ten
do n
ot e
xpla
in o
ur s
ucce
sses
or f
ailu
res
wel
l. W
e ar
e of
ten
defe
nsiv
e ab
out c
ritic
alin
quir
ies
into
wha
t we
do a
nd th
e re
sults
of
our
ef-
fort
s. I
t is
clea
r th
at b
uild
ing
trus
t mus
t be
high
on
all u
nive
rsity
and
col
lege
age
ndas
.
Am
eric
an h
ighe
r ed
ucat
ion
has
achi
eved
a w
orld
-cl
ass
repu
tatio
n fo
r its
acc
essi
bilit
y to
the
bacc
alau
-re
ate
degr
ee, r
esea
rch
and
grad
uate
edu
catio
n. I
n-cr
easi
ngly
, col
lege
s an
d un
iver
sitie
s ar
e be
ginn
ing
to f
ocus
mor
e on
lear
ning
out
com
es a
nd to
exp
eri-
men
t with
dif
fere
nt w
ays
to p
rodu
ce s
ucce
ss. T
o bu
ildpu
blic
trus
t, w
e ne
ed to
exa
min
e w
hat w
e ha
ve d
one
wel
l and
wha
t may
nee
d to
cha
nge
to g
ener
ate
the
resu
lts v
alue
d by
all
of o
ur p
ublic
s.
The
ach
ieve
men
t of
wor
ld-c
lass
lear
ning
out
com
esin
Am
eric
an h
ighe
r ed
ucat
ion
has
been
ear
ned
8
4
thro
ugh
the
hone
st to
il of
thou
sand
s of
fac
ulty
. The
sam
e fa
culty
hav
e th
eir
criti
cs to
o. B
ooks
suc
h as
Prof
scam
and
The
Clo
sing
of
the
Am
eric
an M
indt
and
as s
tingi
ng c
ritic
ism
of
the
facu
lty. B
ecau
se f
acul
tyar
e bo
th c
entr
al to
our
suc
cess
and
mag
nets
for
cri
ti-ci
sm, t
he ti
me
seem
ed r
ight
for
a r
evie
w o
f in
stitu
-tio
nal p
olic
ies
that
aff
ect f
acul
ty. A
gro
up o
f W
ash-
ingt
on D
.C.-
base
d hi
gher
edu
catio
n as
soci
atio
ns a
ndpu
blic
hig
her
educ
atio
n sy
stem
s to
ok u
p th
e ch
al-
leng
e. A
rep
rese
ntat
ive
wor
king
gro
up r
evie
wed
fac
-ul
ty p
olic
ies
in li
ght o
f th
e ne
ed to
bui
ld tr
ust a
ndhe
lp c
olle
ges
and
univ
ersi
ties
impr
ove
thei
r fl
exib
il-ity
to r
espo
nd to
the
chal
leng
es o
f th
e 21
st c
entu
ry.
The
rep
ort t
hat f
ollo
ws
is a
thou
ghtf
ul lo
ok a
t a w
ide
rang
e of
fac
ulty
pol
icie
s. T
here
are
thre
e re
port
s th
atad
dres
s em
ploy
men
t, fa
culty
dev
elop
men
t, an
d ot
her
facu
lty p
olic
y m
atte
rs. Y
ou w
ill f
ind
subj
ect m
atte
rov
erla
p (e
.g. t
enur
e) a
nd u
niqu
e m
ater
ial a
mon
g th
ese
ctio
ns. T
he p
olic
y re
com
men
datio
ns d
irec
tly a
d-dr
ess
such
con
trov
ersi
al m
atte
rs a
s po
st-t
enur
e re
-vi
ew, s
abba
tical
s, a
nd is
sues
of
dive
rsity
.
Ado
ptio
n of
any
of
thes
e po
licy
reco
mm
enda
tions
,
how
ever
, is
the
resp
onsi
bilit
y of
the
colle
ges
and
univ
ersi
ties.
Thi
s re
port
set
s fo
rth
a fu
ll ag
enda
of
issu
es to
exp
lore
and
res
olve
. Its
nat
iona
l per
spec
-tiv
e w
ill r
equi
re lo
cal m
odif
icat
ion,
but
it p
rovi
des
abr
oade
r im
port
ance
to is
sues
that
oft
en s
eem
pro
-vi
ncia
l.
We
thin
k it
is th
e be
ginn
ing
of a
n an
swer
to "
So, w
hat
shou
ld w
e do
now
?"
Cha
rles
B. R
eed
Cha
ir, F
acul
ty P
olic
y R
evie
w P
roje
ctC
hanc
ello
r, C
alif
orni
a St
ate
Uni
vers
ity 9
Facu
lty P
olic
y R
evie
w P
artic
ipan
ts
Spo
nsor
ing
Ass
ocia
tions
and
Con
trib
utin
g S
yste
ms
Am
eric
an A
ssoc
iatio
n of
Sta
teC
olle
ges
and
Uni
vers
ities
Am
eric
an A
ssoc
iatio
n of
Com
mun
ity C
olle
ges
Am
eric
an C
ounc
il on
Edu
catio
nA
ssoc
iatio
n of
Gov
erni
ng B
oard
sof
Uni
vers
ities
and
Col
lege
sC
alif
orni
a St
ate
Uni
vers
itySt
ate
Uni
vers
ity S
yste
m o
f Fl
orid
aSt
ate
Uni
vers
ity o
f N
ew Y
ork
Uni
vers
ity S
yste
m o
f M
aryl
and
Min
neso
ta S
tate
Col
lege
s an
d U
nive
rsiti
esPe
nnsy
lvan
ia S
tate
Sys
tem
of
Hig
her
Edu
catio
nSt
ate
Col
lege
Sys
tem
of
Wes
t Vir
gini
a
Pol
icy
Cou
ncil
Cha
rles
B. R
eed,
Cha
ir, C
hanc
ello
r,C
alif
orni
a St
ate
Uni
vers
ityD
ebor
ah M
. Di C
roce
, Pre
side
nt,
Tid
ewat
er C
omm
unity
Col
lege
Way
ne G
iles,
Cha
ncel
lor,
The
Met
ropo
litan
Com
mun
ity C
olle
ges
Rob
ert E
. Hem
enw
ay, C
hanc
ello
r,U
nive
rsity
of
Kan
sas
Kar
en R
. Hitc
hcoc
k, P
resi
dent
, Uni
vers
ityat
Alb
any,
Sta
te U
nive
rsity
of
New
Yor
kD
onal
d N
. Lan
genb
erg,
Cha
ncel
lor,
Uni
vers
ity S
yste
m o
f M
aryl
and
Geo
rgia
Les
h-L
auri
e, C
hanc
ello
r,U
nive
rsity
of
Col
orad
o at
Den
ver
Tho
mas
C. L
ongi
n, V
ice
Pres
iden
t for
Pro
gram
san
d R
esea
rch,
Ass
ocia
tion
of G
over
ning
Boa
rds
10
Sond
ra M
oore
Luc
ht, B
oard
Mem
ber,
Stat
e C
olle
ge S
yste
m o
f W
est V
irgi
nia
Pete
r Sa
lins,
Pro
vost
, Sta
te U
nive
rsity
of N
ew Y
ork
Jere
W. S
chul
er, B
oard
Mem
ber,
Pen
nsyl
vani
aSt
ate
Syst
em o
f H
ighe
r E
duca
tion
Shel
don
Stei
nbac
h, G
ener
al C
ouns
el,
Am
eric
an C
ounc
il on
Edu
catio
nJo
hn D
. Wal
da, C
hair
, Pre
side
nt, I
ndia
naU
nive
rsity
Boa
rd o
f T
rust
ees,
and
Dir
ecto
r,A
GB
Boa
rd o
f D
irec
tors
Pro
ject
Sta
ffJo
hn M
. Ham
man
g, P
roje
ct C
oord
inat
or,
Dir
ecto
r of
Spe
cial
Pro
ject
s an
d D
evel
opm
ent,
Am
eric
an A
ssoc
iatio
n of
Sta
te C
olle
ges
and
Uni
vers
ities
Ric
hard
Nov
ak, D
irec
tor
of P
ublic
Sec
tor
Prog
ram
s, A
ssoc
iatio
n of
Gov
erni
ng B
oard
sM
arga
ret R
iver
a, D
irec
tor
of M
embe
rshi
p an
dIn
form
atio
n Se
rvic
es, A
mer
ican
Ass
ocia
tion
of C
omm
unity
Col
lege
s
Pol
icy
Wor
k G
roup
#1
Em
ploy
men
t Pol
icie
sG
ary
Rei
char
d, W
ork
Gro
up C
o-L
eade
r,A
ssoc
iate
Vic
e Pr
esid
ent f
or A
cade
mic
Aff
airs
,A
cade
mic
Per
sonn
el, P
lann
ing
and
Ass
essm
ent,
Cal
ifor
nia
Stat
e U
nive
rsity
, Lon
g B
each
Susa
n F.
Tom
an, W
ork
Gro
up C
o-L
eade
r,Pr
ofes
sor
of H
isto
ry, R
io H
ondo
Com
mun
ityC
olle
geSu
san
M. C
hilc
ott,
Dir
ecto
r, P
ublic
Rel
atio
ns,
Uni
vers
ity o
f N
orth
ern
Iow
a
Jude
th A
. Cro
wle
y, D
ean,
Art
s an
d Sc
ienc
es,
Com
mun
ity C
olle
ge o
f R
hode
Isl
and
Sylv
ia M
anni
ng, V
ice
Pres
iden
t, A
cade
mic
Aff
airs
, Uni
vers
ity o
f Il
linoi
sR
oger
A. R
itvo,
Vic
e C
hanc
ello
r fo
r A
cade
mic
and
Stud
ent A
ffai
rs, D
irec
tor
of G
radu
ate
Stud
ies,
Aub
urn
Uni
vers
ity M
ontg
omer
yJo
hn J
. Sbr
ega,
Vic
e Pr
esid
ent,
Aca
dem
ic a
ndSt
uden
t Aff
airs
, Ann
e A
rund
el C
omm
unity
Col
lege
Lin
da S
chw
artz
stei
n, V
ice
Prov
ost f
or S
trat
egic
Plan
ning
, Geo
rge
Mas
on U
nive
rsity
Joe
Sert
ich,
Pre
side
nt, I
tasc
a C
omm
unity
Col
lege
Car
ol L
ee S
tam
m, A
ssoc
iate
Vic
e Pr
esid
ent,
Aca
dem
ic A
ffai
rs, W
este
rn M
ichi
gan
Uni
vers
ityJo
yce
Yap
le V
illa,
Ass
ista
nt V
ice
Cha
ncel
lor,
Em
ploy
ee R
elat
ions
, Sta
te U
nive
rsity
of
New
Yor
k
Pol
icy
Wor
k G
roup
#2
Dev
elop
men
t Pol
icie
sD
erek
J. H
odgs
on, W
ork
Gro
up L
eade
r, V
ice
Cha
ncel
lor
for
Aca
dem
ic A
ffai
rs, U
nive
rsity
of
Neb
rask
a, O
mah
aL
inda
Bae
r, S
enio
r V
ice
Cha
ncel
lor,
Aca
dem
ican
d St
uden
t Aff
airs
, Min
neso
ta S
tate
Col
lege
san
d U
nive
rsiti
esB
etty
Bus
h, C
hair
, Cur
ricu
lum
and
Ins
truc
tion,
Nor
thw
est M
isso
uri S
tate
Uni
vers
ityB
rend
a D
édé,
Dir
ecto
r, F
acul
ty R
esea
rch
Dev
elop
men
t and
Coo
rdin
ator
of
Gra
duat
eSt
udie
s, C
lari
on U
nive
rsity
of
Penn
sylv
ania
115
6
Dou
glas
D. F
ried
rich
, Pro
vost
Em
eritu
s an
dU
nive
rsity
Pro
fess
or, U
nive
rsity
of
Wes
t Flo
rida
Jane
M. H
arm
on, P
resi
dent
, Adi
rond
ack
Com
mun
ity C
olle
geJo
hn W
. Ka
las,
Spe
cial
Ass
ista
nt to
the
Pres
iden
t,E
mpi
re S
tate
, Sta
te U
nive
rsity
of
New
Yor
kPa
ul K
inca
id, A
ssoc
iate
Vic
e Pr
esid
ent f
orU
nive
rsity
Adv
ance
men
t/Dir
ecto
r of
Uni
vers
ityR
elat
ions
and
Coo
rdin
ator
of
Gov
ernm
enta
lR
elat
ions
, Sou
thw
est M
isso
uri S
tate
Uni
vers
ityA
nn M
aior
off,
Dir
ecto
r, N
orth
Cou
nty
Hig
her
Edu
catio
n A
llian
ce, P
alom
ar C
olle
geR
hond
a M
alon
e, A
ssis
tant
to th
e A
ssoc
iate
Prov
ost f
or F
acul
ty A
ffai
rs, U
nive
rsity
of
Mar
ylan
dK
aren
L. S
mith
, Dir
ecto
r, F
acul
ty C
ente
r fo
rT
each
ing
and
Lea
rnin
g, U
nive
rsity
of
Cen
tral
Flor
ida
Patr
icia
B. S
wan
, Vic
e Pr
ovos
t, R
esea
rch,
Adv
ance
d St
udie
s an
d G
radu
ate
Dea
n, I
owa
Stat
e U
nive
rsity
Gar
y E
. Whi
teho
use,
Pro
vost
and
Vic
e Pr
esid
ent
for
Aca
dem
ic A
ffai
rs, U
nive
rsity
of
Cen
tral
Flor
ida
12
Pol
icy
Wor
k G
roup
#3
Rev
iew
Pol
icie
sB
etha
ny O
bers
t, W
ork
Gro
up L
eade
r, E
xecu
tive
Dir
ecto
r, I
nter
natio
nal E
duca
tion,
Jam
esM
adis
on U
nive
rsity
L. T
hom
as B
arbe
r, C
hief
Ins
truc
tiona
l Off
icer
,C
entr
al V
irgi
nia
Com
mun
ity C
olle
geB
etsy
V. B
oze,
Dea
n, S
choo
l of
Bus
ines
s,U
nive
rsity
of
Tex
as a
t Bro
wns
ville
Rob
ert S
. Cas
wel
l, E
xecu
tive
Dir
ecto
r, M
edia
and
Com
mun
ity R
elat
ions
, Uni
vers
ity o
fSo
uthe
rn M
aine
Jam
es R
. Cof
fman
, Pro
vost
, Kan
sas
Stat
eU
nive
rsity
Judi
th H
ain,
Ass
ista
nt to
the
Pres
iden
t for
Spec
ial P
roje
cts
The
Ric
hard
Sto
ckto
n C
olle
geof
New
Jer
sey
and
Exe
cutiv
e Fe
llow
- T
he J
ohn
S. W
atso
n In
stitu
te f
or P
ublic
Pol
icy,
Tho
mas
Edi
son
Stat
e C
olle
geB
ette
G. M
idga
rden
, Vic
e Pr
esid
ent,
Aca
dem
icA
ffai
rs, M
oorh
ead
Stat
e U
nive
rsity
S. V
iann
e M
cLea
n, A
ssoc
iate
Vic
e Pr
ovos
t,A
cade
mic
Aff
airs
, Ari
zona
Sta
te U
nive
rsity
, Wes
tL
inda
H. S
catto
n, A
ssis
tant
Pro
vost
, Aca
dem
icPl
anni
ng, P
olic
y an
d E
valu
atio
n, S
tate
Uni
vers
ity o
f N
ew Y
ork
Dav
id S
. Spe
nce,
Exe
cutiv
e V
ice
Cha
ncel
lor,
Cal
ifor
nia
Stat
e U
nive
rsity
Mic
hael
H. S
uess
, Ass
ocia
te V
ice
Pres
iden
t,A
cade
mic
Per
sonn
el, C
alif
orni
a Po
lyte
chni
cSt
ate
Uni
vers
ity, S
an L
uis
Obi
spo
Gar
y T
hom
as, P
rovo
st, N
ew J
erse
y In
stitu
te o
fT
echn
olog
y
13
Exe
cutiv
e Su
mm
ary
Rec
aptu
ring
the
oblig
atio
ns o
f te
nure
, add
ing
mor
e ac
coun
tabi
lity
to s
abba
tical
s,an
d in
corp
orat
ing
part
-tim
e fa
culty
mem
bers
into
the
fabr
ic o
f ca
mpu
s lif
e ar
e am
ong
the
reco
mm
en-
datio
ns o
f th
e Fa
culty
Pol
icy
Rev
iew
Pro
ject
, a c
om-
preh
ensi
ve s
tudy
of
facu
lty e
mpl
oym
ent,
deve
lop-
men
t pol
icie
s, a
nd r
evie
w p
olic
ies
that
add
ress
es th
ene
w p
arad
igm
fac
ulty
in U
.S. h
ighe
r ed
ucat
ion
will
face
in th
e 21
t cen
tury
.
In a
ll, th
e Fa
culty
Pol
icy
Rev
iew
Pro
ject
led
to n
earl
y50
rec
omm
enda
tions
in th
ree
criti
cal a
reas
: fac
ulty
empl
oym
ent p
olic
ies,
fac
ulty
dev
elop
men
t pol
icie
s,an
d fa
culty
rev
iew
pol
icie
s. T
he p
roje
ct in
volv
ed r
ep-
rese
ntat
ives
fro
m a
cros
s th
e sp
ectr
um o
f pu
blic
ly-
fund
ed c
olle
ges
and
univ
ersi
ties,
eac
h of
who
m w
asas
sign
ed to
a w
ork
grou
p fo
r on
e of
thes
e to
pica
l ar-
eas.
The
wor
k gr
oups
beg
an th
eir
revi
ew in
Nov
em-
ber
1997
and
com
plet
ed th
e re
port
in la
te s
umm
er19
98.
The
pro
ject
was
spo
nsor
ed b
y a
coal
ition
of
Was
h-in
gton
-bas
ed h
ighe
r ed
ucat
ion
asso
ciat
ions
led
by th
eA
mer
ican
Ass
ocia
tion
of S
tate
Col
lege
s an
d U
nive
r-
14
sitie
s (A
ASC
U).
In
addi
tion
to th
e po
licy
wor
k gr
oups
,a
polic
y co
unci
l tha
t inc
lude
d m
embe
rs f
rom
legi
s-la
tive,
gov
erni
ng b
oard
s, a
nd h
ighe
r ed
ucat
ion
lead
-er
ship
pos
ition
s w
as f
orm
ed to
pro
vide
gui
danc
e an
dov
ersi
ght.
The
Pol
icy
Cou
ncil
was
cha
ired
by
Cha
rles
B. R
eed,
cha
ncel
lor
of C
alif
orni
a St
ate
Uni
vers
ity.
The
pur
pose
of
the
proj
ect w
as tw
ofol
c(1)
for
hig
her
educ
atio
n its
elf
to ta
ke a
pro
activ
e ap
proa
ch in
pre
-pa
ring
the
high
er e
duca
tion
wor
kfor
ce a
nd w
ork-
plac
e fo
r th
e 2
1 ce
ntur
y, a
nd(2
) to
add
ress
the
grow
-in
g co
ncer
n of
par
ents
, stu
dent
s, p
olic
y-m
aker
s an
dot
hers
who
hav
e ra
ised
ser
ious
que
stio
ns a
bout
the
effi
cien
cy, e
ffec
tiven
ess
and
affo
rdab
ility
of
publ
ichi
gher
edu
catio
n in
stitu
tions
.
In th
is e
ra o
f gr
eate
r ac
coun
tabi
lity,
man
y of
thos
eco
ncer
ns h
ave
focu
sed
on th
e w
orkl
oad
and
empl
oy-
men
t con
ditio
ns o
f fa
culty
. Whi
le th
e Pr
ojec
t's th
ree
wor
k gr
oups
rea
ffir
med
mos
t phi
loso
phie
s an
d m
any
prac
tices
reg
ardi
ng f
acul
ty, t
hey
also
rec
omm
ende
dm
any
new
app
roac
hes.
A s
umm
ary
of th
e re
com
men
-da
tions
for
eac
h of
the
wor
k gr
oups
fol
low
s.
157
8
Facu
lty P
olic
ies
Fac
ulty
Em
ploy
men
t Pol
icie
sA
qua
lity
facu
lty w
orkf
orce
is e
ssen
tial i
f hi
gher
edu
-ca
tion
is to
mee
t soc
iety
's d
eman
ds a
nd e
xpec
tatio
ns.
But
the
circ
umst
ance
s in
whi
ch h
ighe
r ed
ucat
ion
find
s its
elf
pose
sig
nifi
cant
cha
lleng
es.
Facu
lty e
mpl
oym
ent p
atte
rns
are
in f
lux.
Inst
itutio
ns a
re f
aced
with
dec
linin
g fi
nanc
ial r
e-so
urce
s w
hile
stu
dent
enr
ollm
ents
incr
ease
.
Soci
ety'
s w
orkf
orce
nee
ds a
re r
apid
ly c
hang
ing.
Facu
lty te
nure
con
tinue
s to
be
scru
tiniz
ed a
nd it
sva
lue
ques
tione
d.
A p
rim
ary
focu
s fo
r hi
gher
edu
catio
n is
to d
evel
op a
facu
lty w
orkf
orce
that
enh
ance
s in
stitu
tiona
l fle
xibi
l-ity
, mee
ts s
tude
nt n
eeds
, ins
pire
s pu
blic
con
fide
nce,
mai
ntai
ns in
stitu
tiona
l int
egri
ty a
nd a
chie
ves
valu
eded
ucat
iona
l out
com
es. T
his
is th
e co
ntex
t in
whi
chem
ploy
men
t pol
icy
reco
mm
enda
tions
wer
e as
sess
edan
d de
velo
ped.
A s
umm
ary
of e
mpl
oym
ent p
olic
y re
com
men
datio
nsin
clud
es:
Facu
lty te
nure
sho
uld
be r
etai
ned.
How
ever
, the
awar
ding
of
tenu
re c
arri
es w
ith it
obl
igat
ions
that
mus
t be
clea
r to
fac
ulty
and
to th
e pu
blic
they
serv
e. I
nstit
utio
ns m
ust b
e vi
gila
nt to
ens
ure
in-
tegr
ity in
the
conc
ept a
nd p
ract
ice
of te
nure
thro
ugh
rigo
rous
eva
luat
ion
and
inno
vatio
n.
16
Gra
ntin
g te
nure
bas
ed p
rinc
ipal
ly o
n le
ngth
of
serv
ice
shou
ld b
e el
imin
ated
.
Form
al in
stitu
tiona
l pol
icie
s sh
ould
gov
ern
re-
crui
tmen
t, se
lect
ion,
app
oint
men
t and
eva
luat
ion
of n
on-t
enur
e tr
ack
facu
lty. P
art-
time
facu
ltysh
ould
be
com
pens
ated
on
the
sam
e ba
sis
aseq
uiva
lent
ful
l-tim
e fa
culty
.
Inst
itutio
ns s
houl
d de
term
ine
facu
lty m
ixbo
thby
pos
ition
and
em
ploy
men
t cat
egor
ybas
ed o
nm
issi
on, e
duca
tiona
l obj
ectiv
es a
nd f
inan
cial
re-
sour
ces.
Facu
lty r
ecru
itmen
t sho
uld
be g
uide
d by
inst
itu-
tiona
l mis
sion
and
str
ateg
ic g
oals
; for
mal
rec
ruit-
men
t pla
ns s
houl
d be
dev
elop
ed a
nd s
houl
d in
-cl
ude
a di
vers
ity c
ompo
nent
.
Inst
itutio
ns s
houl
d m
ake
a m
ajor
com
mitm
ent t
ofa
culty
ori
enta
tion
and
deve
lopm
ent a
nd s
uppo
rtth
at c
omm
itmen
t by
appr
opri
ate
fina
ncin
g.
Inst
itutio
ns n
eed
flex
ibili
ty to
pre
serv
e st
rong
pro
-gr
ams
and
to f
ulfi
ll th
eir
mis
sion
. Em
ploy
men
tpo
licie
s sh
ould
allo
w f
or la
yoff
or
retr
ench
men
tan
d, in
so
doin
g, ta
ke in
to a
ccou
nt f
acul
ty p
erfo
r-m
ance
as
wel
l as
seni
ority
.
Ret
irem
ent p
lann
ing
shou
ld b
e in
tegr
ated
into
prof
essi
onal
dev
elop
men
t pro
gram
s.
Fac
ulty
Dev
elop
men
t Pol
icie
sFa
culty
dev
elop
men
t is
an in
vest
men
t in
the
ongo
-in
g pr
ofes
sion
al d
evel
opm
ent o
f fa
culty
. Bot
h w
ithin
and
outs
ide
of th
e ac
adem
ic c
omm
unity
, hig
her
edu-
catio
n ha
s fa
iled
to e
ffec
tivel
y ar
ticul
ate
the
case
for
a pr
ogra
m o
f sy
stem
atic
, pro
gres
sive
fac
ulty
dev
el-
opm
ent.
In a
dditi
on, h
ighe
r ed
ucat
ion
has
been
un-
will
ing
or u
nabl
e to
ref
orm
itse
lf. T
hese
rec
omm
en-
datio
ns ta
ke a
maj
or s
tep
tow
ard
rem
edyi
ng th
at s
itu-
atio
n.
Tho
se r
ecom
men
datio
ns in
clud
e th
e fo
llow
ing:
Facu
lty d
evel
opm
enta
nd e
spec
ially
aw
ards
and
ince
ntiv
es s
houl
d be
clo
sely
tied
to th
ein
stitu
tion'
s m
issi
on a
nd g
oals
. Too
oft
en in
the
past
, the
se d
ecis
ions
hav
e be
en m
ade
base
d on
the
indi
vidu
al n
eeds
of
the
facu
lty, n
ot th
e m
is-
sion
and
goa
ls o
f th
e in
stitu
tion.
All
inst
itutio
ns o
f hi
gher
edu
catio
n sh
ould
giv
egr
eate
r va
lue
to q
ualit
y te
achi
ng in
tenu
re a
ndpr
omot
ion
deci
sion
s. W
hile
som
e pr
ogre
ss h
asbe
en m
ade
in th
is a
rea
in r
ecen
t yea
rs, m
uch
mor
eis
nee
ded.
Facu
lty d
evel
opm
ent o
ppor
tuni
tiesi
nclu
ding
adva
ncem
ent a
nd r
ewar
dssh
ould
be
mad
e av
ail-
able
to p
art-
time
facu
lty. G
iven
the
incr
easi
ngim
port
ance
of
part
-tim
e fa
culty
in th
e fa
culty
mix
,in
vest
ing
in p
art-
time
facu
lty is
just
as
impo
rtan
tas
it is
to in
vest
in f
ull-
time
facu
lty.
17
Sabb
atic
als
shou
ld b
e re
tain
ed, b
ut e
xpan
ded
toin
clud
e gr
eate
r fl
exib
ility
in le
ngth
and
sco
pe,
such
as
the
succ
essf
ul f
acul
ty im
prov
emen
t lea
ves
whi
ch s
ome
inst
itutio
ns h
ave
initi
ated
. In
addi
-tio
n, th
ere
shou
ld b
e gr
eate
r ac
coun
tabi
lity
and
mon
itori
ng f
or s
abba
tical
s of
all
type
s.
Inst
itutio
ns s
houl
d su
ppor
t fac
ulty
dev
elop
men
top
port
uniti
es in
inst
ruct
iona
l tec
hnol
ogy,
as
wel
las
rec
ogni
ze a
nd r
ewar
d al
l asp
ects
of
curr
icu-
lum
inno
vatio
n. U
sed
as a
teac
hing
, lea
rnin
g, r
e-se
arch
and
com
mun
icat
ion
tool
, tec
hnol
ogy
has
the
pote
ntia
l to
tran
sfor
m a
nd e
xpan
d th
e hi
gher
educ
atio
n ex
peri
ence
. Fac
ulty
mus
t kno
w h
ow to
effe
ctiv
ely
use
this
tool
of
the
al. c
entu
ry
Fac
ulty
Rev
iew
Pol
icie
sIm
prov
ed s
yste
ms
of f
acul
ty e
valu
atio
n of
fer
us w
ays
of a
chie
ving
sub
stan
tive
chan
ge in
our
edu
catio
nal
syst
ems
with
out r
elyi
ng e
xclu
sive
ly o
n cu
ts a
nd p
ro-
gram
clo
sure
. In
real
ity, t
he b
est o
ppor
tuni
ty f
or w
ide-
spre
ad c
hang
e is
for
us
to le
arn
to m
anag
e ou
r hu
-m
an r
esou
rces
bet
ter.
But
eve
n th
is w
ill n
ot b
e su
ffi-
cien
t if
all n
ew h
irin
g op
port
uniti
es a
re n
ot im
med
i-at
ely
scru
tiniz
ed a
t the
hig
hest
inst
itutio
nal l
evel
s an
dne
w h
uman
cap
ital d
efin
ed, d
irec
ted
and
depl
oyed
with
ori
gina
lity
and
atte
ntio
n to
inst
itutio
nal m
issi
on.
Acc
epta
nce
of o
ur in
stitu
tiona
l res
pons
ibili
ty to
iden
-tif
y, r
etai
n, a
nd d
evel
op th
e ap
prop
riat
e fa
culty
will
prov
ide
us w
ith th
e fl
exib
ility
to r
ecre
ate
ours
elve
sas
nee
ded
to r
espo
nd to
the
new
man
date
s of
hig
her
lear
ning
in th
e co
min
g ce
ntur
y. R
ecom
men
datio
ns
13
on im
prov
ing
facu
lty r
evie
w p
olic
ies
incl
ude
the
fol-
low
ing:
All
inst
itutio
ns w
hich
aw
ard
tenu
re m
ust h
ave
inpl
ace
effe
ctiv
e sy
stem
s fo
r re
view
ing
the
perf
or-
man
ce o
f te
nure
d fa
culty
. Pos
t-te
nure
rev
iew
dem
-on
stra
tes
high
er e
duca
tion'
s co
mm
itmen
t to
high
leve
ls o
f pe
rfor
man
ce e
ven
with
in th
e gu
aran
tees
of te
nure
.
Col
lege
s an
d un
iver
sitie
s m
ust r
evie
w a
ll fa
culty
eval
uatio
n pr
oces
ses,
take
ste
ps to
elim
inat
e re
-du
ndan
cy, a
nd e
nsur
e th
at a
ll re
view
s ar
e co
nse-
quen
tial.
As
the
inst
itutio
nal m
ix o
f fu
ll tim
e, p
art t
ime,
adju
nct a
nd o
ther
em
ploy
men
t arr
ange
men
ts is
deve
lope
d, it
is c
ritic
al th
at a
n ef
fect
ive
annu
alpe
rfor
man
ce e
valu
atio
n be
inte
grat
ed in
to th
e fa
c-ul
ty r
ole
and
rew
ard
syst
ems
of th
e in
stitu
tion;
both
for
its
stan
d al
one
valu
e an
d as
a f
ound
atio
nfo
r al
l oth
er ty
pes
of p
erfo
rman
ce r
evie
w.
Cri
teri
a an
d ex
pect
atio
ns f
or te
nure
, as
wel
l as
crite
ria
for
prom
otio
n in
aca
dem
ic r
ank,
mus
t be
com
patib
le w
ith th
e m
issi
on o
f th
e in
stitu
tion,
deve
lope
d in
con
sulta
tion
with
fac
ulty
and
ap-
prov
ed a
t the
inst
itutio
nal l
evel
.
Unc
appi
ng th
e w
orki
ng y
ears
of
the
tenu
red
wor
k-fo
rce
occu
rred
in 1
994
whe
n th
e A
ge D
iscr
imin
a-tio
n in
Em
ploy
men
t Act
(A
DE
A)
was
app
lied
tohi
gher
edu
catio
n. L
ittle
ana
lysi
s of
the
impa
ct o
f
this
has
bee
n do
ne to
dat
e, a
nd f
urth
er a
naly
sis
isne
cess
ary
Inst
itutio
ns m
ust m
ake
stra
tegi
c de
cisi
ons
abou
tw
hich
acc
redi
tatio
ns th
ey w
ish
to p
ursu
e, a
ndm
ust s
elec
t onl
y th
ose
agen
cies
whi
ch r
ecog
nize
and
supp
ort i
ndiv
idua
l ins
titut
iona
l mis
sion
s an
dhi
gher
edu
catio
n's
man
date
to a
ttend
to th
e ch
ang-
ing
wor
ld o
f le
arni
ng a
nd w
ork.
Hig
her
educ
atio
n m
ust l
earn
to m
anag
e hu
man
re-
sour
ces
bette
r an
d, in
deed
, def
ine,
dir
ect,
and
depl
oyou
r in
telle
ctua
l res
ourc
es w
ith o
rigi
nalit
y an
d at
ten-
tion
to e
volv
ing
inst
itutio
nal m
issi
ons.
Thi
s pr
ojec
tof
fers
bol
d an
d cr
eativ
e po
licy
reco
mm
enda
tions
that
will
gui
de o
ur in
stitu
tions
as
they
wor
k to
ens
ure
that
soci
ety
cont
inue
s to
rea
p th
e be
nefi
ts o
f hi
gher
educ
atio
n's
grea
test
ass
et, t
he e
xper
tise
of o
ur f
ac-
ulty
.
19
10
Prea
mbl
e
Em
ploy
men
t Pol
icie
sFa
culty
em
ploy
men
t pat
tern
s in
Am
eric
an h
ighe
red
ucat
ion
are
in f
lux.
Dec
linin
g fi
nanc
ial r
esou
rces
and
incr
easi
ng e
nrol
lmen
ts h
ave
com
bine
d w
ithra
pid
chan
ges
in w
orkf
orce
nee
ds in
suc
h a
way
that
inst
itutio
ns m
ust b
e bo
th f
lexi
ble
and
crea
tive
in th
efu
lfill
men
t of
thei
r m
issi
ons.
At t
he s
ame
time,
pub
-lic
alle
gatio
ns o
f fa
culty
pri
vile
ge a
nd w
ides
prea
dm
isun
ders
tand
ing
of te
nure
cha
lleng
e ex
istin
g fa
c-ul
ty w
ork
arra
ngem
ents
. Hig
her
educ
atio
n m
ust c
on-
stru
ct a
nd d
eplo
y th
e fa
culty
wor
k fo
rce
so th
at s
tu-
dent
nee
ds a
re m
et, p
ublic
con
fide
nce
is e
nhan
ced,
inst
itutio
nal i
nteg
rity
is m
aint
aine
d, a
nd p
ositi
ve e
du-
catio
nal o
utco
mes
are
ass
ured
.
Inst
itutio
ns h
ave
alre
ady
begu
n to
add
ress
thes
e es
-ca
latin
g pr
essu
res.
The
dis
cuss
ion
and
polic
y re
com
-m
enda
tions
that
fol
low
are
dra
wn
from
var
ious
in-
stitu
tiona
l arr
ange
men
ts, a
s w
ell a
s fr
om a
gro
win
glit
erat
ure
on f
acul
ty e
mpl
oym
ent p
atte
rns.
Of
cour
se, a
ny s
uch
disc
ussi
on in
evita
bly
rais
es th
equ
estio
n of
whe
ther
aca
dem
ic te
nure
is e
ssen
tial.
In
2 0
addi
tion,
inst
itutio
ns' i
ncre
asin
g re
lianc
e on
par
t-tim
e(a
nd, t
o a
less
er e
xten
t, fu
ll-tim
e) n
on-t
enur
e tr
ack
facu
lty-a
nd th
e fr
eque
ntly
opp
ress
ive
cond
ition
s of
such
em
ploy
men
t-m
ust b
e ex
amin
ed in
the
cont
ext
of d
esir
ed e
duca
tiona
l out
com
es.
Thi
s st
udy,
whi
le n
ot r
evol
utio
nary
, sug
gest
s th
atin
stitu
tions
sho
uld
be c
reat
ive
and
forw
ard-
look
ing
in th
eir
plan
ning
. Ten
ure
shou
ld n
ot b
e ab
olis
hed,
but i
nstit
utio
ns m
ust b
e vi
gila
nt if
the
inte
grity
of
ten-
ure
is to
be
mai
ntai
ned
in c
once
pt a
nd p
ract
ice;
rig
-or
ous
eval
uatio
n an
d in
nova
tion
(whe
n ap
prop
riat
e)ar
e cr
itica
l. M
oreo
ver,
inst
itutio
ns s
houl
d en
gage
inth
ough
tful
pla
nnin
g w
ith r
espe
ct to
app
ropr
iate
fac
-ul
ty m
ix, i
.e.,
wha
t pro
port
ion
shou
ld b
e te
nure
eli-
gibl
e, f
ull t
ime,
and
par
t tim
e. T
hese
pro
port
ions
are
likel
y to
var
y by
aca
dem
ic p
rogr
am. A
wel
l-pl
anne
dap
proa
ch to
bui
ldin
g th
e fa
culty
of
the
futu
re s
houl
dal
so in
clud
e sy
stem
atic
atte
ntio
n to
rec
ruitm
ent,
as-
sign
men
t, an
d fo
rmat
ive
deve
lopm
ent o
f ne
w f
acul
ty.
Fina
lly, i
nstit
utio
ns o
f hi
gher
edu
catio
n sh
ould
als
oat
tend
to th
e pr
oces
s by
whi
ch-a
nd th
e re
ason
s fo
rw
hich
-fac
ulty
leav
e th
e pr
ofes
sion
.
In r
evis
ing
an in
stitu
tion'
s em
ploy
men
t pol
icie
s, it
iscr
itica
l tha
t the
pro
blem
s to
be
addr
esse
d an
d ho
wth
e pr
opos
ed m
odif
icat
ions
mig
ht a
mel
iora
te th
ose
prob
lem
s be
cle
arly
und
erst
ood.
For
exa
mpl
e, if
the
prob
lem
is b
udge
tary
, the
inst
itutio
n w
ould
do
wel
lto
wor
k th
roug
h a
mod
el o
f an
ticip
ated
sav
ings
and
effe
cts.
If
the
prob
lem
is f
inal
ly u
nder
stoo
d to
be
inth
e ad
min
istr
atio
n of
the
tenu
re s
yste
m r
athe
r th
anin
the
polic
y, th
en r
emed
ial a
ctio
n sh
ould
be
dire
cted
at th
e pr
actic
e of
adm
inis
trat
ion.
Wha
teve
r th
e pr
ob-
lem
, it m
ust b
e ex
plic
itly
stat
ed a
nd a
naly
zed;
the
solu
tion
mus
t be
desi
gned
spe
cifi
cally
to a
ddre
ss th
epr
oble
m.
Ter
ms
of E
mpl
oym
ent
As
inst
itutio
ns e
xper
imen
t with
dif
fere
nt te
rms
ofem
ploy
men
t, th
e cr
itica
l que
stio
n be
com
es "
wha
t is
the
appr
opri
ate
mix
of
empl
oym
ent c
ateg
orie
s?"
How
man
y po
sitio
ns s
houl
d be
tenu
re-t
rack
? H
ow m
any
shou
ld b
e fu
ll-tim
e, n
onte
nure
trac
k? H
ow m
any
shou
ld b
e pa
rt-t
ime,
non
tenu
re tr
ack?
Rec
ent l
itera
ture
has
exp
lore
d ne
w p
atte
rns
of e
m-
ploy
men
t, in
clud
ing
sim
ple
rene
wab
le te
rm c
on-
trac
ts, c
ontin
uing
con
trac
ts w
ith a
gua
rant
eed
sev-
eran
ce p
erio
d up
on te
rmin
atio
n, r
ollin
g co
ntra
cts
sim
ilar
to th
ose
give
n to
ath
letic
coa
ches
, and
vol
un-
tary
non
tenu
red
stat
us a
ccom
pani
ed b
y hi
gher
sal
-ar
y (t
radi
ng th
e te
nure
"pr
oper
ty v
alue
"), a
s w
ell a
sfi
xed
term
tenu
re f
ollo
wed
by
a se
ries
of
term
con
-tr
acts
.
Plac
emen
t on
the
tenu
re tr
ack
has
been
the
stan
dard
patte
rn o
f fa
culty
em
ploy
men
t in
high
er e
duca
tion.
Thi
s in
clud
es a
per
iod
of p
roba
tion,
dur
ing
whi
chth
e in
divi
dual
is e
valu
ated
; if
the
eval
uatio
n is
pos
i-tiv
e, th
e in
divi
dual
rec
eive
s pe
rman
ent s
tatu
s (t
en-
ure)
. The
tenu
re s
yste
m is
larg
ely
acce
pted
, but
the
med
ia a
nd th
e pu
blic
hav
e re
cent
ly r
aise
d ne
w c
riti-
cism
s of
it. N
ever
thel
ess,
ther
e ar
e so
und
reas
ons
toco
ntin
ue th
e pr
actic
e of
tenu
re in
hig
her
educ
atio
n.It
is im
port
ant t
o cl
arif
y w
hat t
enur
e is
, why
it e
xist
s,an
d w
hat l
imits
per
tain
.
Ten
ure-
Tra
ck F
acul
tyT
he c
once
pt o
f te
nure
dev
elop
ed f
or th
e m
ost i
m-
port
ant o
f re
ason
s. F
unda
men
tally
, the
pur
pose
of
the
univ
ersi
ty in
a f
ree
soci
ety
is to
ser
ve s
ocie
ty b
y
2,
seek
ing
trut
h an
d sp
eaki
ng a
s m
uch
trut
h as
has
bee
ndi
scov
ered
. The
pri
vile
ge o
f se
ekin
g tr
uth
in a
uni
-ve
rsity
and
spe
akin
g w
hen
one
thin
ks it
has
bee
nfo
und
defi
nes
acad
emic
fre
edom
. Aca
dem
ic f
reed
omits
elf
prom
otes
the
inde
pend
ence
of
view
s es
sent
ial
to th
e ad
vanc
emen
t of
know
ledg
e in
a d
emoc
ratic
soci
ety.
Ten
ure
prov
ides
the
secu
rity
that
allo
ws
fac-
ulty
mem
bers
to s
eek
trut
h an
d sp
eak
it fr
eely
.
It is
ess
entia
l tha
t ten
ure
cont
inue
to e
xist
as
a po
ssi-
bilit
y fo
r a
maj
ority
of
facu
lty. A
cor
e of
tenu
red
pro-
fess
iona
ls p
rom
otes
the
educ
atio
nal m
issi
on o
f hi
gher
educ
atio
n.
Ten
ure
is o
ften
mis
perc
eive
d as
mer
ely
"job
sec
u-ri
ty."
Whe
n it
is in
corp
orat
ed in
to c
olle
ctiv
e ba
rgai
n-in
g, it
take
s on
the
appe
aran
ce o
f an
em
ploy
men
tbe
nefi
t, pe
rhap
s eq
uiva
lent
to a
den
tal p
lan.
Suc
h pe
r-ce
ptio
ns f
ail t
o re
cogn
ize
that
the
conc
ept o
f te
nure
as o
rigi
nally
des
crib
ed b
y th
e A
mer
ican
Ass
ocia
tion
of U
nive
rsity
Pro
fess
ors
(AA
UP)
invo
lves
a m
utua
l-ity
of
oblig
atio
n be
twee
n in
stitu
tion
and
facu
lty m
em-
ber
(Rep
ort o
f th
e U
nive
rsity
of
Illin
ois
Sem
inar
on
Ten
ure,
199
7).
Obl
igat
ions
of T
enur
eR
espo
nsib
ilitie
s of
tenu
re in
clud
e an
obl
igat
ion
topr
otec
t the
aca
dem
ic f
reed
om o
f th
e no
nten
ured
;co
llegi
al c
ontr
ibut
ions
to th
e go
vern
ance
of
the
in-
stitu
tion;
ong
oing
com
mitm
ent t
o pr
ofes
sion
algr
owth
; ful
fillm
ent o
f th
e m
issi
on o
f th
e in
stitu
tion;
and
mai
nten
ance
of
the
high
est p
rofe
ssio
nal s
tan-
dard
s. T
he o
blig
atio
ns a
nd in
stitu
tiona
l exp
ecta
tions
of te
nure
sho
uld
be c
omm
unic
ated
exp
licitl
y to
ten-
ure-
trac
k fa
culty
at t
he ti
me
of a
ppoi
ntm
ent a
ndsh
ould
be
emph
asiz
ed in
new
fac
ulty
ori
enta
tion
pro-
gram
s. I
nstit
utio
nal r
ewar
d st
ruct
ures
sho
uld
refl
ect
the
valu
ing
of a
chie
vem
ents
that
rep
rese
nt f
ulfi
llmen
tof
thes
e ob
ligat
ions
.
The
con
ferr
ing
of te
nure
sho
uld
indi
cate
con
fide
nce
in a
n in
divi
dual
's a
bilit
y to
con
trib
ute
to in
stitu
tiona
lsu
cces
s as
wel
l as
to th
e di
scip
line
and
the
adva
nce-
men
t of
know
ledg
e. E
ven
as in
stitu
tions
dem
onst
rate
a co
ntin
uing
com
mitm
ent t
o ac
adem
ic f
reed
omth
roug
h te
nure
, the
y sh
ould
em
phas
ize
the
mut
ual-
ity o
f ob
ligat
ion
that
tenu
re e
ntai
ls.
Pro
batio
nary
Per
iod
The
con
cept
of
a pr
obat
iona
ry p
erio
d du
ring
whi
chfa
culty
mem
bers
asp
irin
g to
tenu
re a
re e
valu
ated
by
peer
s is
one
met
hod
of q
ualit
y as
sura
nce
that
hel
psto
alla
y pu
blic
ske
ptic
ism
abo
ut te
nure
. Sin
ce th
eA
AU
P is
sued
its
note
d 19
40 S
tate
men
t, th
e st
anda
rdpr
obat
iona
ry p
erio
d in
hig
her
educ
atio
n ha
s be
ense
ven
year
s, w
ith r
evie
w f
or te
nure
gen
eral
ly o
ccur
-ri
ng in
the
sixt
h ye
ar. T
he v
ast m
ajor
ity o
f hi
gher
educ
atio
n in
stitu
tions
ope
rate
on
this
pro
batio
n-te
n-ur
e sy
stem
, whi
ch(1
) as
sure
s qu
ality
by
requ
irin
g a
high
sta
ndar
d of
per
form
ance
ove
r a
peri
od o
f tim
elo
ng e
noug
h to
sug
gest
its
cont
inua
tion(
2) r
ewar
dsgo
od te
achi
ng, h
igh-
qual
ity s
chol
arsh
ip, a
nd p
rodu
c-tiv
e se
rvic
e to
the
com
mun
ity a
nd th
e pr
ofes
sion
s;an
d (3
) bu
ttres
ses
facu
lty m
oral
e an
d co
mm
itmen
tto
the
inst
itutio
n.
2311
12
The
pro
batio
nary
per
iod
as a
toug
h "w
eedi
ng-o
ut"
proc
ess
can
build
pub
lic tr
ust i
n hi
gher
edu
catio
n.T
o fo
ster
suc
h an
und
erst
andi
ng b
y th
e pu
blic
, col
-le
ges
and
univ
ersi
ties
mus
t adh
ere
to r
igor
ous
pro-
cedu
res
and
crite
ria,
con
sist
ent w
ith in
stitu
tiona
lm
issi
on, f
or g
rant
ing
tenu
re. T
enur
e sh
ould
nev
er b
egr
ante
d pr
inci
pally
on
the
basi
s of
leng
th o
f se
rvic
e.
The
opt
imal
leng
th o
f th
e pr
obat
iona
ry p
erio
d m
ayva
ry b
y ty
pe o
f in
stitu
tion
and
even
by
type
of
facu
ltym
embe
r. R
esea
rch-
inte
nsiv
e in
stitu
tions
, for
ex-
ampl
e, m
ay r
equi
re a
long
er p
erio
d to
acc
urat
ely
as-
sess
the
pote
ntia
l pro
duct
ivity
of
thei
r fa
culty
. Ind
i-vi
dual
exc
eptio
ns to
the
stan
dard
pro
batio
nary
pe-
riod
hav
e be
en in
crea
sing
ly c
omm
on in
Am
eric
anhi
gher
edu
catio
n, r
esul
ting
som
etim
es in
sho
rter
, and
occa
sion
ally
in lo
nger
, per
iods
. The
re a
re s
ound
rea
-so
ns to
con
side
r va
ryin
g th
e le
ngth
of
the
prob
atio
n-ar
y pe
riod
for
fac
ulty
mem
bers
with
in a
sin
gle
inst
i-tu
tion;
suc
h co
nsid
erat
ions
as
acad
emic
dis
cipl
ine,
vari
atio
ns in
mis
sion
and
ass
ignm
ent,
and
time
out
for
fam
ily r
espo
nsib
ilitie
s m
ay a
ll be
val
id.
Acc
epta
ble
reas
ons
for
"sto
ppin
g th
e te
nure
clo
ck"
may
incl
ude
child
birt
h, a
dopt
ion
of a
you
ng c
hild
(in
whi
ch c
ase
the
optio
n is
usu
ally
ext
ende
d to
fat
hers
as w
ell a
s m
othe
rs),
inca
paci
ty d
ue to
acc
iden
t or
ill-
ness
, ext
ende
d di
sabi
lity
leav
e, o
r an
y ot
her
inst
itu-
tiona
lly a
ppro
ved
leav
e th
at ta
kes
the
fam
ily m
em-
ber
off
the
inst
itutio
n's
payr
oll a
nd to
som
e ac
tivity
that
doe
s no
t con
trib
ute
to m
eetin
g st
anda
rds
for
ten-
ure
(for
exa
mpl
e, g
over
nmen
t ser
vice
). A
t res
earc
h-
2 4
inte
nsiv
e un
iver
sitie
s, r
easo
ns m
ay a
lso
incl
ude
ad-
vers
e ci
rcum
stan
ces
beyo
nd th
e fa
culty
mem
ber's
cont
rol t
hat d
elay
res
earc
h pr
oduc
tivity
(fi
re, f
lood
,or
ear
thqu
ake,
for
exa
mpl
e).
Wha
t is
esse
ntia
l, bo
th f
or th
e in
stitu
tion
and
for
the
sake
of
publ
ic tr
ust i
n te
nure
, is
that
the
prob
atio
n-ar
y pe
riod
be
of s
uffi
cien
t dur
atio
n to
per
mit
the
in-
stitu
tion
to b
ase
its d
ecis
ion
on a
dequ
ate
info
rma-
tion.
Locu
s of
Ten
ure
Loc
us o
f te
nure
is a
var
iabl
e th
at in
stitu
tions
may
wis
h to
ret
hink
in li
ght o
f ef
fort
s to
incr
ease
fle
xibi
l-ity
. At m
any
inst
itutio
ns, t
enur
e is
loca
ted
in th
e ac
a-de
mic
dep
artm
ent o
r eq
uiva
lent
uni
ta c
once
ptw
hich
pro
tect
s th
e in
tegr
ity o
f sp
ecif
ic a
cade
mic
pro
-gr
ams
but w
hich
can
res
ult i
n in
flex
ibili
ty f
or b
oth
facu
lty m
embe
rs a
nd th
e in
stitu
tion.
Inst
itutio
ns s
houl
d es
tabl
ish
locu
s of
tenu
re u
pon
hiri
ng a
ny te
nure
-tra
ck p
rofe
ssor
. The
re is
wid
eva
riat
ion
in p
ract
ice,
and
var
ied
loci
of
tenu
re w
ithin
a si
ngle
inst
itutio
n m
ay b
e de
sira
ble.
For
exa
mpl
e,te
nure
may
be
plac
ed in
mor
e br
oadl
y de
fine
d se
r-vi
ce a
reas
that
may
incl
ude
mor
e th
an a
sin
gle
cur-
ricu
lar
area
or
depa
rtm
ent.
Inst
itutio
ns m
ay b
enef
itfr
om f
acul
ty d
evel
opm
ent o
ppor
tuni
ties
mad
e av
ail-
able
to f
acul
ty w
hose
pro
gram
s fa
ce r
educ
tion.
Re-
trai
ning
in r
elat
ed a
reas
may
rec
harg
e fa
culty
mem
-be
rs a
nd in
spir
e pr
ogra
m d
evel
opm
ent i
n ne
w a
r-ea
s, w
heth
er in
itiat
ed b
y in
divi
dual
fac
ulty
mem
bers
or b
y th
e in
stitu
tion.
If
an in
stitu
tiona
l ben
efit
accr
ues,
such
ret
rain
ing
prog
ram
s ar
e w
orth
whi
le. H
owev
er,
polic
ies
whi
ch p
rovi
de b
road
er lo
cus
of te
nure
typi
-ca
lly r
equi
re g
reat
er b
read
th o
f pr
epar
atio
n at
the
time
of a
ppoi
ntm
ent a
nd m
ay a
lso
requ
ire
a w
ider
rang
e of
ass
ignm
ents
in th
e in
stitu
tion;
thus
, the
y m
aybe
a p
oor
optio
n fo
r re
sear
ch-i
nten
sive
inst
itutio
ns.
Ter
ms
of T
enur
eT
radi
tiona
lly, t
enur
e ha
s be
en u
nder
stoo
d as
em
ploy
-m
ent t
hrou
gh r
etir
emen
t. A
pplic
atio
n in
199
4 of
the
Age
Dis
crim
inat
ion
in E
mpl
oym
ent A
ct (
AD
EA
) to
high
er e
duca
tion,
"un
capp
ing"
the
wor
king
yea
rs o
fth
e te
nure
d w
ork
forc
e, h
as s
ugge
sted
pot
entia
l di-
lem
mas
. Thi
s ve
ry im
port
ant i
ssue
has
yet
to b
e be
t-te
r an
alyz
ed, b
ut p
relim
inar
y fi
ndin
gs s
ugge
st th
atth
e pr
oble
ms
thou
ght l
ikel
y m
ay h
ave
been
exa
gger
-at
ed. M
ore
anal
ysis
is c
erta
inly
nee
ded.
If
facu
ltyse
em to
be
wor
king
unt
il m
uch
late
r in
thei
r liv
esth
an p
rior
to A
DE
A, p
ress
ure
to a
dvan
ce th
e "t
erm
tenu
re"
conc
ept (
limiti
ng te
nure
to a
spe
cifi
ed n
um-
ber
of y
ears
), a
s w
ell a
s to
dev
ise
crea
tive
retir
emen
tin
cent
ives
, may
ari
se. P
ost-
retir
emen
t ass
ignm
ents
,w
hich
hav
e be
en u
sed
in th
e pa
st, t
ie u
p do
llars
whi
chot
herw
ise
mig
ht b
e m
ade
avai
labl
e fo
r fu
ll-tim
e re
-pl
acem
ents
; oth
er in
cent
ives
sho
uld
be e
xplo
red.
Som
e in
stitu
tions
hav
e be
gun
to a
war
d te
nure
on
apa
rt-t
ime
basi
s (f
or e
xam
ple,
in s
hare
d ap
poin
tmen
ts)
or f
ull-
time
tenu
re w
ith o
nly
a po
rtio
n of
sal
ary
vest
ed(i
n pa
rtic
ular
, at m
edic
al s
choo
ls).
Suc
h ar
rang
e-m
ents
may
ben
efit
both
indi
vidu
als
and
inst
itutio
ns.
Pol
icy
Rec
omm
enda
tions
Ten
ureT
rack
Fac
ulty
1.T
enur
e sh
ould
be
mai
ntai
ned,
but
inst
itutio
nsm
ust b
e vi
gila
nt to
ens
ure
its in
tegr
ity in
con
cept
and
prac
tice,
thro
ugh
rigor
ous
eval
uatio
n an
din
nova
tion
whe
n ap
prop
riate
. Exc
ept i
n in
stitu
tiona
len
viro
nmen
ts w
here
the
mis
sion
or
prog
ram
dic
tate
sot
herw
ise,
a s
ubst
antia
l pro
port
ion
of th
e fa
culty
shou
ld b
e te
nure
elig
ible
.
2.In
stitu
tions
sho
uld
impl
emen
t del
iber
ate
effo
rts
to e
nhan
ce b
oth
facu
lty a
nd p
ublic
und
erst
andi
ng c
the
oblig
atio
ns o
n fa
culty
that
are
ent
aile
d by
the
tenu
re s
yste
m.
3.T
he p
roba
tiona
ry p
erio
d, d
urin
g w
hich
tenu
re-
elig
ible
facu
lty a
re r
igor
ousl
y ev
alua
ted
cons
iste
ntw
ith in
stitu
tiona
l mis
sion
exp
ecta
tions
, sho
uld
bere
tain
ed. A
ny p
ract
ice
of g
rant
ing
tenu
re p
rinci
pally
on th
e ba
sis
of le
ngth
of s
ervi
ce s
houl
d be
elim
inat
ed..
4.In
stitu
tions
sho
uld
expl
ore
the
utili
ty o
f var
iatio
nin
the
prob
atio
nary
per
iod,
app
ropr
iate
to v
aria
tions
in d
isci
plin
e an
d/or
ass
ignm
ent.
Sim
ilarly
, ins
titut
ions
shou
ld c
ontin
ue th
e pr
actic
e of
"st
oppi
ng th
e te
nur
cloc
k" fo
r re
ason
able
cau
se; o
ther
adj
ustm
ents
,w
hen
appr
opria
te, s
houl
d be
aon
side
red.
5
5.In
stitu
tions
sho
uld
esta
blis
h lo
cus
of te
nure
upo
nhi
ring
of te
nure
-tra
ck fa
culty
and
sho
uld
cons
ider
vary
ing
the
locu
s of
tenu
re fo
r fa
culty
, app
ropr
iate
to d
iffer
ence
s in
dis
cipl
ine/
assi
gnm
ent a
ndin
stitu
tiona
l nee
d. W
hen
varia
nces
occ
ur, r
easo
nssh
ould
be
expl
icit.
Non
tenu
re T
rack
Fac
ulty
Non
tenu
re tr
ack
full-
time
facu
lty c
arry
a f
ull-
time
wor
kloa
d bu
t are
not
elig
ible
for
tenu
re. T
heir
rol
esan
d ci
rcum
stan
ces
vary
wid
ely.
On
cam
puse
s th
atdo
not
aw
ard
tenu
re, t
hey
ofte
n ha
ve e
cono
mic
sta
-tu
s si
mila
r to
that
of
tenu
re-t
rack
fac
ulty
. The
y m
ayha
ve r
enew
able
app
oint
men
t per
iods
fro
m o
ne to
seve
ral y
ears
' dur
atio
n. S
ome
of th
ese
facu
lty c
arry
full
teac
hing
load
s or
are
res
pons
ible
for
adv
isin
gst
uden
ts b
ut a
re n
ot e
xpec
ted
to p
artic
ipat
e on
de-
part
men
t or
inst
itutio
nal c
omm
ittee
s or
to c
ondu
ctre
sear
ch. O
ther
s re
sear
ch a
ppoi
ntm
ents
whe
re li
ttle
or n
o te
achi
ng is
exp
ecte
d an
d th
e ap
poin
tmen
t is
depe
nden
t on
fund
ing
from
gra
nts.
Oth
ers
are
clin
i-ca
l fac
ulty
, fou
nd in
man
y he
alth
sci
ence
s sc
hool
s,w
ho a
re r
espo
nsib
le f
or p
atie
nt c
are
and
do s
ome
clin
ical
teac
hing
.
Non
tenu
re tr
ack
full-
time
facu
lty o
ften
bri
ng e
xper
-tis
e an
d ex
peri
ence
that
oth
erw
ise
wou
ld n
ot b
e av
ail-
able
to a
n in
stitu
tion;
they
may
teac
h co
urse
s in
spe
-ci
aliz
ed a
reas
in w
hich
an
inst
itutio
n ca
nnot
aff
ord
to in
vest
in a
tenu
re-t
rack
pos
itibn
. The
se p
ositi
ons
give
the
inst
itutio
n fl
exib
ility
to r
espo
nd to
cha
nges
in d
eman
d fo
r co
urse
s.
How
ever
, man
y no
nten
urab
le f
acul
ty a
re tr
eate
d as
seco
nd-c
lass
citi
zens
by
the
inst
itutio
n its
elf
and/
orby
tenu
red
facu
lty. T
he la
ck o
f a
long
-ter
m c
omm
it-m
ent t
o an
d fr
om th
e in
stitu
tion,
toge
ther
with
the
need
in m
any
case
s to
hav
e ot
her
empl
oym
ent,
may
dim
inis
h th
e in
vest
men
t a f
acul
ty m
embe
r m
akes
.
Mul
ti-Y
ear
Con
trac
tsM
ost n
onte
nure
trac
k fu
ll-tim
e fa
culty
hav
e an
nual
cont
ract
s. M
ulti-
year
con
trac
ts f
or s
ome
of th
ese
fac-
ulty
may
be
bene
fici
al. N
onte
nure
trac
k fu
ll-tim
e fa
c-ul
ty o
ften
sta
y at
an
inst
itutio
n fo
r a
cons
ider
able
leng
th o
f tim
e, a
nd a
mul
ti-ye
ar c
ontr
act w
ould
mak
eth
is lo
nger
-ter
m r
elat
ions
hip
mor
e ex
plic
it an
d w
ould
reco
gniz
e th
e co
ntri
butio
ns o
f th
e fa
culty
mem
ber.
Mul
ti-ye
ar c
ontr
acts
wou
ld r
epre
sent
mor
e of
a c
om-
mitm
ent b
y an
d to
the
inst
itutio
n an
d w
ould
ena
ble
both
the
facu
lty m
embe
r an
d th
e ac
adem
ic u
nit t
opl
an f
or a
spa
n of
yea
rs. S
uch
a st
rate
gy is
par
ticu-
larl
y ap
prop
riat
e w
here
long
-ter
m (
cont
inui
ng)
aca-
dem
ic n
eeds
are
add
ress
ed th
roug
h su
ch h
irin
g. F
orcl
inic
al o
r ot
her
long
-ter
m f
acul
ty, i
t may
be
appr
o-pr
iate
to im
plem
ent "
cont
inui
ng"
appo
intm
ents
.
Eva
luat
ion
Non
tenu
re tr
ack
facu
lty a
re r
arel
y ev
alua
ted
with
the
thor
ough
ness
acc
orde
d te
nure
-tra
ck a
nd te
nure
d fa
c-ul
ty. T
his
rein
forc
es c
once
rns
abou
t qua
lity
whe
nno
nten
ure
trac
k fa
culty
are
em
ploy
ed. T
hese
con
-ce
rns
incl
ude
qual
ity o
f pe
rfor
man
ce a
nd a
vaila
bil-
ity to
stu
dent
s. I
n co
ntra
st, t
horo
ugh
eval
uatio
ns c
anbo
lste
r fa
culty
mem
bers
' con
fide
nce
that
wha
t the
ydo
mat
ters
to th
e in
stitu
tion.
Ben
efits
and
Pri
vile
ges
Non
tenu
re tr
ack
facu
lty ty
pica
lly a
re e
ligib
le f
or s
uch
bene
fits
as
heal
th in
sura
nce
but n
ot f
or s
abba
tical
s.T
hey
may
or
may
not
hav
e re
pres
enta
tion
on f
acul
tyse
nate
s, a
nd th
ey m
ay o
r m
ay n
ot b
e al
low
ed to
vot
e
2 7
1 3
14
in d
epar
tmen
t mee
tings
or
serv
e on
com
mitt
ees.
In-
stitu
tions
sho
uld
cons
ider
thei
r po
licie
s re
gard
ing
thes
e m
atte
rs.
Par
t-T
ime
Non
tenu
re T
rack
Fac
ulty
Adm
inis
trat
ors,
dep
artm
ent c
hair
s, a
nd f
ull-
time
fac-
ulty
sho
uld
be e
ncou
rage
d to
vie
w p
art-
time
and
ad-
junc
t fac
ulty
as
pote
ntia
l con
trib
utor
s to
inst
itutio
nal
exce
llenc
e. A
djun
ct f
acul
ty o
ften
teac
h pa
rt ti
me
be-
caus
e th
ey w
ish
to d
o so
; Nat
iona
l Edu
catio
n A
sso-
ciat
ion
(NE
A)
data
sho
w th
at a
ppro
xim
atel
y on
e-ha
lfof
thos
e w
ith th
is s
tatu
s pr
efer
thei
r pa
rt-t
ime
assi
gn-
men
ts. S
uch
facu
lty b
ring
exp
ertis
e th
at w
ould
be
diff
icul
t or
econ
omic
ally
impr
ovid
ent t
o du
plic
ate
thro
ugh
tenu
re-t
rack
app
oint
men
ts; t
hey
also
pro
-vi
de f
lexi
bilit
y in
the
sche
dulin
g of
cla
ss s
ectio
ns.
Eff
orts
, the
refo
re, s
houl
d be
mad
e to
ens
ure
that
thes
efa
culty
con
trib
ute
to p
rogr
am c
oher
ence
and
invo
lve-
men
t with
stu
dent
s an
d st
uden
t lea
rnin
g.
At p
rese
nt, i
nstit
utio
nal p
ract
ices
fai
l to
refl
ect t
heva
lue
of p
art-
time
facu
lty a
ppoi
ntm
ents
. Ten
pro
fes-
sion
al a
ssoc
iatio
ns c
ospo
nsor
ed a
"C
onfe
renc
e on
the
Gro
win
g U
se o
f Pa
rt-T
ime
and
Adj
unct
Fac
ulty
," h
eld
Sept
embe
r 26
thro
ugh
28, 1
997
in W
ashi
ngto
n, D
C.
Con
fere
nce
obje
ctiv
es in
clud
ed e
nunc
iatio
n of
a s
etof
com
mon
und
erst
andi
ngs,
dev
elop
men
t of
guid
e-lin
es f
or g
ood
prac
tices
in th
e em
ploy
men
t of
part
-tim
e an
d ad
junc
t fac
ulty
, and
com
pila
tion
of a
n ac
-tio
n ag
enda
to im
plem
ent i
dent
ifie
d go
od p
ract
ices
23
in th
e va
riou
s co
nstit
uenc
ies.
Ins
titut
ions
sho
uld
con-
side
r th
ese
guid
elin
es in
def
inin
g th
eir
part
-tim
e fa
c-ul
ty p
olic
ies.
App
oint
men
tC
rite
ria
and
proc
edur
es f
or a
ppoi
ntm
ent o
f pa
rt-t
ime
facu
lty s
houl
d re
flec
t ins
titut
iona
l goa
ls f
or s
tude
ntle
arni
ng a
nd f
or f
acul
ty e
xcel
lenc
e. M
any
com
mu-
nity
col
lege
s ha
ve u
nifo
rm p
olic
ies
and
proc
edur
esfo
r th
e ap
poin
tmen
t of
part
-tim
e fa
culty
, but
suc
hpo
licie
s ar
e le
ss c
omm
on a
t fou
r-ye
ar in
stitu
tions
.A
ppoi
ntm
ent n
otif
icat
ion
shou
ld b
e tim
ely
and
shou
ldcl
earl
y de
linea
te e
xpec
tatio
ns a
nd a
ssig
nmen
ts.
Mul
ti-Y
ear
Con
trac
tsA
"co
ntin
uing
exp
ecta
tion
of e
mpl
oym
ent"
is o
ften
high
on
the
list o
f pa
rt-t
ime
facu
lty m
embe
rs' d
esir
-ab
le w
ork
cond
ition
s. A
s w
ith f
ull-
time
nont
enur
etr
ack
facu
lty, i
nstit
utio
ns c
an r
eap
the
bene
fits
of
long
er-t
erm
pla
nnin
g an
d gr
eate
r fa
culty
com
mit-
men
t whe
n th
ey o
ffer
mul
ti-ye
ar c
ontr
acts
.
Eva
luat
ion
Eva
luat
ion
of p
art-
time
facu
lty is
an
impo
rtan
t com
-po
nent
of
thei
r em
ploy
men
t. T
hose
inst
itutio
ns in
-te
rest
ed in
hig
h-qu
ality
inst
ruct
ion
shou
ld r
equi
rest
anda
rdiz
ed s
tude
nt e
valu
atio
n fo
rms
of a
ll fa
culty
on a
reg
ular
bas
is a
nd c
lass
room
vis
itatio
n by
eva
lu-
ator
s. S
uch
eval
uatio
ns s
houl
d be
con
side
red
in r
e-em
ploy
men
t dec
isio
ns.
Com
pens
atio
nC
ompe
nsat
ion
for
part
-tim
e fa
culty
is g
ener
ally
sub
-st
anda
rd a
nd f
ar b
elow
equ
ival
ent l
evel
s fo
r fu
ll-tim
efa
culty
. Thi
s ha
s de
bilit
atin
g ef
fect
s bo
th o
n th
e in
di-
vidu
als
and
on th
e qu
ality
of
educ
atio
n of
fere
d by
the
inst
itutio
n. C
ompe
nsat
ion
for
part
-tim
e fa
culty
shou
ld b
e eq
uita
ble
with
in th
e in
stitu
tion
and
shou
ldac
coun
t for
res
pons
ibili
ties
addi
tiona
l to
mee
ting
clas
ses.
Ben
efits
and
Pri
vile
ges
Ben
efits
for
par
t-tim
e an
d ad
junc
t fac
ulty
oft
en a
reno
nexi
sten
t. In
par
ticul
ar, t
he la
ck o
f m
edic
al in
sur-
ance
bec
omes
pro
blem
atic
for
man
y su
ch f
acul
ty.
Inst
itutio
ns s
houl
d id
entif
y gr
oup
insu
ranc
e pr
o-gr
ams
with
aff
orda
ble
rate
s th
at c
ould
be
mad
e av
ail-
able
to p
art-
time
facu
lty. S
uch
prog
ram
s m
ay b
e of
-fe
red
on a
sub
sidi
zed
basi
s or
at t
he e
xpen
se o
f th
ein
divi
dual
fac
ulty
mem
ber.
Ori
enta
tion
to th
e in
stitu
tion,
men
tori
ng, a
nd p
rofe
s-si
onal
sup
port
, as
wel
l as
prof
essi
onal
dev
elop
men
top
port
uniti
es, h
elp
inte
grat
e pa
rt-t
ime
and
adju
nct
facu
lty in
to th
e in
stitu
tiona
l com
mun
ity. H
andb
ooks
can
prov
ide
basi
c in
stitu
tiona
l inf
orm
atio
n, a
nd "
sup-
port
ser
vice
s,"
such
as
offi
ce s
pace
, acc
ess
to te
le-
phon
es, c
leri
cal s
ervi
ces,
dup
licat
ing
serv
ices
, and
com
pute
rs, a
re a
lso
impo
rtan
t.
29
Pol
icy
Rec
omm
enda
tions
Non
tenu
re T
rack
Fac
ulty
6.In
stitu
tions
of h
ighe
r ed
ucat
ion
shou
ld h
ave
clea
writ
ten
polic
y st
atem
ents
and
pro
cedu
res
rega
rdin
gth
e em
ploy
men
t of n
onte
nure
trac
k fa
culty
; suc
hpo
licie
s sh
ould
det
ail r
ecru
itmen
t, se
lect
ion,
and
appo
intm
ent p
roce
sses
, inc
ludi
ng m
inim
um
acad
emic
qua
lific
atio
ns.
7.R
eapp
oint
men
t of n
onte
nure
trac
k fa
culty
sho
uld
be b
ased
upo
n ev
alua
tion
gove
rned
by
esta
blis
hed
proc
edur
es.
8.P
art-
time
facu
lty s
houl
d be
com
pens
ated
equi
tabl
y re
lativ
e to
the
inst
itutio
n's
full-
time
facu
lty. T
he c
once
pt o
f equ
ity in
clud
es c
onsi
dera
tion
of m
arke
t and
dis
cipl
inar
y di
ffere
nces
as
wel
l as
sala
ry s
truc
ture
acr
oss
the
inst
itutio
n. (
Reg
ardi
ng p
art
time
facu
lty, s
ee a
lso
reco
mm
enda
tions
6, 9
,13
, 26,
27,
38, 4
4 an
d 46
.)
9.In
stitu
tions
sho
uld
prov
ide
bene
fits,
sup
port
serv
ices
and
opp
ortu
nitie
s fo
r ca
reer
adv
ance
men
tan
d co
llegi
al p
artic
ipat
ion
for
nont
enur
e tr
ack
facu
lty w
hene
ver
feas
ible
(Reg
ardi
ng p
art-
time
facu
lty
see
also
rec
omm
enda
tions
6, 8
,13
, 26,
27,
38,
44
and
46.)
serv
ice.
Ins
titut
iona
l pol
icy
shou
ld s
uppo
rt s
uch
shif
ts. I
t als
o sh
ould
enc
oura
ge f
acul
ty m
embe
rs to
take
on
flex
ible
ass
ignm
ents
suc
h as
incr
ease
d st
u-de
nt c
onta
ct, t
each
ing
on n
ontr
aditi
onal
sch
edul
esor
site
s, a
sync
hron
ous
cour
se d
eliv
ery,
or
exte
nsiv
ein
volv
emen
t with
bus
ines
s, in
dust
ry, o
r go
vern
men
tor
with
oth
er e
duca
tiona
l par
tner
ship
s.
Eva
luat
ion
syst
ems
shou
ld b
e su
ffic
ient
ly f
lexi
ble
tore
cogn
ize
vari
atio
n in
the
dist
ribu
tion
of e
ffor
t and
assi
gnm
ent a
mon
g fa
culty
mem
bers
.
Fle
xibi
lity
in F
acul
ty T
asks
Inst
itutio
nal p
olic
y sh
ould
allo
w f
acul
ty e
ffor
t to
bedi
stri
bute
d in
suc
h a
way
that
fac
ulty
tale
nts
mee
tem
ergi
ng n
eeds
. Ove
r tim
e, in
divi
dual
fac
ulty
may
choo
se to
foc
us m
ore
on te
achi
ng, s
chol
arsh
ip, o
r
3 0
Pol
icy
Rec
omm
enda
tion
10. I
nstit
utio
ns s
houl
d de
velo
p fle
xibl
ear
rang
emen
ts in
det
erm
inin
g di
strib
utio
n of
facu
ltyef
fort
. Suc
h ar
rang
emen
ts w
ould
acc
omm
odat
ebo
th c
hang
ing
inst
itutio
nal n
eeds
and
indi
vidu
alfa
culty
mem
bers
' cha
ngin
g pr
ofes
sion
al in
tere
sts.
Facu
lty "
Mix
"So
me
stat
es n
ow r
equi
re r
epor
ts o
n fa
culty
"m
ix,"
but t
he is
sue
is b
ette
r ad
dres
sed
by in
divi
dual
inst
i-tu
tions
. Tho
se in
stitu
tions
that
eva
luat
e th
eir
facu
ltym
ix in
a s
yste
mat
ic m
anne
r ca
n ad
vanc
e th
eir
re-
spec
tive
mis
sion
s an
d im
prov
e th
eir
serv
ices
to s
tu-
dent
s.
Ter
min
olog
yW
hen
cons
ider
ing
the
prop
er "
mbe
of
facu
lty p
osi-
tions
, ins
titut
ions
nee
d to
cla
rify
whe
ther
they
are
conc
erne
d pr
imar
ily w
ith a
ppoi
ntm
ents
, ind
ivid
uals
,
posi
tions
, cla
sses
, or
stud
ents
aff
ecte
d by
the
mix
. All
of th
ese
are
refe
rred
to in
the
liter
atur
e, m
akin
g it
diff
icul
t to
com
pare
dat
a.
The
rep
ort o
f th
e C
onfe
renc
e on
the
Gro
win
g U
se o
fPa
rt-T
ime
and
Adj
unct
Fac
ulty
men
tions
that
"th
epr
opor
tion
of p
art-
time
and
adju
nct f
acul
ty in
rel
a-tio
n to
all
facu
lty a
ppoi
ntm
ents
has
incr
ease
d su
b-st
antia
lly, f
rom
22
perc
ent i
n 19
70 to
mor
e th
an 4
0pe
rcen
t in
1993
:' C
harl
otte
V. K
uh o
f th
e N
atio
nal
Res
earc
h C
ounc
il no
tes
that
as
of 1
997,
the
num
ber
of p
roba
tiona
ry (
tenu
re-t
rack
) ap
poin
tmen
ts h
as d
e-cl
ined
by
9 pe
rcen
t. T
he N
EA
Hig
her
Edu
catio
n R
e-se
arch
Cen
ter
publ
ishe
d a
repo
rt o
n "P
art-
Tim
e E
m-
ploy
men
t in
Aca
dem
e" w
hich
sho
ws
that
542
,155
fac
-ul
ty a
re e
mpl
oyed
ful
l tim
e an
d 56
5,94
2 ar
e em
ploy
edpa
rt ti
me.
AA
UP
repo
rts
that
52
perc
ent o
f al
l fac
ulty
are
empl
oyed
par
t tim
e. S
ome
stat
es r
epor
t by
the
num
ber
of s
ectio
ns ta
ught
by
part
-tim
e fa
culty
; oth
-er
s re
port
the
num
ber
of s
tude
nts
taug
ht b
y pa
rt-t
ime
facu
lty; s
ome
stat
es e
ven
repo
rt th
e nu
mbe
r of
cre
dit
hour
s ta
ught
by
part
-tim
e fa
culty
. Com
pari
sons
wou
ldbe
mor
e us
eful
if te
rmin
olog
y w
ere
clar
ifie
d.
Con
side
ratio
nsH
ighe
r ed
ucat
ion
inst
itutio
ns m
ust m
ake
the
best
use
of a
vaila
ble
fina
ncia
l res
ourc
es, a
nd c
urre
nt c
ost f
ac-
tors
con
trib
ute
to a
n in
crea
sing
nee
d fo
r m
ore
part
-tim
e fa
culty
. Dol
lars
sav
ed o
n fa
culty
sal
arie
s an
dbe
nefi
ts s
ubsi
dize
new
pro
gram
dev
elop
men
t, cu
r-ri
cula
r ex
pans
ion,
and
incr
ease
d co
mpe
nsat
ion.
How
ever
, fis
cal c
onsi
dera
tions
sho
uld
incl
ude
tran
s-ac
tiona
l cos
ts s
uch
as o
rien
tatio
n, s
uper
visi
on, a
ndev
alua
tion
of p
art-
time
facu
lty. F
isca
l iss
ues
clea
rly
BE
ST
CO
PY
AV
AIL
AB
LE3
115
infl
uenc
e pl
anni
ng, b
ut in
stitu
tiona
l mis
sion
and
educ
atio
nal b
enef
its s
houl
d be
of
prim
ary
impo
rtan
cew
hen
posi
tions
and
cat
egor
ies
of e
mpl
oym
ent a
rede
term
ined
.
Inst
itutio
ns s
houl
d gu
ard
agai
nst r
educ
ing
the
num
-be
r of
ful
l-tim
e te
nure
d or
tenu
re-e
ligib
le p
ositi
ons
to th
e po
int a
t whi
ch f
acul
ty p
rodu
ctiv
ity is
com
pro-
mis
ed. I
n ad
ditio
n to
cla
ssro
om in
stru
ctio
n, r
esea
rch
and
publ
icat
ion,
com
mun
ity s
ervi
ce, p
rofe
ssio
nal
grow
th, a
nd s
tude
nt a
dvis
emen
t, fa
culty
are
res
pon-
sibl
e fo
r se
rvin
g on
sea
rch
com
mitt
ees,
dev
elop
ing
prog
ram
inno
vatio
ns, c
urri
culu
m r
enew
al, a
rtic
ula-
tion
with
oth
er in
stitu
tions
, dec
isio
ns o
n re
appo
int-
men
t, pr
omot
ions
, and
tenu
re, m
ento
ring
new
hir
es,
supe
rvis
ing
tem
pora
ry f
acul
ty m
embe
rs, e
tc. P
erha
psin
stitu
tions
sho
uld
reev
alua
te w
heth
er m
any
of th
ese
task
s sh
ould
be
rese
rved
for
ful
l-tim
e te
nure
d or
ten-
ure-
elig
ible
fac
ulty
. It i
s w
orth
not
ing
that
pro
gram
cont
inui
ty a
nd u
pdat
ing
requ
ire
a de
gree
of
cont
inu-
ity o
f fa
culty
.
Acc
redi
ting
agen
cies
and
sta
te le
gisl
atur
es h
ave
erec
ted
obst
acle
s to
cre
atin
g fa
culty
"m
ix:'
Whe
reve
rpo
ssib
le, s
uch
obst
acle
s sh
ould
be
elim
inat
ed to
en-
sure
gre
ater
inst
itutio
nal f
lexi
bilit
y.
Plan
ning
Con
side
ratio
nsIn
stitu
tiona
l coo
rdin
atio
n of
fac
ulty
mix
is im
port
ant.
Lea
ving
ful
l dis
cret
ion
to d
epar
tmen
tal/d
ivis
iona
lch
airs
can
lead
to d
iscr
imin
atio
n ev
en w
hen
deci
-si
ons
do n
ot a
ppea
r di
scri
min
ator
y. I
nstit
utio
nal o
ver-
sigh
t is
criti
cal b
ecau
se d
iscr
imin
atio
n m
ay a
lso
bean
uni
nten
ded
resu
lt of
pat
tern
s of
dec
isio
ns.
1 6
Coh
ort s
tudi
es o
f ea
ch y
ear's
hir
ing
by c
ateg
ory
shou
ld b
e de
velo
ped
and
used
to e
nsur
e th
at in
stitu
-tio
nal e
ffec
tiven
ess
is w
ell s
erve
d an
d th
at n
o di
s-cr
imin
ator
y im
pact
s ar
e cr
eate
d. S
uch
stud
ies
shou
ldin
clud
e th
e nu
mbe
r of
new
hir
es b
y ca
tego
ry; t
henu
mbe
r le
avin
g vo
lunt
arily
pri
or to
tenu
re o
r ot
her
revi
ew; t
he n
umbe
r of
den
ials
of
tenu
re; t
he n
umbe
rof
con
trac
ts n
ot r
enew
ed; a
nd h
ow w
omen
and
mi-
nori
ties
fare
in th
e hi
ring
pro
cess
. Dat
a m
ay b
e di
s-se
min
ated
to g
over
ning
boa
rds,
the
adm
inis
trat
ion,
and
facu
lty m
embe
rs. S
tudy
res
ults
can
be
inst
ruc-
tive
as in
stitu
tions
pla
n hi
ring
, fac
ulty
eva
luat
ion,
and
inst
itutio
nal o
rien
tatio
n ef
fort
s.
Pol
icy
Rec
omm
enda
tions
11.
Inst
itutio
ns s
houl
d de
term
ine
the
appr
opria
te"m
ix"
of fa
culty
pos
ition
s an
d ca
tego
ries
ofem
ploy
men
t bas
ed o
n m
issi
on a
nd e
duca
tiona
lbe
nefit
s as
wel
l as
finan
cial
res
ourc
es. T
he m
ix c
oul
vary
acr
oss
units
with
in a
sin
gle
inst
itutio
n.
12.
Acc
redi
ting
agen
cies
sho
uld
reex
amin
e th
eva
lidity
/nec
essi
ty o
f con
stra
ints
on
inst
itutio
nsre
gard
ing
facu
lty "
mix
."
3 3
Rec
ruitm
ent
Fac
ulty
Rec
ruitm
ent
A p
lann
ed a
ppro
ach
to f
acul
ty r
ecru
itmen
t foc
used
on in
stitu
tiona
l mis
sion
and
str
ateg
ic g
oals
is a
sig
-na
l to
cons
titue
ntsi
nter
nal a
s w
ell a
s ex
tern
alth
atm
issi
on a
nd g
oals
are
cen
tral
to h
irin
g de
cisi
ons
and
that
rec
ruitm
ent i
s on
e of
the
inst
itutio
n's
high
est
prio
ritie
s.
For
mal
Rec
ruitm
ent P
lan
A f
orm
al in
stitu
tiona
l rec
ruitm
ent p
lan
can
ensu
reth
at in
stitu
tiona
l mis
sion
and
str
ateg
ic g
oals
are
cen
-tr
al in
hir
ing
deci
sion
s an
d ca
n pr
ovid
e a
cont
ext f
orin
stitu
tiona
l acc
ount
abili
ty in
allo
catin
g po
sitio
ns a
ndot
her
reso
urce
s. I
n ad
ditio
n, it
can
ass
ist t
he in
stitu
-tio
n in
mee
ting
the
need
s of
stu
dent
pop
ulat
ions
, al-
low
for
a m
ore
purp
osef
ul a
ppro
ach
to r
esou
rce
al-
loca
tion
and
real
loca
tion,
and
sig
nal a
com
mitm
ent
to q
ualit
y, p
rodu
ctiv
ity, a
nd v
alue
.
The
Sea
rch
and
the
Sea
rch
Com
mitt
eeC
ondu
ctin
g an
eff
ectiv
e se
arch
is n
ot e
asy.
Ori
enta
-tio
n on
how
to c
ondu
ct th
e pr
oces
s w
ould
sig
nifi
-ca
ntly
impr
ove
mos
t sea
rche
s an
d pr
omot
e un
ifor
-m
ity o
f pr
oces
s. I
nstit
utio
ns s
houl
d de
velo
p or
ient
a-tio
n pr
ogra
ms
to a
ssis
t sea
rch
com
mitt
ee m
embe
rsin
a v
arie
ty o
f pe
rson
nel a
ctiv
ities
, inc
ludi
ng c
raft
-in
g a
job
desc
ript
ion,
inte
rvie
win
g te
chni
ques
, re-
sum
e re
adin
g, a
nd e
valu
atio
n of
cre
dent
ials
. The
Hum
an R
esou
rce
offi
ce c
an p
rovi
de o
ngoi
ng s
uppo
rtin
thes
e ta
sks.
One
of
the
bene
fits
of
a se
arch
com
mitt
ee is
legi
ti-
21
miz
atio
n of
app
oint
men
ts. A
goo
d co
mm
ittee
ser
ves
as a
con
nect
ion
betw
een
the
depa
rtm
ent a
nd th
e in
-st
itutio
n. S
earc
h co
mm
ittee
s sh
ould
be
spec
ially
form
ed g
roup
s ac
ting
on b
ehal
f of
bot
h th
e de
part
-m
ent a
nd th
e in
stitu
tion.
Indi
vidu
als
who
ser
ve o
n se
arch
com
mitt
ees
shou
ldbe
cur
rent
in th
eir
fiel
ds, k
now
ledg
eabl
e ab
out t
hein
stitu
tiona
l mis
sion
and
dep
artm
enta
l exp
ecta
tions
,co
mm
itted
to e
qual
opp
ortu
nity
, and
aw
are
that
the
recr
uitm
ent p
roce
ss e
xist
s fo
r th
e be
nefi
t of
both
the
cand
idat
e an
d th
e in
stitu
tion.
Div
ersi
tyIn
ord
er f
or d
iver
sity
to b
ecom
e a
real
ity w
ithin
an
inst
itutio
n an
d no
t mer
ely
an a
bstr
act g
oal,
it m
ust
beco
me
part
of
the
fabr
ic o
f th
e in
stitu
tion.
A g
row
-in
g bo
dy o
f ev
iden
ce s
ugge
sts
that
div
ersi
ty w
ithin
educ
atio
n in
stitu
tions
, bot
h in
the
mem
bers
of
thos
ein
stitu
tions
and
thei
r cu
rric
ula,
incr
ease
s op
port
u-ni
ties
for
lear
ning
and
the
futu
re s
ucce
ss o
f st
uden
ts.
Res
earc
h in
dica
tes
that
div
ersi
ty in
itiat
ives
on
cam
-pu
ses
posi
tivel
y af
fect
bot
h m
inor
ity a
nd m
ajor
ityst
uden
ts' a
ttitu
des
tow
ard
one
anot
her
and
the
inst
i-tu
tion.
Atte
ntio
n to
issu
es o
f di
vers
ity in
the
curr
icu-
lum
and
in th
e cl
assr
oom
pos
itive
ly in
flue
nces
stu
-de
nts'
atti
tude
s re
gard
ing
race
, eth
nici
ty, g
ende
r,cl
ass,
phy
sica
l cha
lleng
es, a
nd s
exua
l ori
enta
tion.
Div
ersi
ty c
ontr
ibut
es to
the
inst
itutio
n as
a w
hole
as
wel
l as
to th
e in
divi
dual
stu
dent
. Rec
ently
, the
Am
eri-
can
Cou
ncil
on E
duca
tion
join
ed w
ith m
ore
than
fif
tyot
her
orga
niza
tions
and
a h
ost o
f un
iver
sitie
s an
d
colle
ges
in e
ndor
sing
a s
tate
men
t whi
ch r
ecog
nize
sth
e va
lue
of d
iver
sity
. The
sta
tem
ent e
mph
asiz
es f
our
cont
ribu
tions
of
dive
rsity
to th
e ed
ucat
ion
com
mu-
nity
: (1)
the
enri
chm
ent o
f th
e ed
ucat
iona
l exp
eri-
ence
; (2)
the
prom
otio
n of
per
sona
l gro
wth
and
hea
lthfo
r so
ciet
y; (
3) th
e st
reng
then
ing
of c
omm
uniti
es a
ndth
e w
orkp
lace
; and
(4)
the
enha
ncem
ent o
f A
mer
ica'
sec
onom
ic c
ompe
titiv
enes
s.
Vir
tual
ly a
ll pu
blic
inst
itutio
ns in
volv
e fa
culty
in p
er-
sonn
el r
ecom
men
datio
ns. F
or th
at r
easo
n, f
acul
tym
ust b
e re
min
ded
of th
e ne
ed to
sea
rch
aggr
essi
vely
for
qual
ifie
d m
inor
ity a
nd w
omen
can
dida
tes.
As
long
as
inst
itutio
ns c
ontin
ue to
foc
us o
nly
on th
edi
vers
ity o
f tr
aditi
onal
fac
ulty
poo
ls, f
acul
ty d
iver
sity
natio
nally
will
rem
ain
a ze
ro-s
um g
ame.
Thi
s is
sue
mus
t be
addr
esse
d on
a n
atio
nal l
evel
.
Fac
ulty
Orie
ntat
ion
New
fac
ulty
oft
en n
eed
supp
ort i
n al
l thr
ee a
reas
of
the
trad
ition
al tr
iad
of te
achi
ng, s
chol
arsh
ip, a
nd s
er-
vice
. Fac
ulty
incr
easi
ngly
are
exp
ecte
d to
mee
t the
need
s of
stu
dent
s w
ith w
idel
y va
ried
aca
dem
ic a
ndso
cial
bac
kgro
unds
. Giv
en th
e in
crea
sing
em
phas
ison
stu
dent
lear
ning
and
the
reem
phas
is o
f te
achi
ngas
a p
rim
ary
resp
onsi
bilit
y, n
ew f
acul
ty m
ust b
e as
-si
sted
in th
eir
effo
rts.
Ori
enta
tion
prog
ram
s fo
r ne
wly
hir
ed f
acul
ty s
houl
din
corp
orat
e th
e sc
hola
rshi
p of
teac
hing
and
lear
ning
,in
clud
ing
diff
erin
g le
arni
ng s
tyle
s an
d ne
eds.
The
prog
ram
s al
so s
houl
d be
a b
ridg
e to
ong
oing
pro
fes-
31
7
18
sion
al d
evel
opm
ent.
The
y sh
ould
incl
ude
the
use
ofva
riou
s m
edia
and
met
hodo
logi
es to
com
mun
icat
esu
bjec
t mat
ter,
thus
impr
ovin
g cl
assr
oom
eff
ectiv
e-ne
ss. D
iffe
rent
met
hods
of
asse
ssin
g le
arni
ng a
ndva
lidat
ing
skill
s sh
ould
be
mad
e av
aila
ble.
Sup
port
for
new
fac
ulty
als
o m
ay in
volv
e m
ento
ring
, tea
mte
achi
ng, o
r pa
ired
cou
rses
.
Ori
enta
tion
and
supp
ort f
or n
ew f
acul
ty im
prov
esth
eir
abili
ty to
mee
t stu
dent
nee
ds; i
ncre
ases
thei
rm
oral
e an
d co
mm
itmen
t to
the
inst
itutio
n; p
rovi
des
them
with
kno
wle
dge
of th
e te
achi
ng m
etho
ds th
eyw
ill b
e en
cour
aged
to a
dopt
; sig
nals
the
inst
itutio
n's
expe
ctat
ion
that
fac
ulty
will
app
roac
h th
e ch
alle
nges
of te
achi
ng w
ith th
e sa
me
dedi
catio
n th
ey b
ring
toth
eir
scho
lars
hip;
and
impr
oves
the
inst
itutio
n's
read
ines
s to
pro
vide
pub
lic s
ervi
ce.
Pol
icy
Rec
omm
enda
tions
13. F
orm
al fa
culty
rec
ruitm
ent p
lans
,bo
th fo
r fu
ll-
time
and
for
part
-tim
e po
sitio
ns, s
houl
d be
deve
lope
d at
app
ropr
iate
leve
ls (
e.g.
, ins
titut
ions
or
acad
emic
uni
ts).
(R
egar
ding
par
t-tim
e fa
culty
see
also
reco
mm
enda
tions
.6, 8
, 9, 2
6, 2
7, 3
8, 4
4 an
d 46
.)
14. I
nstit
utio
ns s
houl
d im
prov
e an
d en
hanc
e th
epr
ofes
sion
alis
m o
f the
ir se
arch
pro
cess
es.
15. I
nstit
utio
ns s
houl
d de
velo
p, im
plem
ent,
and
mon
itor
hirin
g pr
oced
ures
des
igne
d to
enh
ance
facu
lty d
iver
sity
.
16. O
rient
atio
n an
d de
velo
pmen
t of n
ew fa
culty
shou
ld p
repa
re th
em to
bet
ter
fulfi
ll th
e ro
les
ofte
achi
ng, s
chol
arsh
ip, a
nd s
ervi
ce. T
his
shou
ld b
e a
maj
or in
stitu
tiona
l com
mitm
ent s
uppo
rted
by
inst
itutio
nal f
inan
cing
.
as'3
7
Sepa
ratio
nsR
etir
emen
tE
arly
pla
nnin
g fo
r re
tirem
ent i
ncre
ases
an
indi
vidu
al's
acc
epta
nce
of, a
nd in
tere
st in
, a n
ew s
tage
in li
fe. E
xten
sive
ret
irem
ent p
lann
ing
prog
ram
s ar
eav
aila
ble
from
AA
RP,
fro
m s
tate
ret
irem
ent s
yste
ms,
and
from
var
ious
con
sulta
nt o
rgan
izat
ions
. The
y ca
nal
so b
e de
velo
ped
inte
rnal
ly.
A r
etir
emen
t han
dboo
k de
taili
ng ti
mel
ines
and
ben
-ef
its s
houl
d be
ava
ilabl
e to
all
empl
oyee
s. I
nstit
utio
nssh
ould
ens
ure
that
suc
h ha
ndbo
oks
are
not v
iew
edas
con
trac
tual
by
incl
udin
g di
scla
imer
s or
ref
eren
ces
to e
xist
ing
law
s.
Ret
irem
ent s
yste
ms,
sta
te le
gisl
atur
es, a
nd in
divi
dual
inst
itutio
ns s
houl
d de
velo
p re
tirem
ent o
ptio
ns, i
n-cl
udin
g a
phas
e-in
to r
etir
emen
t. In
stitu
tions
con
sid-
erin
g th
e im
plem
enta
tion
of r
etir
emen
t inc
entiv
esw
ould
do
wel
l to
revi
ew a
ctiv
ity o
ver
the
past
ten
year
s or
so
to d
eter
min
e w
heth
er in
cent
ives
hav
ein
deed
ben
efite
d th
e in
stitu
tion.
Lay
of f
/Ret
renc
hmen
tM
any
inst
itutio
ns a
re r
estr
icte
d in
the
optio
ns a
vail-
able
to th
em b
ecau
se la
yoff
or
retr
ench
men
t of
ten-
ured
fac
ulty
has
bee
n lim
ited
alm
ost w
ithou
t exc
ep-
tion
to in
stan
ces
whe
re f
inan
cial
exi
genc
y ha
s be
ende
mon
stra
ted.
Cha
ngin
g st
uden
t int
eres
t, bu
dget
pres
sure
s, m
arke
t for
ces,
and
cha
ngin
g te
chno
logy
cont
inua
lly c
halle
nge
inst
itutio
ns to
rem
ain
com
peti-
tive.
Ins
titut
ions
sho
uld
be a
ble
to c
onsi
der
seve
ral
reas
ons
for
layo
ff, i
nclu
ding
red
irec
ting
inst
itutio
nal
mis
sion
, str
engt
heni
ng c
ours
e of
feri
ngs,
loss
of
gran
tre
venu
e, r
espo
ndin
g to
sta
te b
udge
t cut
s, a
nd s
trea
m-
tJ
linin
g th
e in
stitu
tion.
Col
lege
s an
d un
iver
sitie
s ar
edy
nam
ic a
nd m
ay e
xper
ienc
e de
clin
es in
som
e ar
-ea
s ev
en a
s ot
her
part
s of
the
orga
niza
tion
are
grow
-in
g.
In in
stan
ces
whe
re la
yoff
of
tenu
red
facu
lty is
un-
avoi
dabl
e, in
stitu
tions
may
dis
cove
r po
licie
s th
at d
ono
t allo
w la
yoff
in d
epar
tmen
ts o
r sp
ecia
lties
with
low
stu
dent
inte
rest
or
decl
inin
g co
nnec
tion
to m
is-
sion
but
whi
ch m
anda
te la
yoff
bas
ed o
n se
nior
ityac
ross
a d
epar
tmen
t or
the
inst
itutio
n as
a w
hole
.L
ayof
f/re
tren
chm
ent p
olic
ies
shou
ld p
rovi
de in
stitu
-tio
ns w
ith f
lexi
bilit
y to
pre
serv
e st
rong
pro
gram
s by
taki
ng in
to a
ccou
nt m
easu
res
of p
erfo
rman
ce a
s w
ell
as s
enio
rity
.
Imm
edia
tely
aft
er a
nnou
ncin
g th
at a
layo
ff is
pla
nned
,in
stitu
tions
sho
uld
assi
st a
ffec
ted
facu
lty in
see
king
posi
tions
for
whi
ch th
ey a
re q
ualif
ied,
eith
er o
n ca
m-
pus
or w
ith o
ther
em
ploy
ers.
Ins
titut
ions
sho
uld
en-
gage
inre
trai
ning
,re
assi
gnm
ent,
and/
orou
tpla
cem
ent e
ffor
ts to
min
imiz
e th
e im
pact
of
lay-
off
deci
sion
s.
Sepa
ratio
n fo
r C
ause
Soun
d hu
man
res
ourc
e pr
actic
es a
nd ju
dici
al d
eter
-m
inat
ions
est
ablis
h st
anda
rds
for
inst
itutio
ns r
egar
d-in
g bo
th c
ause
s an
d pr
oces
s fo
r te
rmin
atio
n of
fac
-ul
ty. A
pol
icy
on p
rogr
essi
ve d
isci
plin
e up
to a
nd in
-cl
udin
g se
para
tion
for
caus
e pr
ovid
es th
e fr
amew
ork
upon
whi
ch in
stitu
tiona
l pro
cedu
res
shou
ld b
e de
-ve
lope
d. T
his
polic
y sh
ould
incl
ude
a st
atem
ent o
npr
ofes
sion
al e
thic
s an
d ru
les
of c
ondu
ct f
or f
acul
ty.
The
pol
icy
shou
ld a
ssur
e du
e pr
oces
s an
d sp
ecif
y th
e
proc
edur
es, r
ight
s, a
nd o
blig
atio
ns o
f bo
th th
e in
sti-
tutio
n an
d th
e fa
culty
mem
ber,
incl
udin
g th
e pr
otec
-tio
n of
aca
dem
ic f
reed
om a
nd te
nure
.
The
se p
olic
ies
and
proc
edur
es s
houl
d be
wid
ely
dis-
trib
uted
and
rea
dily
acc
essi
ble.
Vio
latio
n of
inst
itu-
tiona
l pol
icie
s or
con
tinue
d po
or p
erfo
rman
ce m
aysu
bjec
t a f
acul
ty m
embe
r to
cor
rect
ive
actio
n ra
ng-
ing
from
wri
tten
notic
e of
war
ning
to d
ism
issa
l.
Pol
icy
Rec
omm
enda
tions
17. A
nnua
l ret
irem
ent p
lann
ing
prog
ram
s sh
ould
be
inte
grat
ed in
to p
rofe
ssio
nal d
evel
opm
ent.
18. P
olic
ies
shou
ld p
erm
it la
yoff
and
retr
ench
men
tin
res
pons
e to
mis
sion
or
prog
ram
alte
ratio
ns.
19. P
olic
ies
shou
ld p
erm
it in
stitu
tions
to c
onsi
der
mea
sure
s of
per
form
ance
as
wel
l as
seni
ority
inde
term
inin
g w
hich
facu
lty w
ill b
e af
fect
ed b
y la
yoff'
retr
ench
men
t.
20. W
hen
an in
stitu
tion
dete
rmin
es th
at la
yoff/
retr
ench
men
t is
nece
ssar
y, it
sho
uld
assi
st a
ffect
edfa
culty
mem
bers
in id
entif
ying
alte
rnat
ive
empl
oym
ent p
ossi
bilit
ies.
21. I
nstit
utio
ns s
houl
d ha
ve p
olic
ies
and
proc
edur
eson
sep
arat
ion
for
caus
e th
at r
espe
ct th
e rig
hts
of a
part
ies
and
prov
ide
for
timel
y di
spos
ition
.
'3 9
19
20
Facu
lty D
evel
opm
ent
Intr
oduc
tion
Inve
stin
g in
the
ongo
ing
prof
essi
onal
dev
elop
men
tof
em
ploy
ees
is c
ritic
al f
or th
e pr
oduc
tivity
of
any
prog
ress
ive,
fut
ure-
orie
nted
ent
erpr
ise;
it a
lso
can
cont
ribu
te to
incr
ease
d w
orke
r sa
tisfa
ctio
n. H
ighe
red
ucat
ion
is n
o ex
cept
ion.
Thi
s re
port
not
onl
y as
-se
sses
Am
eric
an h
ighe
r ed
ucat
ion'
s cu
rren
t fac
ulty
deve
lopm
ent p
ract
ices
, but
als
o pr
esen
ts 1
5 re
com
-m
enda
tions
for
impr
ovin
g th
ose
prac
tices
. the
rec
-om
men
datio
ns m
ake
up a
pro
activ
e re
spon
se to
the
new
par
adig
m in
Am
eric
an h
ighe
r ed
ucat
ion.
Tha
tpa
radi
gm is
the
resu
lt of
sev
eral
fac
tors
, inc
ludi
ngth
e ch
angi
ng a
nd m
ore
incl
usiv
e na
ture
of
the
stu-
dent
bod
y; th
e na
tiona
l com
mitm
ent t
o lif
elon
g le
arn-
ing;
and
the
risi
ng e
xpec
tatio
ns o
f cl
ient
s (s
tude
nts
and
pare
nts)
, var
ious
gov
erni
ng b
odie
s (b
oard
s, le
g-is
lato
rs, e
tc.)
, and
the
publ
ic.
Hig
her
educ
atio
n ha
s fa
iled
to e
ffec
tivel
y ar
ticul
ate
the
case
for
sys
tem
atic
, pro
gres
sive
fac
ulty
dev
elop
-m
ent.
With
in th
e ac
adem
ic c
omm
unity
, the
com
po-
nent
par
ts o
f su
ch a
pro
gram
too
ofte
n ar
e ta
ken
for
gran
ted.
Out
side
the
acad
emic
com
mun
ity, t
he p
ub-
lic a
ttack
s hi
gher
edu
catio
n be
caus
e th
e co
mpo
nent
part
s ar
e ju
stif
ied
with
out r
efer
ence
to th
e w
hole
. To
the
unin
itiat
ed, t
he ju
stif
icat
ions
oft
en s
eem
wea
kan
d/or
inco
mpr
ehen
sibl
e. I
t is
ther
efor
e in
cum
bent
upon
the
high
er e
duca
tion
com
mun
ity to
pro
vide
logi
cal,
wel
l-re
ason
ed, a
nd s
impl
y st
ated
rat
iona
les
for
facu
lty d
evel
opm
ent.
Tow
ard
that
end
, thi
s re
port
iden
tifie
s an
d ad
dres
ses
the
mos
t com
mon
ly h
eld
publ
ic p
erce
ptio
ns o
f fa
culty
dev
elop
men
t.
Thi
s do
cum
ent d
iscu
sses
the
follo
win
g as
pect
s of
fac
-ul
ty d
evel
opm
ent:
tenu
re a
nd p
rom
otio
n, f
acul
ty r
e-w
ards
and
ince
ntiv
es, f
ull-
time
and
part
-tim
e fa
culty
,sa
bbat
ical
pro
gram
s, a
nd in
stru
ctio
nal t
echn
olog
y as
rela
ted
to c
urre
nt p
olic
ies.
It a
lso
disc
usse
s th
e im
-pa
ct o
f th
ese
polic
ies
on o
utco
mes
val
ued
by le
gisl
a-tu
res
and
stat
e bo
ards
, on
the
publ
ic's
trus
t and
con
-fi
denc
e in
hig
her
educ
atio
n, a
nd o
n in
stitu
tions
' abi
l-ity
to r
espo
nd f
lexi
bly
to n
ew c
halle
nges
.
Alth
ough
the
need
for
fac
ulty
dev
elop
men
t has
be-
com
e in
crea
sing
ly c
lear
, app
ropr
iate
rew
ard
stru
c-tu
res
that
link
ince
ntiv
es to
exp
andi
ng e
xpec
tatio
nsar
e no
t yet
in p
lace
. The
dev
elop
men
t and
impl
emen
-ta
tion
of c
lear
rew
ard
stru
ctur
es to
enc
oura
ge c
on-
tinuo
us im
prov
emen
t and
ach
ieve
men
t of
the
goal
sof
pro
mot
ion
and
tenu
re a
re k
ey a
spec
ts o
f th
is r
e-po
rt.
Thr
ough
out t
heir
car
eers
, fac
ulty
mem
bers
are
re-
spon
sibl
e fo
r pu
rsui
ng p
rofe
ssio
nal d
evel
opm
ent
plan
s th
at in
tegr
ate
shor
t- a
nd lo
ng-t
erm
car
eer
goal
sw
ithin
the
mis
sion
s of
thei
r in
stitu
tions
. Pro
fess
iona
lde
velo
pmen
t pla
ns s
tren
gthe
n pu
blic
trus
t in
high
ered
ucat
ion
by c
lari
fyin
g th
e pr
ofes
sion
al e
xpec
tatio
nspl
aced
on
facu
lty, r
einf
orci
ng th
e in
stitu
tiona
l mis
-si
on a
nd p
rior
ities
, and
iden
tifyi
ng r
esou
rces
nee
ded
for
enha
ncem
ent.
The
y al
so f
oste
r in
tera
ctio
n be
-tw
een
juni
or a
nd s
enio
r fa
culty
and
pro
mot
e co
n-st
ruct
ive
feed
back
, the
reby
fur
ther
fac
ilita
ting
indi
-vi
dual
and
inst
itutio
nal d
evel
opm
ent.
The
15
reco
mm
enda
tions
out
lined
in th
is r
epor
t are
for
high
er e
duca
tion
in g
ener
al. T
he r
ecom
men
da-
tions
em
brac
e ne
w a
ppro
ache
s to
teac
hing
and
lear
n-in
g, p
artn
ersh
ips
with
in a
nd o
utsi
de th
e ac
adem
icco
mm
unity
, and
the
pote
ntia
l im
pact
of
new
inst
ruc-
tiona
l tec
hnol
ogie
s. T
hey
are
desi
gned
to b
e of
val
ueto
eve
ry in
stitu
tion.
How
ever
, ins
titut
iona
l adm
inis
-tr
ator
s an
d fa
culty
sho
uld
exer
cise
app
ropr
iate
cau
-tio
n in
atte
mpt
ing
to a
pply
any
or
all o
f th
e re
com
-m
enda
tions
to th
eir
spec
ific
situ
atio
n. I
n ev
ery
case
,th
e va
lue
of th
e re
com
men
datio
ns a
t the
indi
vidu
alin
stitu
tiona
l lev
el w
ill b
e en
hanc
ed b
y di
scus
sion
and
cust
omiz
atio
n to
fit
the
spec
ific
nee
ds a
nd c
ircu
m-
stan
ces
of th
e ca
mpu
s in
volv
ed.
The
Cas
e fo
r F
acul
ty D
evel
opm
ent
Facu
lty p
rofe
ssio
nal d
evel
opm
ent i
n te
achi
ng, r
e-se
arch
/sch
olar
ly a
ctiv
ity a
nd s
ervi
ce/o
utre
ach,
an
activ
ity c
omm
on to
all
high
er e
duca
tion
inst
itutio
ns,
is u
tiliz
ed to
impr
ove
both
the
prof
essi
onal
cap
abili
-tie
s of
fac
ulty
mem
bers
and
the
qual
ity o
f th
e in
stitu
-tio
n. P
rofe
ssio
nal d
evel
opm
ent i
nclu
des
a di
vers
e an
dva
st a
rray
of
supp
ort p
rogr
ams.
The
se in
clud
e st
art
up g
rant
s an
d lo
ad a
djus
tmen
ts f
or n
ew f
acul
ty; t
rave
lsu
ppor
t for
pro
fess
iona
l eng
agem
ents
; ori
enta
tion
prog
ram
s; m
ento
ring
pro
gram
s; in
stru
ctio
nal d
evel
-op
men
t ass
ista
nce
(ind
ivid
ual o
r w
orks
hop)
; ass
is-
tanc
e in
iden
tifyi
ng f
undi
ng s
ourc
es a
nd s
uppo
rt f
orth
e w
ritin
g of
gra
nts;
wor
ksho
ps in
the
inte
grat
ion
of te
chno
logy
into
inst
ruct
ion
and
scho
lars
hip;
and
teac
hing
impr
ovem
ent c
ente
rs.
4041
Hig
her
educ
atio
n fa
culty
are
not
reg
ular
ly tr
aine
d in
teac
hing
, lea
rnin
g, a
dvis
ing,
or
the
over
all t
each
ing
and
lear
ning
ent
erpr
ise.
New
pri
ority
mus
t be
give
nto
str
engt
heni
ng tr
aini
ng p
rogr
ams
for
the
next
gen
-er
atio
n of
teac
hers
and
to d
evel
opin
g pr
ogra
ms
that
will
ori
ent a
nd tr
ain
new
fac
ulty
in th
e ar
t and
sci
-en
ce o
f te
achi
ng a
nd le
arni
ng.
Inst
itutio
nal a
ppro
ache
s to
fac
ulty
dev
elop
men
t dif
-fe
r fo
r fu
ll-tim
e an
d pa
rt-t
ime
facu
lty. O
ne u
nder
ly-
ing
reas
on f
or th
e di
ffer
ence
is th
at th
ough
man
y fu
ll-tim
e fa
culty
mem
bers
are
tenu
red
or te
nure
trac
k,m
any
part
-tim
e fa
culty
are
not
. In
addi
tion,
inst
itu-
tions
hav
e a
grea
ter
resp
onsi
bilit
y fo
r th
ose
facu
ltyw
hom
they
em
ploy
ove
r a
long
er p
erio
d of
tim
e.
Dev
elop
men
t opp
ortu
nitie
s fo
r fu
ll-tim
e fa
culty
hav
eex
pand
ed in
rec
ent y
ears
. Pro
fess
iona
l dev
elop
men
top
port
uniti
es f
or p
art-
time
facu
lty a
re b
eing
im-
prov
ed a
s in
stitu
tions
lear
n ho
w to
bet
ter
serv
e th
ene
eds
of th
is g
roup
.
Prof
essi
onal
dev
elop
men
t act
iviti
es in
the
area
of
teac
hing
are
off
ered
at a
lmos
t all
high
er e
duca
tion
inst
itutio
ns b
ut a
re g
eare
d ge
nera
lly to
war
d fu
ll-tim
era
ther
than
par
t-tim
e fa
culty
. Act
iviti
es a
re d
esig
ned
to m
eet t
he n
eeds
of
facu
lty th
roug
hout
thei
r ca
reer
s,bu
t the
maj
ority
see
m to
foc
us o
n se
rvin
g ne
w f
ac-
ulty
. The
type
, var
iety
, and
fre
quen
cy o
f pr
ofes
sion
alde
velo
pmen
t act
iviti
es v
ary
grea
tly a
cros
s in
stitu
-tio
ns. I
nstit
utio
nal t
ype
appe
ars
to b
e an
impo
rtan
tva
riab
le. F
or e
xam
ple,
com
mun
ity c
olle
ges
empl
oysi
zabl
e nu
mbe
rs o
f pa
rt-t
ime
facu
lty a
nd, t
here
fore
,of
fer
mor
e pr
ofes
sion
al d
evel
opm
ent f
or p
art-
timer
s
4
than
oth
er ty
pes
of in
stitu
tions
. Oth
er im
port
ant v
ari-
able
s ar
e in
stitu
tiona
l com
mitm
ent a
nd f
inan
cial
re-
sour
ces.
Prof
essi
onal
dev
elop
men
t pro
gram
s in
teac
hing
may
occu
r in
wor
ksho
p se
ssio
ns, d
ay-l
ong
sem
inar
s, o
rte
rm-l
ong
cour
ses.
Men
tori
ng p
rogr
ams
are
anot
her
type
of
prof
essi
onal
dev
elop
men
t. Fo
rmat
ive
eval
ua-
tion
and
asse
ssm
ent o
f te
achi
ng p
ract
ices
is y
et a
n-ot
her
com
mon
cat
egor
y of
pro
fess
iona
l dev
elop
men
t.T
his
prac
tice
incl
udes
pee
r re
view
, sup
ervi
sor
re-
view
, stu
dent
rev
iew
, and
fee
dbac
k. I
nstr
uctio
nal a
s-se
ssm
ents
may
be
eith
er o
ptio
nal o
r m
anda
tory
, de-
pend
ing
on th
e in
stitu
tion
and
depa
rtm
ent.
Whi
le p
rofe
ssio
nal d
evel
opm
ent i
n te
achi
ng is
the
mos
t fre
quen
t for
m o
f de
velo
pmen
t pro
vide
d by
in-
stitu
tions
, man
y sp
ecia
lized
nee
ds h
ave
not y
et b
een
addr
esse
d. F
or e
xam
ple,
ver
y fe
w p
rogr
ams
have
been
des
igne
d to
ass
ist p
art-
time
and
othe
r fa
culty
who
are
exp
erie
ncin
g pa
rtic
ular
dif
ficu
lties
in th
eir
teac
hing
per
form
ance
.
Prof
essi
onal
dev
elop
men
t in
the
area
s of
res
earc
h,sc
hola
rshi
p, a
nd c
reat
ive
activ
ities
var
ies
trem
en-
dous
ly a
ccor
ding
to in
stitu
tiona
l typ
e an
d m
issi
on.
Res
earc
h un
iver
sitie
s of
fer
prog
ram
s on
wri
ting
gran
t
prop
osal
s. C
ompr
ehen
sive
inst
itutio
ns g
ener
ally
as-
sist
with
the
prep
arat
ion
of g
rant
pro
posa
ls, b
ut a
lso
offe
r w
orks
hops
on
how
to g
et p
ublis
hed,
impr
ove
wri
ting
skill
s, a
nd c
onne
ct r
esea
rch
with
teac
hing
.T
wo-
year
inst
itutio
ns, w
ith th
eir
focu
s on
teac
hing
and
lear
ning
, oft
en a
ssis
t fac
ulty
with
res
earc
h co
n-ne
cted
to in
stru
ctio
n. M
uch
of th
e pr
ofes
sion
al d
e-
velo
pmen
t in
rese
arch
, sch
olar
ship
, and
cre
ativ
e ac
-tiv
ities
is p
rovi
ded
on a
n in
divi
dual
or
depa
rtm
enta
lba
sis.
Serv
ice/
outr
each
is g
ener
ally
cat
egor
ized
as
spec
ific
to th
e di
scip
line/
prof
essi
on, i
nstit
utio
n, a
nd c
omm
u-ni
ty (
loca
l, st
ate,
nat
iona
l, in
tern
atio
nal)
. Ind
ivid
ual
facu
lty m
embe
rs a
nd a
cade
mic
dep
artm
ents
-not
in-
stitu
tions
-typ
ical
ly p
rovi
de o
ppor
tuni
ties
for
disc
i-pl
ine/
prof
essi
on s
ervi
ce d
evel
opm
ent.
Mos
t ins
titu-
tions
als
o do
not
pro
vide
pro
fess
iona
l dev
elop
men
tfo
r in
stitu
tiona
l and
com
mun
ity s
ervi
ce. H
owev
er,
publ
ic p
ress
ure
is b
egin
ning
to m
anda
te th
at in
stitu
-tio
ns a
ssum
e a
grea
ter
role
in s
uppo
rtin
g, e
ncou
rag-
ing,
and
rew
ardi
ng c
omm
unity
ser
vice
by
its f
acul
tym
embe
rs.
Res
earc
h ha
s sh
own
that
fac
ulty
pro
fess
iona
l dev
el-
opm
ent p
rogr
ams
are
succ
essf
ul (
Cha
se, e
t al.,
199
6;So
rcin
elli
& A
ustin
, 199
2). I
ncre
ased
inst
itutio
nal f
lex-
ibili
ty a
ppea
rs to
be
anot
her
valu
ed o
utco
me,
as
fac-
ulty
mem
bers
are
bet
ter
prep
ared
to m
eet t
he c
hang
-in
g de
man
ds o
f hi
gher
edu
catio
n. B
ecau
se m
ost p
ro-
fess
iona
l dev
elop
men
t act
iviti
es a
re d
esig
ned
for
full-
time
tenu
re-t
rack
fac
ulty
, an
emer
gent
nee
d is
for
such
act
iviti
es f
or th
e ra
pidl
y in
crea
sing
num
bers
of
part
-tim
e an
d no
nten
ured
fac
ulty
.
Des
pite
ong
oing
pro
fess
iona
l dev
elop
men
t for
fac
ulty
,a
perv
asiv
e pu
blic
per
cept
ion
is th
at te
aclii
ng a
ndle
arni
ng p
ract
ices
are
not
val
ued
in h
ighe
r ed
uca-
tion.
In
fact
, muc
h of
the
publ
ic is
una
war
e of
cur
-re
nt p
rofe
ssio
nal d
evel
opm
ent a
ctiv
ities
.
321
22
Pub
lic P
erce
ptio
nMan
y fa
culty
do
not p
rovi
de h
igh-
qual
ity in
stru
ctio
n, n
or d
o th
ey p
artic
ipat
e in
pro
fess
iona
lde
velo
pmen
t act
iviti
es.
Iron
ical
ly, t
his
perc
eptio
n co
mes
at a
tim
e w
hen
the
acad
emy
is p
laci
ng in
crea
sed
emph
asis
on
stud
ent
lear
ning
and
, the
refo
re, i
mpr
oved
teac
hing
. In
addi
-tio
n, p
rofe
ssio
nal d
evel
opm
ent o
ppor
tuni
ties
are
in-
crea
sing
, with
man
y in
stitu
tions
req
uiri
ng o
ngoi
ngpa
rtic
ipat
ion
by th
eir
facu
lties
. Muc
h re
mai
ns to
be
done
, but
Am
eric
an h
ighe
r ed
ucat
ion
has
reco
gniz
edth
e ne
ed to
incr
ease
stu
dent
lear
ning
thro
ugh
im-
prov
ed f
acul
ty in
stru
ctio
n.
Pub
lic P
erce
ptio
nRes
earc
h co
nduc
ted
by fa
culty
ism
eani
ngle
ss a
nd e
xpen
sive
. Con
duct
ing
rese
arch
and
rem
aini
ng in
form
ed a
bout
cur
rent
tren
ds a
re n
otre
leva
nt to
cla
ssro
om in
stru
ctio
n.
Thi
s pe
rcep
tion
betr
ays
the
lack
of
com
mun
icat
ion
rega
rdin
g th
e na
ture
of
teac
hing
and
lear
ning
inhi
gher
edu
catio
n an
d th
e vi
tal l
inka
ge b
etw
een
re-
sear
ch a
nd h
igh-
qual
ity te
achi
ng a
t the
und
ergr
adu-
ate
leve
l. T
he p
erce
ptio
n al
so p
oint
s to
the
acad
emy'
sfa
ilure
to d
emon
stra
te th
e ro
le o
f re
sear
ch in
adv
anc-
ing
the
econ
omic
and
soc
ial l
ives
of
the
natio
n's
citi-
zens
.
Pub
lic P
erce
ptio
nFac
ulty
are
faili
ng to
pro
vide
assi
stan
ce to
thei
r co
mm
uniti
es.
Whi
le th
e ac
adem
y ha
s a
long
trad
ition
of
supp
ort-
ing
its o
wn
com
mun
ities
, man
y co
mm
unity
mem
-be
rs a
re u
naw
are
of s
uch
effo
rts.
In
fact
, hig
her
edu-
4 4
catio
n ha
s ne
glec
ted
its m
issi
on to
act
ivel
y pr
ovid
eed
ucat
ion
and
trai
ning
for
dev
elop
men
t in
this
are
a.
Pol
icy
Rec
omm
enda
tions
22. I
nstit
utio
ns s
houl
d co
nsta
ntly
impr
ove
and
upda
te fa
culty
dev
elop
men
t opp
ortu
nitie
s, ta
king
into
con
side
ratio
n th
e ch
angi
ng n
eeds
of t
hein
stitu
tion,
the
chan
ging
nat
ure
of b
oth
the
stud
enbo
dy a
nd th
e fa
culty
, and
the
chan
ging
nat
ure
ofkn
owle
dge.
The
y sh
ould
dev
ote
reso
urce
s su
ffici
ent
to s
uppo
rt a
ppro
pria
te d
evel
opm
ent f
or fa
culty
at
all s
tage
s of
thei
r ca
reer
s.
23. B
enef
its o
f fac
ulty
dev
elop
men
t and
val
ued
outc
omes
sho
uld
be a
ggre
ssiv
ely
com
mun
icat
ed. T
hein
stitu
tion'
s m
issi
on a
nd g
oals
sho
uld
be e
mph
asiz
esl
in th
ese
com
mun
icat
ions
.
24: I
nstit
utio
ns S
houl
d co
mm
it fin
anci
al r
esou
rces
toed
ucat
e an
d tr
ain
facu
lty in
ser
vice
/out
reac
h.
4 5
Facu
lty R
ewar
d St
ruct
ures
Ten
ure
and
Pro
mot
ion
Pol
icie
sT
he p
ublic
per
cept
ion
is th
at te
nure
insu
late
s fa
c-ul
ty f
rom
rea
sona
ble
expe
ctat
ions
of
perf
orm
ance
and
from
per
sona
l and
col
lect
ive
resp
onsi
bilit
ies.
In
1982
, the
Nat
iona
l Com
mis
sion
on
Hig
her
Edu
catio
nIs
sues
war
ned
that
tenu
re w
as v
iew
ed in
man
y ci
rcle
sas
a s
yste
m d
esig
ned
to p
rote
ct f
acul
ty f
rom
eva
lua-
tion
and
asse
ssm
ent.
One
res
ult h
as b
een
the
adve
ntof
num
erou
s ex
tern
ally
dri
ven
polic
ies
for
post
-ten
-ur
e re
view
(C
hait
& F
ord,
198
2; G
eber
t, 19
96; L
icat
a&
Mor
real
e, 1
997)
.
In r
ealit
y, th
e te
nure
and
pro
mot
ion
syst
em in
use
at
man
y A
mer
ican
col
lege
s an
d un
iver
sitie
s pl
ays
a vi
-ta
l rol
e in
fac
ulty
dev
elop
men
t. A
t its
bes
t, th
e te
nure
proc
ess
prov
ides
a r
igor
ous
revi
ew, r
elat
ed to
inst
i-tu
tiona
l mis
sion
, of
indi
vidu
al f
acul
ty m
embe
rsw
ithin
an
exte
nsiv
e (o
ften
six
-yea
r) p
roba
tiona
rype
riod
. Thi
s pe
riod
is f
ar m
ore
dem
andi
ng th
an in
mos
t oth
er p
rofe
ssio
ns. H
owev
er, i
t is
unde
r at
tack
both
fro
m w
ithou
t and
(pe
rhap
s su
rpri
sing
ly)
from
with
in. A
199
6 su
rvey
fou
nd th
at 3
5 pe
rcen
t of
all
facu
lty b
elie
ve te
nure
is o
utm
oded
(T
ower
, 199
7).
It is
wor
th n
otin
g th
at te
nure
doe
s no
t app
ly to
eve
ryfa
culty
mem
ber.
Des
pite
a s
igni
fica
nt f
ear
of"t
enur
ing-
in"
as th
e la
rge
num
bers
of
facu
lty m
em-
bers
hir
ed in
the
1970
s an
d 19
80s
beco
me
seni
or f
ac-
ulty
, rel
ativ
ely
rece
nt d
ata
sugg
est t
hat o
vera
ll, a
bout
half
of
all f
acul
ty a
re te
nure
d or
are
in te
nure
-tra
ckpo
sitio
ns (
NE
A, 1
995)
. Am
ong
sect
ors
of h
ighe
r ed
u-ca
tion,
how
ever
, the
re a
re s
igni
fica
nt d
iffe
renc
es in
the
perc
enta
ges
of f
acul
ty m
embe
rs w
ho a
re te
nure
d.A
t pub
lic r
esea
rch
univ
ersi
ties,
for
exa
mpl
e, m
ore
46
than
70
perc
ent o
f fa
culty
are
tenu
red;
at c
omm
unity
colle
ges,
onl
y 31
per
cent
of
facu
lty a
re te
nure
d. M
ost
"unp
rote
cted
" fa
culty
are
em
ploy
ed p
art-
time,
but
8pe
rcen
t of
full-
time
facu
lty a
re e
mpl
oyed
by
inst
itu-
tions
that
do
not o
ffer
tenu
re a
t all.
Cur
rent
tren
ds in
dica
te m
ovem
ent a
way
fro
m te
n-ur
e ra
ther
than
tow
ard
it. R
ecen
tly h
ired
ful
l-tim
efa
culty
are
less
like
ly to
be
on th
e te
nure
trac
k th
anth
ose
hire
d te
n ye
ars
ago
(NE
A, 1
995)
. The
dec
linin
gem
phas
is o
n te
nure
see
ms
in p
art f
rom
a d
ram
atic
chan
ge in
the
empl
oym
ent p
ool o
f hi
gher
edu
catio
n.In
197
0, o
nly
22 p
erce
nt o
f th
e pr
ofes
sori
ate
was
par
ttim
e; b
y 19
95, t
his
perc
enta
ge h
ad in
crea
sed
to 4
1pe
rcen
t (Sc
hnei
der,
199
8) a
ppro
xim
atel
y 56
6,00
0fa
culty
mem
bers
(N
EA
, 199
7). A
t tim
es, t
he d
ecis
ion
to h
ire
mor
e pa
rt-t
ime
facu
lty h
as b
een
econ
omic
ally
driv
en. T
enur
e an
d pr
omot
ion
are
perc
eive
d by
fac
-ul
ty a
s a
sign
ific
ant r
ewar
d, s
o th
e el
imin
atio
n th
ereo
fst
rike
s a
subs
tant
ial b
low
at t
he in
cent
ive
for
facu
ltyde
velo
pmen
t. T
his
is o
ften
the
case
for
par
t-tim
e an
dno
nten
ure
trac
k fa
culty
.
Cri
teri
a fo
r te
nure
and
pro
mot
ion
diff
er b
y ed
uca-
tiona
l cat
egor
y (r
esea
rch
inst
itutio
n, c
omm
unity
col
-le
ge, e
tc.)
bec
ause
they
rel
ate
to th
e in
stitu
tiona
l mis
-si
on (
Boy
er, 1
990)
. Kre
ppel
(19
98)
rece
ntly
rev
iew
edte
nure
pol
icie
s at
maj
or (
NA
SUL
GC
mem
ber)
inst
i-tu
tions
. Am
ong
the
mos
t im
port
ant f
indi
ngs
to c
on-
trad
ict p
opul
ar o
pini
on th
at te
nure
pol
icie
s al
way
sar
e de
fine
d in
term
s of
the
teac
hing
/res
earc
h/se
rvic
etr
ilogy
was
that
non
e of
the
inst
itutio
ns d
efin
ed r
e-se
arch
as
the
pree
min
ent c
rite
rion
for
tenu
re(K
repp
el, 1
998)
. Thi
s re
pres
ents
a s
igni
fica
nt in
crea
se
in th
e im
port
ance
of
teac
hing
: tw
enty
yea
rs a
go, r
e-se
arch
was
the
pred
omin
ant (
and
freq
uent
ly th
e ex
-cl
usiv
e) f
acto
r in
tenu
re d
ecis
ions
. Ful
ly 8
1 pe
rcen
tof
fac
ulty
res
pond
ents
to a
nat
iona
l sur
vey
at r
esea
rch
univ
ersi
ties
belie
ved
that
teac
hing
"co
unts
mor
e" n
ow(1
994)
for
pur
pose
s of
fac
ulty
adv
ance
men
t, th
an it
did
five
yea
rs e
arlie
r (G
lass
ick,
Hub
er &
Mae
roff
,19
97).
Nev
erth
eles
s, th
e tr
end
tow
ard
incr
easi
ng th
e va
lue
of te
achi
ng a
nd s
ervi
ce in
tenu
re d
ecis
ions
has
not
prog
ress
ed f
ar e
noug
h. I
n a
rece
nt s
urve
y of
fac
ulty
,de
ans,
and
sen
ior
adm
inis
trat
ors
at a
wid
e va
riet
y of
inst
itutio
ns, e
very
gro
up f
elt t
hat h
igh-
qual
ity te
ach-
ing
was
und
erva
lued
and
that
res
earc
h w
as o
verv
al-
ued
in te
nure
and
/or
prom
otio
n de
cisi
ons.
Adm
inis
-tr
ator
s an
d fa
culty
act
ually
wer
e in
agr
eem
ent,
but
each
gro
up th
ough
t it w
as th
e ot
her
grou
p th
at o
ver-
valu
ed r
esea
rch.
Cri
teri
a an
d st
anda
rds
for
prom
otio
n pa
ralle
l tho
sefo
r te
nure
and
are
equ
ally
rig
orou
s. T
hey
also
dif
fer
by in
stitu
tiona
l cat
egor
y. A
t res
earc
h in
stitu
tions
whe
re r
esea
rch,
teac
hing
, and
ser
vice
are
hel
deq
ually
impo
rtan
t, th
e m
ost c
omm
on r
equi
rem
ent f
orpr
omot
ion
invo
lves
dem
onst
rate
d ex
celle
nce
in o
neor
two
of th
ese
area
s w
ith a
t lea
st s
atis
fact
ory
perf
or-
man
ce in
the
othe
r(s)
(M
issi
ssip
pi S
tate
Uni
vers
ity,
1997
). A
gain
, exc
elle
nce
in te
achi
ng h
as b
ecom
e a
sine
qua
non
for
pro
mot
ion.
At n
onre
sear
ch in
stitu
-tio
ns, t
he p
reem
inen
ce o
f te
achi
ng is
wel
l est
ablis
hed,
thou
gh s
ome
data
sug
gest
that
long
evity
is a
n eq
ually
impo
rtan
t cri
teri
on.
4723
So w
hy a
re o
ur c
urre
nt p
olic
ies
criti
cize
d by
the
pub-
lic?
Mos
t par
ents
, mos
t em
ploy
ers,
and
mos
t com
-m
uniti
es e
xpec
t hig
her
educ
atio
n to
pro
duce
gra
du-
ates
who
com
mun
icat
e ef
fect
ivel
y, s
olve
pro
blem
s,an
d ad
apt t
o ch
ange
. Con
cept
ually
, our
pro
duct
iv-
ity-b
ased
sys
tem
of
prom
otio
n an
d te
nure
has
a b
en-
efic
ial i
mpa
ct o
n th
ese
outc
omes
. How
ever
, muc
h of
the
publ
ic s
till b
elie
ves
that
res
earc
h is
ove
rem
pha-
size
d w
ith th
e re
sult
that
the
qual
ity o
f in
stru
ctio
n is
dim
inis
hed.
The
se s
ame
indi
vidu
als
belie
ve th
at in
-st
ruct
ion
lead
s to
the
desi
red
outc
omes
and
that
re-
sear
ch is
mer
ely
esot
eric
, sep
arab
le f
rom
inst
ruct
ion,
and
of n
o in
here
nt v
alue
(C
hron
icle
, 199
8). C
lear
ly,
the
mar
ked
incr
ease
in th
e ro
le o
f te
achi
ng in
pro
-m
otio
n de
cisi
ons
has
not b
een
effe
ctiv
ely
com
mun
i-ca
ted.
Hig
her
educ
atio
n m
ust m
ake
thes
e ch
ange
sbr
oadl
y kn
own.
On
the
othe
r ha
nd, h
ighe
r ed
ucat
ion'
s in
crea
sing
re-
lianc
e on
par
t-tim
e fa
culty
adv
erse
ly a
ffec
t the
se o
ut-
com
es. P
art-
time
facu
lty ty
pica
lly a
re le
ss a
vaila
ble
to in
tera
ct w
ith s
tude
nts
and
are
less
eng
aged
with
thei
r in
stitu
tions
. The
Am
eric
an m
odel
of
prom
otio
nan
d pr
ofes
sori
al r
anks
(as
sist
ant p
rofe
ssor
, ass
oci-
ate
prof
esso
r, a
nd p
rofe
ssor
) ha
s be
nefi
ted
all a
spec
tsof
U.S
. hig
her
educ
atio
n. T
his
is in
mar
ked
cont
rast
to th
e tr
aditi
onal
Ang
lo-G
erm
an m
odel
in w
hich
ther
e w
as o
ne p
rofe
ssor
in th
e de
part
men
t, an
d pr
o-m
otio
n m
eant
eith
er w
aitin
g fo
r th
at p
rofe
ssor
to r
e-tir
e (o
r di
e) o
r m
ovin
g to
ano
ther
inst
itutio
n. T
heco
nseq
uenc
e of
this
mod
el w
as th
at in
stitu
tions
cou
ldno
t use
the
prom
otio
n sy
stem
to r
ewar
d (a
nd th
ereb
y
2448
reta
in)
thei
r br
ight
you
ng te
ache
r sc
hola
rs, w
hich
led
to d
imin
ishe
d in
stitu
tiona
l loy
alty
. Wor
se s
till,
the
com
bina
tion
of te
nure
with
out a
ny h
ope
of p
rom
o-tio
n m
ade
indo
lenc
e ev
en m
ore
prob
able
. It i
s no
acci
dent
that
mos
t uni
vers
ities
thro
ugho
ut th
e w
orld
have
mov
ed a
way
fro
m th
e A
nglo
-Ger
man
mod
el a
ndha
ve a
dopt
ed s
yste
ms
mor
e si
mila
r to
the
Am
eric
anm
odel
. Yet
our
ow
n in
stitu
tions
' inc
reas
ed u
se o
f pa
rt-
time
facu
lty r
epre
sent
s a
part
ial a
band
onm
ent o
f th
eve
ry m
odel
that
was
inve
nted
and
pro
ven
succ
essf
ulhe
re.
Man
y in
dust
rial
and
com
mer
cial
lead
ers
belie
ve th
atth
e te
nure
and
pro
mot
ion
syst
em is
out
mod
ed. I
n th
e19
80s,
in r
espo
nse
to in
tens
e co
mpe
titio
n fr
om f
or-
eign
com
pani
es, A
mer
ican
indu
stry
und
erto
ok a
com
preh
ensi
ve p
rogr
am o
f "r
ight
-siz
ing"
; thi
s re
-su
lted
in a
red
efin
ition
of
the
job
secu
rity
of
man
ag-
ers
and
exec
utiv
es in
cor
pora
te A
mer
ica.
Man
y w
ould
argu
e th
at th
e na
tion'
s cu
rren
t eco
nom
ic e
xpan
sion
is a
tang
ible
res
ult.
Bec
ause
it w
orke
d fo
r co
rpor
ate
Am
eric
a, m
any
belie
ve h
ighe
r ed
ucat
ion
shou
ld a
lso
unde
rtak
e su
ch a
pro
gram
. How
ever
, unl
ike
Det
roit
in 1
985,
Am
eric
an h
ighe
r ed
ucat
ion
(par
ticul
arly
at
the
grad
uate
leve
l) r
emai
ns th
e en
vy o
f th
e w
orld
;fo
reig
n st
uden
ts e
vide
ntly
pre
fer
the
Am
eric
an p
rod-
uct t
o th
eir
own
dom
estic
pro
duct
. Nev
erth
eles
s,hi
gher
edu
catio
n m
ust n
ot b
ecom
e co
mpl
acen
t; ex
-te
rnal
cha
lleng
es th
at m
ay p
rove
ana
logo
us to
thos
eth
at c
onfr
onte
d co
rpor
ate
Am
eric
a ar
e cl
earl
y on
the
hori
zon
(con
side
r, f
or e
xam
ple,
Bri
tain
's O
pen
Uni
-ve
rsity
).
Hig
her
educ
atio
n's
curr
ent p
olic
ies
(with
its
en-
hanc
ed e
mph
asis
on
teac
hing
) sh
ould
pro
ve m
uch
mor
e at
trac
tive
to th
e pu
blic
than
our
pas
t pra
ctic
es.
Reg
retta
bly,
our
con
tinui
ng f
ailu
re to
com
mun
icat
em
ajor
cha
nges
with
in th
e te
nure
sys
tem
doo
ms
usto
be
view
ed a
s re
sist
ing
chan
ge.
Pol
icy
Rec
omm
enda
tions
25. I
nstit
utio
ns o
f all
kind
s sh
ould
incr
ease
the
valu
of h
igh-
qual
ity te
achi
ng in
tenu
re a
nd p
rom
otio
n
deci
sion
s.
26. B
ecau
se o
f its
pot
entia
l to
adve
rsel
y af
fect
stud
ents
and
inst
itutio
ns, t
he e
xten
sive
use
of p
art-
time
facu
lty s
houl
d be
car
eful
ly r
e-ex
amin
ed a
s pa
rtof
a la
rger
re-
exam
inat
ion
of a
ppro
pria
te fa
culty
mix
. (R
egar
ding
par
t-tim
e fa
culty
, see
als
o
reco
mm
enda
tions
6, 8
, 9,
13, 2
7, 3
8, 4
4 an
d 46
.)
27. T
he A
mer
ican
mod
el o
f pro
mot
ion
thro
ugh
the
facu
liy r
anks
has
had
'a b
enef
icia
l im
pact
on
the
prof
essi
onal
dev
elop
men
t of f
acul
ty in
all
cate
gorie
s
of h
ighe
r ed
ucat
ion.
Itis
impe
rativ
e th
at th
is m
ode
be r
etai
ned
and
that
bot
h pa
rt-t
ime
and
nont
enur
etr
ack
facu
lty h
ave
oppo
rtun
ities
for
sim
ilar
adva
ncem
ent a
nd r
ewar
d. (
Reg
ardi
ng p
art-
time
facu
lty,
see
also
rec
omm
enda
tions
6, 8
, 9,
13, 2
6, 3
8, 4
4 an
d
46.)
28. T
he h
ighe
r ed
ucat
ion
com
mun
ity s
houl
d cl
early
com
mun
icat
e to
all
cons
titue
ncie
s th
e im
port
ance
of
teac
hing
in p
rom
otio
n an
d te
nure
dec
isio
ns a
tin
stitU
tions
of a
ll ki
nds.
49
Fac
ulty
Aw
ards
and
Ince
ntiv
es
Pub
lic P
erce
ptio
nIns
titut
ions
do
not p
rovi
de a
war
dsan
d in
cent
ives
for
the
beha
vior
s m
ost v
alue
d by
the
publ
ic.
Para
llelin
g th
e w
orld
of
busi
ness
, uni
vers
ity le
ader
skn
ow th
at p
rofe
ssio
nal d
evel
opm
ent o
f em
ploy
ees
and
the
offe
ring
of
awar
ds/in
cent
ives
to in
crea
se th
ele
vel o
f pr
ofes
sion
al s
atis
fact
ion
can
cont
ribu
te to
high
er p
rodu
ctiv
ity.
Inde
ed, a
war
ding
fac
ulty
for
exc
elle
nce
in r
esea
rch,
serv
ice,
and
esp
ecia
lly te
achi
ng a
ppea
rs to
hav
e ha
da
resu
rgen
ce in
pop
ular
ity. A
war
d sy
stem
s ha
ve b
een
desi
gned
to a
chie
ve tw
o go
als:
fir
st, t
o aw
ard
thos
em
embe
rs o
f ac
adem
ies
who
str
ive
for
cont
inue
d ex
-ce
llenc
e in
teac
hing
pro
duct
ivity
and
lear
ning
; and
seco
nd, t
o el
evat
e th
e le
vel o
f re
spec
t and
est
eem
hel
dfo
r te
achi
ng, r
esea
rch,
and
pub
lic/p
rofe
ssio
nal s
er-
vice
. Whi
le a
war
ds f
or c
Ond
uctin
g ou
tsta
ndin
g re
-se
arch
and
per
form
ing
outs
tand
ing
serv
ice
exis
t,aw
ards
app
ear
to b
e of
fere
d pr
imar
ily f
or e
xem
plar
yan
d in
nova
tive
teac
hing
.
Svin
icki
and
Men
ges
have
gat
here
d an
impr
essi
veca
dre
of a
utho
rs to
exp
lore
the
topi
c of
aw
ardi
ng o
fex
celle
nce
in te
achi
ng. (
Van
Not
e C
hism
, Fra
ser,
and
Arn
old,
199
6) r
epor
t tha
t aca
dem
ies
outli
ne s
ever
algo
als
as a
war
ds a
re d
esig
ned.
The
fir
st a
nd m
ost
impo
rtan
t goa
l is
to f
oste
r te
achi
ng e
xcel
lenc
e. R
e-la
ted
goal
s in
clud
e:
50
to a
dvoc
ate
the
impo
rtan
ce o
f te
achi
ng;
to c
reat
e an
app
ropr
iate
rew
ard
stru
ctur
e fo
rte
achi
ng;
to p
rom
ote
a se
nse
of c
omm
unity
am
ong
teac
h-er
s;
to s
erve
as
role
mod
els;
to f
oste
r re
sear
ch o
n co
llege
teac
hing
and
lear
n-in
g; a
nd
to a
dvis
e th
e in
stitu
tion
on p
olic
ies
and
prac
tices
(Svi
nick
i, 19
96).
Aca
dem
ies
tend
to a
gree
on
the
goal
s, b
ut th
e m
an-
ner
in w
hich
the
awar
ds a
re d
evel
oped
, eva
luat
ed,
and
adm
inis
tere
d va
ries
gre
atly
.
El-
Kha
was
cite
s th
at "
Seve
n in
ten
inst
itutio
ns in
199
3re
port
ed g
ivin
g an
nual
aw
ards
to r
ecog
nize
out
stan
d-in
g te
achi
ng; t
his
was
a s
izab
le in
crea
se f
rom
198
7w
hen
the
prop
ortio
n w
as a
bout
hal
f. I
nstit
utio
ns r
e-po
rted
that
they
rec
ogni
zed
teac
hing
thro
ugh
cere
mo-
nies
(69
per
cent
), s
peci
al f
unds
(40
per
cent
), a
nd r
e-le
ase
time
(26
perc
ent)
. An
incr
ease
of
sala
ry in
rec
-og
nitio
n of
out
stan
ding
teac
hing
was
rep
orte
d by
45
perc
ent,
an u
nfor
tuna
te d
eclin
e of
6 p
erce
nt f
rom
1987
" (M
enge
s, 1
996)
.
Res
earc
h un
iver
sitie
s, f
our-
year
com
preh
ensi
ve u
ni-
vers
ities
, lib
eral
art
s co
llege
s, a
nd tw
o-ye
ar c
olle
ges
have
fac
ulty
aw
ard
prog
ram
s w
hich
are
sim
ilar,
thou
gh th
e nu
mbe
r of
pro
gram
s, a
war
dees
, and
re-
sour
ces
vary
som
e by
inst
itutio
nal c
ateg
ory.
For
ex-
ampl
e, s
chol
arly
end
eavo
r aw
ards
are
gra
nted
tom
ore
facu
lty a
t res
earc
h an
d co
mpr
ehen
sive
uni
ver-
sitie
s, w
hile
teac
hing
aw
ards
are
gra
nted
to m
ore
facu
lty a
t lib
eral
art
s an
d tw
o-ye
ar in
stitu
tions
. Eve
nw
ithin
cat
egor
ies
of h
ighe
r ed
ucat
ion
inst
itutio
ns, t
here
sour
ces
avai
labl
e to
aw
ard
exce
llenc
e in
sch
olar
-sh
ip, t
each
ing,
and
ser
vice
var
y. A
lso,
fac
ulty
aw
ard
prog
ram
s m
ay b
e ad
min
iste
red
at o
ne o
r m
ore
inst
i-tu
tiona
l lev
els;
viz
., in
stitu
tiona
l, ac
adem
ic a
ffai
rs,
colle
ge, a
nd d
epar
tmen
t (Sv
inic
ki, 1
996;
Sor
cine
llian
d D
avis
, 199
6).
Facu
lty a
war
ds te
nd to
be
gran
ted
indi
vidu
ally
, bas
edon
com
petit
ion
and
colle
gial
rev
iew
. One
neg
ativ
eas
pect
of
colle
gial
rev
iew
and
lim
ited
awar
ds is
that
som
e ap
plic
ants
bec
ome
frus
trat
ed o
ver
the
sele
c-tio
n pr
oces
s. A
war
dees
usu
ally
mus
t mee
t sta
ted
cri-
teri
a in
the
awar
d ar
ea, b
e it
scho
lars
hip,
teac
hing
,or
ser
vice
. Lun
de a
nd B
arre
t (19
96)
sugg
est t
hat f
ac-
ulty
aw
ards
can
be
supp
lem
ente
d w
ith a
war
d pr
o-gr
ams
that
are
uni
t (de
part
men
tally
) ba
sed,
with
uni
tac
coun
tabi
lity
and
rew
ards
.
Facu
lty a
war
ds f
or s
chol
arsh
ip, t
each
ing,
and
pro
-fe
ssio
nal/i
nstit
utio
nal s
ervi
ce a
re d
iver
se. A
ll aw
ard
reci
pien
ts s
houl
d be
pro
vide
d du
e re
cogn
ition
and
publ
icity
. One
or
mor
e of
the
follo
win
g m
ay a
lso
bepr
ovid
ed:
mon
etar
y aw
ard
(bas
e sa
lary
incr
ease
or
bonu
s)
5125
26
rele
ase
time
for
a sp
ecif
ied
peri
od w
ith c
ontr
ac-
tual
obl
igat
ions
seed
mon
ey to
be
used
, at t
he d
iscr
etio
n of
the
awar
dee,
for
pro
fess
iona
l dev
elop
men
t opp
ortu
-ni
ties
(e.g
., pr
ofes
sion
al m
eetin
gs, t
echn
olog
yha
rdw
are/
soft
war
e, f
ull o
r m
ini-
sabb
atic
al)
inst
itutio
nal,
divi
sion
al, o
r de
part
men
tal a
war
dde
sign
atio
n.
Scho
lars
hip
awar
ds te
nd to
be
cate
gori
zed
into
se-
nior
-lev
el f
acul
ty a
chie
vem
ents
and
juni
or-l
evel
fac
-ul
ty p
rom
ise.
Oft
en, d
iscr
etio
nary
fun
ds f
or s
uch
awar
ds a
re p
rovi
ded
or m
atch
ed b
y pr
ivat
e do
nors
.Pr
ofes
sion
al a
nd in
stitu
tiona
l ser
vice
aw
ards
, with
the
latte
r m
ore
prev
alen
t tha
n th
e fo
rmer
, ten
d to
be
cate
gori
zed
eith
er b
y ex
tern
al in
divi
dual
acc
ompl
ish-
men
ts (
sim
ilar
to s
enio
r-le
vel f
acul
ty s
chol
arsh
ipaw
ards
) or
rat
her
dive
rse
exce
llenc
e in
inst
itutio
nal
serv
ice.
Giv
en th
at te
achi
ng e
xcel
lenc
e is
incr
easi
ngly
val
-ue
d by
all
rele
vant
hig
her
educ
atio
n co
nstit
uenc
ies,
this
fac
ulty
aw
ard
cate
gory
will
con
tinue
d to
exp
and.
Jenr
ette
and
Hay
s (1
995)
pos
tula
te th
at te
achi
ng h
asal
way
s be
en p
aram
ount
to th
e m
issi
on o
f tw
o-ye
arin
stitu
tions
, but
the
mis
sion
sta
tem
ents
of
rese
arch
,co
mpr
ehen
sive
, and
libe
ral a
rts
inst
itutio
ns a
lso
emph
asiz
e th
e qu
ality
of
inst
ruct
ion.
In
all i
nstit
u-tio
nal c
ateg
orie
s, te
achi
ng a
war
ds a
re m
ore
prev
a-le
nt th
an s
chol
arsh
ip a
nd s
ervi
ce a
war
ds (
Svin
icki
,19
96; M
enge
s, 1
996)
. Stu
dent
s of
ten
are
invo
lved
(if
52
in a
sec
onda
ry w
ay)
in th
e as
sign
men
ts o
f sc
hola
r-sh
ip a
nd s
ervi
ce a
war
ds; u
nder
grad
uate
stu
dent
s, in
part
icul
ar, a
re m
uch
mor
e in
volv
ed in
cho
osin
g th
ere
cipi
ents
of
teac
hing
aw
ards
. In
fact
, man
y st
uden
tgo
vern
men
t ass
ocia
tions
off
er f
acul
ty te
achi
ngaw
ards
in a
dditi
on to
thos
e be
stow
ed b
y th
e ad
min
-is
trat
ion.
Tea
chin
g aw
ards
als
o pe
rtai
n to
adv
isin
g an
dm
ento
ring
acc
ompl
ishm
ents
. At m
any
inst
itutio
ns,
advi
sing
aw
ards
are
sep
arat
ed f
rom
teac
hing
aw
ards
.
Zah
orsk
i rec
omm
ends
cau
tion
in u
sing
aw
ards
tore
cogn
ize
exce
llenc
e in
teac
hing
. Aw
ards
can
be
di-
visi
ve a
nd c
ount
erpr
oduc
tive
if n
ot d
esig
ned
and
ad-
min
iste
red
with
con
tinuo
us im
prov
emen
t and
pro
-fe
ssio
nal d
evel
opm
ent c
lear
ly in
min
d.
Lun
de a
nd B
arre
t (19
96)
post
ulat
e th
at a
n al
tern
a-tiv
e to
indi
vidu
al a
war
ds m
ight
be
a de
cent
raliz
ed,
depa
rtm
enta
l aw
ard/
rew
ard
syst
em w
here
dep
art-
men
ts d
eter
min
e th
e va
lues
whi
ch m
ost c
lose
ly r
e-fl
ect t
he d
isci
plin
es w
ithin
thei
r pu
rvie
w. T
here
isno
sin
gle
answ
er to
how
teac
hing
can
be
elev
ated
and
hono
red
in a
giv
en d
epar
tmen
t on
a gi
ven
uni-
vers
ity c
ampu
s. T
he c
atal
yst,
expe
rtis
e, a
nd e
nerg
yfo
r pu
tting
a r
ecog
nitio
n sy
stem
in p
lace
may
exi
stou
tsid
e a
depa
rtm
ent.
How
ever
, if
a de
part
men
t has
a ge
nuin
e in
tere
st in
rew
ardi
ng o
utst
andi
ng te
ach-
ing,
it n
ot o
nly
will
invi
te th
e he
lp o
f ex
tern
al r
e-so
urce
s bu
t als
o w
ill w
ork
with
in it
s m
embe
rshi
pan
d di
scip
line
to b
uild
, pro
mot
e, a
nd m
aint
ain
a re
-w
ard
syst
em o
f its
ow
n (S
vini
cki,
1996
, p. 9
7).
Facu
lty in
cent
ives
are
clo
sely
rel
ated
to f
acul
ty r
e-w
ards
. Fac
ulty
ince
ntiv
es p
erta
in to
pro
ject
ed p
er-
form
ance
and
/or
adva
ntag
es, w
hile
fac
ulty
rew
ards
reco
gniz
e pa
st p
erfo
rman
ce. F
acul
ty in
cent
ives
(ex
-ce
pt f
or te
rmin
atio
n, te
nure
, pro
mot
ion,
and
mer
itpo
licie
s) h
ave
less
to d
o w
ith f
acul
ty c
ontr
acts
than
inst
itutio
nal p
ract
ice.
Fac
ulty
ince
ntiv
es a
re s
ubje
ctto
col
legi
al a
dmin
istr
ativ
e-fa
culty
neg
otia
tions
and
/or
adm
inis
trat
ive
actio
ns. F
acul
ty in
cent
ive
prog
ram
sha
ve b
een
initi
ated
at s
yste
m, i
nstit
utio
n, c
olle
ge, a
ndde
part
men
tal l
evel
s.
Pol
icy
Rec
omm
enda
tion
29. H
ighe
r ed
ucat
ion
com
mun
ities
sho
uld
care
fully
revi
ew a
war
ds a
nd in
cent
ives
to e
nsur
e th
at th
ey a
rcl
osel
y lin
ked
to in
stitu
tiona
l ini
tiativ
es a
nd th
atth
ey r
efle
ct c
hang
ing
expe
ctat
ions
.
Sab
batic
als
For
this
rep
ort,
we
revi
ewed
the
sabb
atic
al p
olic
ies
of 5
0 co
llege
s an
d un
iver
sitie
s ac
ross
the
coun
try.
The
inst
itutio
ns w
ere
of a
ll si
zes
and
type
s (f
our-
year
publ
ic r
esea
rch,
fou
r-ye
ar r
egio
nal p
ublic
, fou
r-ye
arpr
ivat
e, a
nd tw
o-ye
ar c
omm
unity
col
lege
s). A
ll in
sti-
tutio
ns h
ad p
olic
ies
rega
rdin
g sa
bbat
ical
leav
es a
ndth
ey h
ad m
any
char
acte
rist
ics
in c
omm
on. N
ot a
llin
stitu
tions
off
er s
abba
tical
s, b
ut th
ose
that
do
(in-
clud
ing
the
50 w
e re
view
ed)
offe
r th
em to
ful
l-tim
efa
culty
mem
bers
at r
egul
ar in
terv
alsu
sual
ly e
very
seve
nth
year
.
5 3
Sabb
atic
als
have
bee
n an
d ar
e a
key
ingr
edie
nts
inth
e fa
culty
dev
elop
men
t con
tinuu
m. S
abba
tical
s pr
o-vi
de ti
me
for
facu
lty to
con
duct
sch
olar
ly w
ork,
im-
prov
e th
eir
teac
hing
, dev
elop
cur
ricu
la, a
nd e
nhan
ceth
eir
artis
tic p
erfo
rman
ce a
nd c
reat
ive
grow
th. S
ab-
batic
als
enab
le f
acul
ty to
stu
dy n
ew d
evel
opm
ents
inth
eir
fiel
ds a
nd to
com
plet
e am
bitio
us s
chol
arly
and
artis
tic p
roje
cts.
The
kno
wle
dge
and
rein
vigo
ratio
nga
ined
fro
m ti
me
away
fro
m o
rdin
ary
resp
onsi
bili-
ties
impr
oves
em
ploy
ees'
per
form
ance
upo
n th
eir
retu
rn. A
nd m
ore
than
onc
e, s
abba
tical
s ha
ve le
d to
disc
over
ies
that
ulti
mat
ely
bene
fite
d m
illio
ns o
fpe
ople
.
In n
earl
y al
l cas
es, t
he a
ppro
val p
roce
ss f
or s
abba
ti-ca
ls r
equi
res
that
inte
rest
ed f
acul
ty m
embe
rs s
ub-
mit
a de
taile
d pr
opos
al. T
he p
ropo
sal i
s re
view
ed,
and,
if a
ppro
ved
by th
e de
part
men
t hea
d an
d de
an, i
tis
for
war
ded
to a
pee
r-re
view
com
mitt
ee o
n sa
bbat
i-ca
ls, a
nd f
inal
ly to
the
pres
iden
t and
gov
erni
ng b
oard
.T
ypic
ally
, fac
ulty
mem
bers
may
req
uest
a f
ull-
year
sabb
atic
al a
t hal
f sa
lary
or
a se
mes
ter
sabb
atic
al a
tfu
ll sa
lary
. Ins
titut
ions
req
uire
that
the
sabb
atic
alle
ave
cont
ribu
te to
the
indi
vidu
al's
pro
fess
iona
l de-
velo
pmen
t. R
elat
ivel
y fe
w in
stitu
tions
sug
gest
that
the
sabb
atic
al p
ropo
sal b
e lin
ked
to th
e in
stitu
tion'
s m
is-
sion
and
man
date
. Som
e in
stitu
tions
set
lim
its o
n th
enu
mbe
r of
sab
batic
als
awar
ded
each
yea
r (f
or e
x-am
ple,
"no
t mor
e th
an X
per
cent
of
the
equi
vale
ntfu
ll-tim
e fa
culty
"); o
ther
inst
itutio
ns f
ollo
w h
isto
ri-
cal p
ract
ices
and
/or
base
lim
itatio
ns o
n th
e bu
dget
5 4
avai
labl
e. O
f th
e in
stitu
tions
sur
veye
d, a
ll ex
pect
fac
-ul
ty m
embe
rs w
ho h
ave
take
n a
sabb
atic
al to
ret
urn
for
a m
inim
um o
f on
e ye
ar, a
nd s
omet
imes
two
year
s,fo
llow
ing
the
sabb
atic
al. I
f fa
culty
mem
bers
fai
l to
mee
t thi
s re
quir
emen
t, th
ey m
ay b
e re
quir
ed to
re-
pay
the
sala
ry e
arne
d du
ring
the
sabb
atic
al le
ave.
Facu
lty im
prov
emen
t lea
ves
have
bec
ome
incr
eas-
ingl
y po
pula
r at
inst
itutio
ns o
f al
l typ
es a
nd h
ave
been
foun
d to
be
a hi
ghly
eff
ectiv
e fo
rm o
f fa
culty
dev
el-
opm
ent.
Unl
ike
trad
ition
al s
abba
tical
s, f
acul
ty im
-pr
ovem
ent l
eave
s va
ry g
reat
ly in
leng
th (
two
to e
ight
wee
ks)
and
type
(tr
avel
, res
earc
h, f
ocus
ed s
tudy
, etc
.)an
d ar
e of
fere
d at
var
ying
tim
es th
roug
hout
the
year
.Fa
culty
impr
ovem
ent l
eave
s ap
pear
to b
e be
tter
suite
dto
toda
y's
acad
emic
env
iron
men
t bec
ause
they
are
targ
eted
, ava
ilabl
e to
a g
reat
er n
umbe
r of
fac
ulty
at
all r
anks
, con
form
to th
e lif
e-st
yles
of
facu
lty a
nd th
eir
fam
ilies
, can
be
rela
tivel
y be
tter
fund
ed th
an s
abba
ti-ca
ls, a
nd p
rovi
de g
reat
er in
stitu
tiona
l fle
xibi
lity.
Pub
lic P
erce
ptio
nFac
ulty
mem
bers
are
aut
omat
ical
lygr
ante
d le
aves
at r
egul
ar in
terv
als,
and
the
outc
omes
of
thes
e le
aves
are
not
clo
sely
mon
itore
d.
Hig
her
educ
atio
n ne
eds
to m
ore
effe
ctiv
ely
com
mu-
nica
te th
e va
lue
of s
abba
tical
s to
stu
dent
s, in
stitu
-tio
ns, a
nd th
e pu
blic
. The
pub
lic b
elie
ves
that
fac
ulty
mem
bers
are
gra
nted
leav
es a
utom
atic
ally
at r
egu-
lar
inte
rval
s, b
ut in
fac
t, m
any
inst
itutio
ns c
anno
taf
ford
to o
ffer
sab
batic
als.
Man
y fa
culty
mem
bers
do
not t
ake
sabb
atic
als
with
out f
irst
obt
aini
ng g
rant
s so
they
can
aff
ord
to c
ondu
ct r
esea
rch
away
fro
m th
eir
hom
e in
stitu
tions
. Man
y in
stitu
tions
hav
e ad
dres
sed
the
issu
e of
acc
ount
abili
ty f
or s
abba
tical
out
com
es,
but m
ore
atte
ntio
n to
this
is n
eede
d. S
ome
inst
itu-
tions
req
uire
that
fac
ulty
mem
bers
on
sabb
atic
al s
ub-
mit
prog
ress
rep
orts
. In
addi
tion,
man
y in
stitu
tions
requ
ire
facu
lty m
embe
rs to
com
mun
icat
e th
e re
sults
of th
eir
sabb
atic
als,
eith
er th
roug
h pr
esen
tatio
ns,
artic
les
publ
ishe
d in
the
loca
l med
ia, o
r th
roug
h ot
her
mea
ns. t
he k
ey is
to s
trik
e a
bala
nce
betw
een
acco
unt-
abili
ty a
nd th
e "f
reed
om"
that
is a
pri
mar
y be
nefi
t of
sabb
atic
als.
Priv
ate
sect
or in
form
atio
n on
trai
ning
and
dev
elop
-m
ent c
onfi
rms
that
col
lege
s an
d un
iver
sitie
s sh
ould
enco
urag
e m
ore
sabb
atic
al-t
ype
activ
ity. M
ore
and
mor
e bu
sine
sses
in th
e U
nite
d St
ates
(14
per
cent
to24
per
cent
acc
ordi
ng to
Aus
tin, o
ffer
thei
r em
ploy
-ee
s sa
bbat
ical
-typ
e le
aves
bec
ause
suc
h op
port
uni-
ties
boos
t pro
duct
ivity
, pro
mot
e fl
exib
ility
, and
coun
ter
med
iocr
ity a
nd b
urno
ut. S
uch
busi
ness
es a
sA
mer
ican
Exp
ress
, DuP
ont,
and
Xer
ox o
ffer
em
ploy
-ee
s bo
th s
hort
- an
d lo
ng-t
erm
sab
batic
als
beca
use
they
boo
st o
vera
ll pr
oduc
tivity
and
boo
st m
oral
e. S
ab-
batic
als
prov
ide
a si
mila
r ki
nd o
f re
new
al f
or f
acul
ty.
Res
earc
h on
cor
pora
te s
abba
tical
s m
ay h
elp
inst
itu-
tions
and
the
publ
ic m
easu
re th
e re
turn
-on-
inve
st-
men
t (R
OI)
so
impo
rtan
t to
cons
titue
nts.
5 5
27
28
Polic
y R
ecom
men
datio
ns
30. I
nstit
utio
ns s
houl
d de
velo
p an
d im
plem
ent
stra
tegi
es to
mor
e ef
fect
ivel
y co
mm
unic
ate
to th
epu
blic
the
bene
fits
of s
abba
tical
s to
stu
dent
s,in
stitu
tiona
l mis
sion
, and
the
com
mun
ity.
31. I
nstit
utio
ns n
eed
to c
ontin
ue to
str
engt
hen
the
sabb
atic
al p
roce
ss. W
hile
man
y in
stitu
tions
are
dem
andi
ng g
reat
er a
ccou
ntab
ility
, all
inst
itutio
nssh
ould
hav
e po
licie
s th
at r
equi
re a
rig
orou
sap
plic
atio
n pr
oces
s, m
eans
of m
onito
ring
prog
ress
,an
d ap
prop
riate
dis
sem
inat
ion
of th
e re
sults
.
32. I
nstit
utio
ns s
houl
d co
nsid
er a
llow
ing
grea
ter
flexi
bilit
y in
the
trad
ition
al s
abba
tical
pro
gram
toin
clud
e fa
culty
impr
ovem
ent l
eave
s.
Inst
ruct
iona
l Tec
hnol
ogy
Polic
ies
Ove
r th
e pa
st tw
o de
cade
s, te
chno
logy
has
per
me-
ated
pro
fess
iona
l ins
titut
ions
and
, to
a le
sser
ext
ent,
educ
atio
nal o
nes.
Use
d as
a te
achi
ng, l
earn
ing,
re-
sear
ch, a
nd c
omm
unic
atio
n to
ol, t
echn
olog
y ha
s th
epo
tent
ial t
o tr
ansf
orm
and
exp
and
the
high
er e
duca
-tio
n ex
peri
ence
. We
have
yet
to c
ome
to g
rips
with
the
chan
ges
it ha
s br
ough
t. T
echn
olog
y is
cos
tly a
ndha
s a
shor
t "sh
elf
life,
" bu
t it a
lso
enab
les
its u
sers
todo
new
thin
gs a
nd to
exp
lore
old
con
cept
s in
new
way
s. T
o re
ap th
e be
nefi
ts o
f te
chno
logy
, a c
ompr
e-he
nsiv
e pr
ogra
m o
f su
ppor
t is
need
ed.
The
intr
oduc
tion
of in
stru
ctio
nal t
echn
olog
y re
quir
esan
exp
ande
d fo
cus
for
the
facu
lty p
rofe
ssio
nal d
evel
-
56
opm
ent p
roce
ss. T
radi
tiona
lly, f
acul
ty d
evel
opm
ent
has
focu
sed
on s
uppo
rt f
or r
efin
ing
cont
ent k
now
l-ed
ge a
nd r
esea
rch
skill
s in
ord
er to
gai
n te
nure
or
prom
otio
n an
d co
ntin
ue a
res
earc
h ag
enda
. Now
,fa
culty
mus
t con
tinua
lly le
arn
new
ski
lls a
nd d
evot
etim
e an
d ef
fort
to r
efin
ing
curr
icul
a to
mak
e fu
ll an
dap
prop
riat
e us
e of
tech
nolo
gy's
cap
abili
ties.
Fac
ulty
mus
t bec
ome
lear
ning
, tea
chin
g, a
nd te
chno
logy
spe
-ci
alis
ts in
add
ition
to b
eing
exp
ert i
n a
give
n di
sci-
plin
e.
Ach
ievi
ng th
is g
oal r
equi
res
a fu
ndam
enta
l cha
nge
in th
e co
ncep
t of
prof
essi
onal
dev
elop
men
t and
inho
w f
acul
ty a
re s
uppo
rted
dur
ing
a ca
reer
-lon
g pr
o-ce
ss o
f le
arni
ng a
nd s
kill
enha
ncem
ent.
In s
hort
, tec
h-no
logy
has
for
ced
high
er e
duca
tion
to e
xpan
d th
efa
culty
pro
fess
iona
l dev
elop
men
t par
adig
m to
incl
ude
time,
sup
port
, and
acc
ess
to r
esou
rces
req
uire
d to
deve
lop
new
ski
lls, m
ater
ials
, too
ls, a
nd s
trat
egie
s.N
ew f
acul
ty p
rofe
ssio
nal d
evel
opm
ent i
nfra
stru
ctur
esm
ust b
ring
toge
ther
spe
cial
ists
in c
onte
nt, t
each
ing/
lear
ning
/eva
luat
ion
appr
oach
es, k
now
ledg
e m
anag
e-m
ent s
trat
egie
s, a
nd te
chni
cal s
uppo
rt s
o fa
culty
can
acce
ss th
e ex
pert
ise
they
nee
d to
ado
pt n
ew te
chno
lo-
gies
and
mak
e th
em a
ppro
pria
te a
nd in
tegr
al c
om-
pone
nts
of c
urri
cula
.
The
cha
nge
in f
acul
ty p
rofe
ssio
nal d
evel
opm
ent f
u-el
ed b
y in
crea
sed
acce
ss to
tech
nolo
gy is
not
one
that
high
er e
duca
tion
can
choo
se to
em
brac
e or
igno
re,
for
it is
dri
ven
by th
e ex
pect
atio
ns o
f in
tern
al a
ndex
tern
al c
lient
s an
d of
fac
ulty
them
selv
es. T
he p
opu-
latio
ns s
erve
d by
hig
her
educ
atio
n ex
pect
fac
ulty
and
adm
inis
trat
ors
to m
ake
use
of te
chno
logy
enh
ance
-m
ents
that
mee
t ind
ivid
ual a
nd c
olle
ctiv
e ne
eds.
Thi
sex
pect
atio
n in
crea
sing
ly is
ref
lect
ed b
y ch
ange
s in
corp
orat
e gr
ant p
rogr
ams.
For
exa
mpl
e, c
orpo
ratio
nssu
ch a
s H
ewle
tt Pa
ckar
d (1
996)
and
Hita
chi (
1998
)ha
ve e
ncou
rage
d un
iver
sitie
s to
par
tner
with
them
to f
ind
new
way
s to
impr
ove
lear
ning
. The
Hew
lett
Pack
ard
requ
est f
or p
ropo
sals
cal
led
for
high
er e
du-
catio
n in
stitu
tions
to c
reat
e pa
rtne
rshi
ps to
dev
elop
tech
nolo
gy-e
nhan
ced
colla
bora
tive
lear
ning
env
iron
-m
ents
that
hel
p st
uden
ts a
cqui
re p
robl
em-s
olvi
ngan
d in
tera
ctio
n sk
ills
need
ed in
the
2Pte
ntur
y.H
itach
i is
seek
ing
part
ners
to d
esig
n ne
w in
stru
c-tio
nal t
ools
that
will
spe
ed o
r ot
herw
ise
enha
nce
lear
ning
. The
se tw
o ex
ampl
es p
oint
to th
e gr
owin
gne
ed f
or te
chno
logy
-enh
ance
d ed
ucat
ion
that
pro
-m
otes
rea
l-w
orld
, lif
elon
g le
arni
ng a
nd p
robl
em-s
olv-
ing
skill
s. H
ighe
r ed
ucat
ion
mus
t pro
duce
stu
dent
sw
ho a
re s
kille
d in
tech
nolo
gy u
se, a
ble
to w
ork
inte
ams,
and
abl
e to
nav
igat
e an
d m
anag
e in
terd
isci
-pl
inar
y in
form
atio
n. U
nles
s fa
culty
ski
lls, i
nstr
uc-
tiona
l mat
eria
ls, t
ools
, tea
chin
g an
d le
arni
ng s
trat
e-gi
es, a
nd a
ttitu
des
tow
ard
facu
lty d
evel
opm
ent s
up-
port
tech
nolo
gy-d
rive
n ch
ange
, thi
s go
al w
ill b
e im
-po
ssib
le to
ach
ieve
.
In e
arly
199
8, th
e N
atio
nal C
ounc
il fo
r A
ccre
dita
tion
of T
each
er E
duca
tion
exer
ted
dire
ct p
ress
ure
to p
lace
mor
e em
phas
is o
n in
stru
ctio
nal u
ses
of te
chno
logy
by r
evok
ing
the
accr
edita
tion
of a
maj
or u
nive
rsity
.O
ne r
easo
n ci
ted
for
this
dra
stic
act
ion
was
the
univ
ersi
ty's
fai
lure
to p
rovi
de s
tude
nts
with
ade
quat
ete
chno
logy
ski
lls. I
f in
stitu
tions
do
not p
rovi
de h
igh-
5 7
qual
ity te
chno
logy
tool
s in
all
disc
iplin
es, t
hey
will
lose
stu
dent
s to
pee
r in
stitu
tions
that
can
, and
/or
they
will
suf
fer
exte
rnal
ly im
pose
d sa
nctio
ns.
Exi
stin
g po
licie
s an
d at
titud
es to
war
d te
chno
logy
use
and
facu
lty s
uppo
rt a
re b
ased
on
a nu
mbe
r of
as-
sum
ptio
ns r
elat
ed to
the
bene
fits
tech
nolo
gy b
ring
sto
the
teac
hing
and
lear
ning
pro
cess
. The
se a
ssum
p-tio
ns o
ften
are
bas
ed o
n an
ecdo
tal r
athe
r th
an a
ctua
lda
ta. F
ollo
win
g ar
e pu
blic
per
cept
ions
and
sug
ges-
tions
for
cha
nge
that
can
lead
to r
eal a
nd a
ttain
able
expe
ctat
ions
for
fac
ulty
pro
fess
iona
l dev
elop
men
t and
supp
ort f
or in
stru
ctio
nal t
echn
olog
y us
e. T
hese
chan
ges
stre
ss th
e us
e of
tech
nolo
gy to
impr
ove
lear
n-in
g ou
tcom
es, i
nclu
ding
enh
ance
d pr
oble
m s
olvi
ng,
criti
cal a
naly
sis,
and
com
mun
icat
ion
stra
tegi
es.
Pub
lic P
erce
ptio
nTec
hnol
ogy
lead
s to
bet
ter
lear
ning
.
No
relia
ble
data
sup
port
s th
is a
ssum
ptio
n. R
usse
ll(1
996)
rev
iew
ed 2
48 r
esea
rch
repo
rts,
sum
mar
ies,
and
pape
rs d
escr
ibin
g th
e in
trod
uctio
n of
var
ious
inst
ruct
iona
l tec
hnol
ogie
s ra
ngin
g fr
om f
ilm to
com
-pu
ters
and
com
pare
d th
em to
wha
t wer
e at
the
time
"tra
ditio
nal t
each
ing
appr
oach
es."
In
all c
ases
, stu
d-ie
s sh
owed
that
add
ing
a te
chno
logy
enh
ance
men
tw
ithou
t cha
ngin
g th
e un
derl
ying
inst
ruct
iona
l tec
h-ni
ques
, pro
cedu
res,
mat
eria
ls, a
nd a
ctiv
ities
had
no
mea
sura
ble
impa
ct o
n le
arni
ng. T
his
shou
ld a
lert
high
er e
duca
tion
to a
fla
w in
its
curr
ent a
ppro
ach
tode
velo
ping
tech
nolo
gy e
nhan
cem
ents
for
teac
hing
and
lear
ning
: as
mer
e ad
d-on
s to
exi
stin
g pr
actic
es,
tech
nolo
gy e
nhan
cem
ents
will
hav
e no
impa
ct o
nle
arni
ng.
5 8
New
Dire
ctio
nTec
hnol
ogy
is a
flex
ible
tool
that
allo
ws
lear
ning
in w
ays
that
are
not
pos
sibl
e w
ithou
t it.
It is
NO
Ta
$Z00
0 pe
ncil.
Res
earc
h sh
ould
foc
us o
n th
e va
lue
adde
d by
tech
-no
logy
enh
ance
men
ts a
s m
easu
red
by th
e us
e of
teac
hing
and
lear
ning
tech
niqu
es a
nd p
roce
dure
s th
atar
e no
t pos
sibl
e in
a tr
aditi
onal
fac
e-to
-fac
e en
viro
n-m
ent.
Such
fun
dam
enta
l cha
nges
as
incr
ease
d ac
-ce
ss to
info
rmat
ion
and
info
rmat
ion
man
agem
ent
tool
s, o
r ev
en in
crea
sed
time
on ta
sks,
are
des
irab
leou
tcom
es th
at c
an b
e m
easu
red.
Pub
lic P
erce
ptio
nTec
hnol
ogy
will
brin
g m
ore
cost
effe
ctiv
enes
s.
Tec
hnol
ogy
is a
n ex
pens
ive
inst
ruct
iona
l too
l. T
ech-
nolo
gy e
nhan
cem
ents
, rel
ated
trai
ning
, and
cur
ricu
-lu
m d
esig
n pr
ogra
ms,
as
wel
l as
the
purc
hase
of
elec
-tr
onic
tool
s su
ch a
s lib
rary
res
ourc
es, a
bsor
b an
ypr
ofit
that
mig
ht r
esul
t fro
m r
aisi
ng e
nrol
lmen
t cap
sor
exp
andi
ng tr
aditi
onal
cou
rses
to in
clud
e st
uden
tsat
a d
ista
nce.
Tho
se w
ho b
elie
ve te
chno
logy
will
lead
to r
educ
edco
sts
are
likel
y to
dou
bt th
ose
in h
ighe
r ed
ucat
ion
who
say
cos
ts w
ill n
ot g
o do
wn.
Lik
ewis
e, p
erso
ns in
high
er e
duca
tion
will
dou
bt th
at c
ost c
utte
rs h
ave
asi
ncer
e in
tere
st in
mai
ntai
ning
or
impr
ovin
g th
e qu
al-
ity o
f hi
gher
edu
catio
n. O
nly
as h
ighe
r ed
ucat
ion
dem
onst
rate
s th
e ef
fect
iven
ess
of e
nhan
ced
stud
ent
lear
ning
util
izin
g te
chno
logy
will
the
issu
es b
e en
-jo
ined
in s
uch
a w
ay th
at th
ey c
an b
e re
solv
ed. W
ithth
e ex
cept
ion
of th
e "e
arly
ado
pter
"/in
nova
tive
mi-
nori
ty, f
acul
ty a
re n
ot n
eces
sari
ly e
ager
to a
ccep
t the
risk
s in
here
nt in
cha
nge
to a
tech
nolo
gy-e
nhan
ced
syst
em. F
acul
ty m
ay f
ear
they
will
be
pena
lized
if th
eydo
not
jum
p on
the
tech
nolo
gy b
andw
agon
. The
y m
ayfe
ar th
at th
e to
ols
they
are
cre
atin
g w
ill c
hip
away
at
thei
r ac
adem
ic f
reed
omas
wel
l as
thei
r jo
bs. T
hey
may
fea
r th
at th
ey w
ill h
ave
no s
uppo
rt f
or c
urri
cu-
lar
inno
vatio
n un
less
they
cho
ose
to e
mbr
ace
tech
-no
logy
. (T
he C
hron
icle
of
Hig
her
Edu
catio
n, 1
998)
.
New
Dire
ctio
nTec
hnol
ogy
is a
n ex
pens
ive
but v
ital
tool
that
ena
bles
new
teac
hing
, lea
rnin
g, a
nd c
omm
uni-
catio
n ex
perie
nces
. The
tran
sfor
mat
ion
proc
ess
will
be
smoo
ther
if a
dmin
istr
ator
s ta
ke fa
culty
per
spec
tives
into
acco
unt a
nd r
espo
nd w
ith c
ompr
ehen
sive
sup
port
and
rew
ard
prog
ram
s th
at e
ncou
rage
the
appr
opria
te u
se o
fte
chno
logy
as
a m
eans
of a
chie
ving
des
ired
lear
ning
outc
omes
.
Tec
hnol
ogy
is a
n ex
pens
ive
addi
tion
to a
ny c
urri
cu-
lum
. Yet
, the
add
ition
of
appr
opri
ate
tech
nolo
gies
incr
ease
s pe
rfor
man
ce, e
xpan
ds a
cces
s to
info
rma-
tion,
and
pro
vide
s th
e ab
ility
to e
ngag
e in
sim
ulat
edor
rea
l exp
erie
nces
. Res
earc
h is
nee
ded
to d
eter
min
eth
e ex
tent
to w
hich
tech
nolo
gy e
nhan
cem
ents
in-
crea
se ti
me
on ta
sk, i
mpr
ove
com
mun
icat
ion
and
colla
bora
tion
stra
tegi
es, e
xpan
d m
ento
ring
opp
ortu
-ni
ties,
and
enh
ance
ove
rall
satis
fact
ion
with
the
lear
n-in
g en
viro
nmen
t. W
ebC
T a
nd o
ther
onl
ine
inst
ruc-
tiona
l env
iron
men
ts n
ow o
ffer
trac
king
tool
s, e
ven
in c
hat r
oom
s, th
at w
ill a
llow
res
earc
hers
to s
hift
emph
asis
to th
e le
arni
ng p
roce
sses
.
29
30
Dec
isio
ns to
add
and
sup
port
tech
nolo
gy n
ow c
an b
em
ade
on th
e ba
sis
of in
stitu
tions
' goa
ls a
nd m
issi
ons.
Que
stio
ns to
add
ress
whe
n co
nsid
erin
g te
chno
logy
enha
ncem
ents
incl
ude:
Is
the
inst
itutio
n co
mm
itted
to r
each
ing
a di
vers
e au
dien
ce a
nd to
sup
port
ing
in-
divi
dual
lear
ning
dif
fere
nces
? D
o th
e in
stitu
tion'
ste
achi
ng a
nd le
arni
ng g
oals
em
brac
e ac
tive
lear
ning
appr
oach
es r
athe
r th
an in
form
atio
n de
liver
y an
dac
quis
ition
? H
ow c
an f
acul
ty b
e re
cogn
ized
and
re-
war
ded
for
the
time
and
effo
rt th
ey in
vest
in c
urri
cu-
lar
inno
vatio
n?
Pub
lic P
erce
ptio
nThe
exi
stin
g cu
lture
of t
he a
cade
my
can
be e
asily
tran
spos
ed in
to th
e te
chno
logi
cal a
ge.
Solu
tions
to p
robl
ems
asso
ciat
ed w
ith w
orkl
oad,
in-
cent
ives
, cou
rse
sche
dulin
g, c
redi
ts, a
nd c
opyr
ight
s/in
telle
ctua
l pro
pert
y ri
ghts
hav
e no
t bee
n id
entif
ied;
thus
, ins
titut
ions
pur
sue
a tr
aditi
onal
app
roac
h to
educ
atio
n w
ith te
chno
logy
sup
port
s. F
acul
ty h
ave
not
been
allo
wed
muc
h le
ss e
ncou
rage
dto
take
ful
lad
vant
age
of th
e be
nefi
ts o
f te
chno
logy
by
tran
sfor
m-
ing
how
they
teac
h an
d ho
w s
tude
nts
lear
n. M
any
facu
lty in
the
hum
aniti
es in
par
ticul
ar h
ave
limite
dac
cess
to s
uppo
rt a
nd to
sta
te-o
f-th
e-ar
t equ
ipm
ent
beca
use
of f
undi
ng f
orm
ulas
and
trad
ition
al id
eas
re-
gard
ing
wha
t con
stitu
tes
exce
llent
teac
hing
in a
par
-tic
ular
dis
cipl
ine.
Int
erac
tion
betw
een
facu
lty e
xper
tsan
d te
chno
logy
exp
erts
has
oft
en b
een
limite
d to
fac
-ul
ty f
ollo
win
g th
e di
rect
ion
of te
chno
logy
exp
erts
or
even
abd
icat
ing
cont
rol o
f th
eir
cour
ses
by tu
rnin
gov
er th
e de
sign
of
inst
ruct
iona
l too
ls. F
acul
ty in
ter-
disc
iplin
ary
part
ners
hips
, a k
ey e
lem
ent i
n th
e su
c-ce
ssfu
l dev
elop
men
t of
flex
ible
inst
ruct
iona
l too
ls a
nd
60
mat
eria
ls, a
re s
till d
isco
urag
ed b
ecau
se o
f bu
dget
-ar
y di
ffic
ultie
s as
soci
ated
with
ass
igni
ng c
redi
t for
colla
bora
tive
wor
k. F
inal
ly, t
echn
olog
y in
nova
tion
has
tend
ed to
be
a co
stly
exp
erim
ent i
nvol
ving
a f
ewen
trep
rene
uria
l fac
ulty
with
out t
he b
enef
it of
col
labo
-ra
tion
or in
stitu
tiona
l inf
rast
ruct
ure
supp
ort.
Hig
her
educ
atio
n's
cultu
ral v
alue
of
publ
ishi
ng it
s su
cces
ses
has
not y
et e
xten
ded
to th
e in
stru
ctio
nal t
echn
olog
yar
ena,
so
it ha
s no
t yet
invo
ked
the
colla
bora
tive
and
coop
erat
ive
appr
oach
es th
at e
ncou
rage
fac
ulty
mem
-be
rs to
lear
n fr
om e
ach
othe
r.
New
Dire
ctio
nCur
ricul
um in
nova
tion
is a
com
plex
prof
essi
onal
dev
elop
men
t pro
cess
that
com
bine
s th
ede
velo
pmen
t of n
ew s
trat
egie
s, to
ols,
and
mat
eria
ls w
ith
disc
iplin
e re
sear
ch.
Cha
ngin
g a
cultu
re r
equi
res
a m
ultif
acet
ed a
ppro
ach.
For
exam
ple,
foc
us o
n cu
rric
ulum
cha
nge
as a
pro
-fe
ssio
nal d
evel
opm
ent a
ctiv
ity w
ill b
ring
abo
ut th
efo
llow
ing:
New
def
initi
ons
of w
orkl
oad
and
the
role
of
cur-
ricu
lum
inno
vatio
n (i
ndiv
idua
l as
wel
l as
colla
bo-
rativ
e) in
the
prom
otio
n an
d te
nure
pro
cess
mus
tbe
out
lined
at t
he d
epar
tmen
t, co
llege
, and
uni
-ve
rsity
leve
ls. S
uch
guid
elin
es w
ill d
isco
urag
e th
eus
e of
for
mul
as th
at o
ver-
valu
e tim
e in
fro
nt o
fst
uden
ts a
nd w
ill e
ncou
rage
the
use
of te
achi
ngpo
rtfo
lios
and
othe
r te
chni
ques
for
doc
umen
ting
time,
eff
ort,
and
perf
orm
ance
. In
isol
atio
n, in
di-
vidu
al in
stitu
tions
will
be
unab
le to
sol
ve th
e pr
ob-
lem
s as
soci
ated
with
trad
ition
al d
efin
ition
s of
clas
ses,
cou
rses
, and
sem
este
rs. H
ighe
r ed
ucat
ion
in g
ener
al m
ust a
ddre
ss th
is p
robl
em s
o as
to ta
kead
vant
age
of te
chno
logy
as
a to
ol th
at a
llow
sle
arni
ng to
occ
ur a
t dif
fere
nt p
aces
. Dis
cipl
ines
may
nee
d to
app
roac
h th
is is
sue
from
a p
rofi
-ci
ency
and
per
form
ance
per
spec
tive.
Cam
pus-
wid
e fa
culty
pro
fess
iona
l dev
elop
men
tin
itiat
ives
that
hel
p fa
culty
intr
oduc
e ne
w m
eth-
ods,
des
ign
atta
inab
le le
arni
ng o
utco
mes
, and
empl
oy a
ppro
pria
te te
chno
logi
es f
or a
chie
ving
stat
ed g
oals
are
cru
cial
ele
men
ts o
f fa
culty
sup
-po
rt. T
o be
suc
cess
ful,
how
ever
, the
se a
ctiv
ities
mus
t be
colla
bora
tive
in n
atur
e an
d en
cour
aged
and
supp
orte
d by
adm
inis
trat
ors,
tech
nolo
gy e
x-pe
rts,
and
pee
rs. T
he n
otio
n th
at p
rofe
ssio
nal d
e-ve
lopm
ent i
mpl
ies
"fix
ing
bad
facu
lty"
mus
t be
repl
aced
by
a lif
elon
g le
arni
ng c
once
pt th
at is
ex-
pect
ed, r
ecog
nize
d, a
nd r
ewar
ded
as p
art o
f th
ehi
gher
edu
catio
n ca
reer
.
Part
ners
hips
invo
lvin
g fa
culty
, lib
rari
ans,
and
publ
ishi
ng c
ompa
nies
(in
clud
ing
copy
ing
ser-
vice
s) s
uppo
rt e
ffor
ts to
acc
ess,
dis
trib
ute,
and
disc
over
new
kno
wle
dge.
The
ste
ps c
urre
ntly
re-
quir
ed to
dis
trib
ute
copy
righ
t-pr
otec
ted
mat
eri-
als
for
educ
atio
nal p
urpo
ses
repr
esen
t a b
arri
erto
the
teac
hing
and
lear
ning
pro
cess
. Res
ourc
epa
rtne
rshi
ps th
at ta
ke o
n co
pyri
ght c
lear
ance
task
s w
ill g
reat
ly e
nhan
ce th
e ab
ility
of
facu
lty to
teac
h w
ith th
e ai
d of
tech
nolo
gy.
Form
ulas
for
rel
ease
tim
e, a
cces
s to
gra
duat
e as
-si
stan
ts, o
r ot
her
supp
ort b
ased
on
wor
kloa
ds a
s-so
ciat
ed w
ith c
urri
culu
m d
esig
n an
d de
velo
pmen
t
Cl
shou
ld b
e de
velo
ped,
and
on-
goin
g im
plem
enta
-tio
n of
tech
nolo
gy e
nhan
cem
ents
sho
uld
occu
r.C
ase
stud
ies
are
need
ed to
acc
urat
ely
desc
ribe
the
incr
ease
in w
ork
that
occ
urs
whe
n te
chno
logy
enha
nces
or
repl
aces
a "
face
-to-
face
" co
urse
. An-
ecdo
tal e
vide
nce
sugg
ests
that
tech
nolo
gy e
n-ha
ncem
ents
will
at l
east
dou
ble
the
wor
kloa
d of
facu
lty m
embe
rs.
Pub
lic P
erce
ptio
nStu
dent
s w
ill h
ave
unlim
ited
acce
ssto
edu
catio
n, r
esul
ting
in im
prov
ed le
arni
ng o
ppor
tuni
-tie
s.
Thi
s is
a te
sted
ass
umpt
ion,
but
is r
ende
red
inva
lidin
man
y ca
ses
beca
use
of li
mite
d ac
cess
to te
chno
l-og
y an
d da
ted
hard
war
e/so
ftw
are.
Dep
endi
ng u
pon
the
inst
itutio
n, u
pwar
ds o
f 25
per
cent
of
the
stud
ents
may
be
com
pute
r ill
itera
te. D
ated
hom
e co
mpu
ters
may
not
be
capa
ble
of r
apid
acc
ess
to th
e In
tern
et.
On-
cam
pus
labs
mos
t oft
en h
ave
limite
d w
orks
tatio
nsan
d or
con
nect
ivity
to c
entr
aliz
ed s
erve
rs. A
necd
otal
evid
ence
indi
cate
s th
at le
ss th
an 3
0 pe
rcen
t of
fac-
ulty
act
ivel
y in
tegr
ate
tech
nolo
gy in
to th
eir
curr
icul
a.Fo
r th
ose
who
are
com
pute
r ill
itera
te a
nd r
equi
repe
rson
al s
uppo
rt, t
he la
ck o
f tr
aini
ng p
rogr
ams
dis-
cour
ages
them
fro
m m
aste
ring
the
equi
pmen
t.B
ench
mar
king
pro
ject
s fo
r in
stru
ctio
nal t
echn
olog
yar
e on
ly b
egin
ning
. For
exa
mpl
e, th
e SH
EE
O p
roje
ctbe
gan
to c
olle
ct d
ata
on te
chno
logy
use
in A
pril
1998
and
is n
ot e
xpec
ted
to p
rodu
ce r
esul
ts u
ntil
1999
.
62
New
Dire
ctio
nThe
re is
alw
ays
a co
ntin
genc
y pl
an s
ole
arni
ng c
an.c
ontin
ue w
hen
the
tech
nolo
gy is
n't
avai
labl
e.
The
tech
nolo
gy is
cha
ngin
g so
qui
ckly
that
it is
un-
likel
y th
at a
ll st
uden
ts a
nd f
acul
ty w
ill e
ver
enjo
y ea
syac
cess
. A v
arie
ty o
f so
lutio
ns a
re p
ossi
ble.
The
se in
-cl
ude
but a
re n
ot li
mite
d to
:
Cle
ar g
uide
lines
, goa
ls, a
nd te
am-o
rien
ted
ap-
proa
ches
for
lear
ning
so
stud
ents
can
con
tinue
toen
gage
in le
arni
ng a
nd c
omm
unic
atio
n ta
sks
even
if th
e te
chno
logy
is u
nava
ilabl
e.
Com
bine
d le
ase/
purc
hase
/loan
pro
gram
s th
aten
able
stu
dent
s to
hav
e th
eir
own
com
pute
rs.
Ope
n-ac
cess
labs
equ
ippe
d w
ith th
e la
test
tech
-no
logy
and
a w
ide
vari
ety
of to
ols.
Eas
y-to
-acc
ess
cam
pus
netw
orks
that
pro
vide
high
-spe
ed a
cces
s fo
r ev
eryo
ne.
Dep
artm
ent-
, col
lege
-, a
nd u
nive
rsity
-wid
e te
ch-
nolo
gy p
urch
ase
and
refr
esh
prog
ram
s to
ens
ure
that
fac
ulty
hav
e ac
cess
to th
e te
chno
logy
they
need
. Suc
h pr
ogra
ms
may
invo
lve
`han
d-m
e-do
wn'
eff
orts
to p
ass
obso
lete
tech
nolo
gy f
rom
sci
-en
tists
and
eng
inee
rs to
fac
ulty
and
stu
dent
s in
disc
iplin
es th
at r
equi
re le
ss c
ompu
ting
pow
er.
Rec
urri
ng tr
aini
ng, j
ust-
in-t
ime
lear
ning
pro
-gr
ams,
and
tuto
rial
s (s
uch
as th
ose
that
can
be
prep
ared
with
Lot
us S
cree
n C
am)
for
facu
lty a
ndst
uden
ts. S
uch
prog
ram
s sh
ould
beg
in d
urin
g or
i-en
tatio
ns f
or s
tude
nts
and
facu
lty a
nd s
houl
d co
n-tin
ue th
roug
hout
thei
r ca
reer
s. B
y ta
king
adv
an-
tage
of
peer
tuto
rs a
nd s
tude
nt a
ssis
tant
s, a
wid
epo
pula
tion
can
be s
erve
d on
a r
ecur
ring
bas
is.
Pub
lic P
erce
ptio
nStr
ong
tech
nolo
gy p
artn
ersh
ips
are
vita
l to
the
succ
ess
of in
stru
ctio
nal c
ompu
ting.
Tap
scot
t (19
96)
and
othe
r fu
turi
sts
belie
ve th
at c
or-
pora
te a
nd a
cade
mic
inte
rest
s m
ust m
erge
in o
rder
for
high
er e
duca
tion
to c
ontin
ue to
gro
w in
the
21st
cent
ury.
At p
rese
nt, c
orpo
rate
and
aca
dem
ic c
ultu
res
are
so d
iffe
rent
that
com
mun
icat
ion
and
colla
bora
-tio
n ar
e di
ffic
ult.
If c
olla
bora
tion
is to
be
succ
essf
ul,
grou
nd r
ules
that
pro
vide
mut
ual b
enef
it m
ust b
eag
reed
upo
n.
A g
row
ing
conc
ern
amon
g so
me
facu
lty a
nd m
em-
bers
of
the
publ
ic is
that
pub
lic/p
riva
te p
artn
ersh
ips,
virt
ually
inev
itabl
e to
tech
nolo
gy e
nhan
cem
ent i
nhi
gher
edu
catio
n, a
re b
ring
ing
with
them
a s
et o
fva
lues
that
con
trad
ict t
hose
of
the
acad
emy.
Con
side
rth
e w
orry
of
a ge
nera
tion
ago
that
the
univ
ersi
ty/g
ov-
ernm
ent p
artn
ersh
ip in
bas
ic r
esea
rch
wou
ld a
lter
acad
emic
val
ues.
The
par
tner
ship
did
in f
act a
lter
the
stru
ctur
e of
man
y un
iver
sitie
s, b
ut b
y no
mea
ns d
idit
dest
roy
thei
r in
tegr
ity. I
nste
ad, i
t led
to r
esea
rch
6331
achi
evem
ents
that
are
the
envy
of
the
wor
ld. T
hepa
rtne
rshi
p co
ntin
ues
to f
lour
ish.
.
New
Dir
ectio
nNew
grou
nd r
ules
will
gro
w o
ut o
fdi
scus
sion
s an
d co
llabo
rativ
e pl
anni
ng.
The
trad
ition
al p
artn
ersh
ips
base
d on
fun
ding
for
univ
ersi
ties
to c
ompl
ete
rese
arch
or
prod
uct d
evel
-op
men
t pro
ject
s dr
iven
by
corp
orat
e ne
eds
can
ex-
pand
to in
clud
e pa
rtne
rshi
ps th
at e
xam
ine
the
life-
long
lear
ning
nee
ds o
f em
ploy
ees.
Suc
h pa
rtne
rshi
psw
ith te
chno
logy
cor
pora
tions
wou
ld f
ocus
on
the
de-
velo
pmen
t of
educ
atio
n-or
ient
ed to
ols
that
inco
rpo-
rate
cur
rent
und
erst
andi
ng o
f ho
w le
arni
ng o
ccur
s.B
y al
low
ing
lear
ning
nee
ds to
dri
ve th
e de
velo
pmen
tof
inst
ruct
iona
l too
ls, h
ighe
r ed
ucat
ion
wou
ld b
en-
efit
from
acc
ess
to p
roto
type
tool
s th
at w
ould
mee
tits
eve
r-ch
angi
ng in
stru
ctio
nal n
eeds
; cor
pora
tions
wou
ld e
nter
new
mar
kets
as
solu
tions
to s
peci
fic
lear
ning
pro
blem
s. S
uch
an a
ppro
ach
is in
dir
ect c
on-
tras
t to
curr
ent e
ffor
ts to
fin
d in
stru
ctio
nal u
ses
for
tool
s or
igin
ally
dev
elop
ed f
or b
usin
ess
purp
oses
.
Publ
ic P
erce
ptio
nThe
use
and
unde
rsta
ndin
g of
tech
nolo
gy in
hig
her
educ
atio
n is
driv
en b
y m
arke
tde
man
d.
Hig
her
educ
atio
n is
con
fron
ted
with
eno
rmou
s ch
al-
leng
es b
roug
ht a
bout
by
incr
ease
d de
man
ds f
rom
clie
nts
for
anyt
ime,
any
whe
re a
cces
s to
life
long
lear
n-in
g op
port
uniti
es th
at e
mph
asiz
e kn
owle
dge
man
-ag
emen
t, pr
oble
m s
olvi
ng, c
ritic
al th
inki
ng, a
nd c
ol-
32
labo
ratio
n sk
ills.
New
kno
wle
dge
abou
t how
peo
ple
lear
n ha
s en
cour
aged
a s
hift
aw
ay f
rom
the
trad
ition
alle
ctur
e m
odel
to o
ne th
at p
lace
s st
uden
ts a
t the
cen
-te
r of
a m
ore
activ
e le
arni
ng p
roce
ss. "
The
teac
her
as p
rim
ary
sour
ce o
f kn
owle
dge"
no
long
er s
uffi
ces
in a
wor
ld w
here
kno
wle
dge
doub
les
ever
y se
ven
year
s an
d 10
,000
sci
entif
ic a
rtic
les
are
publ
ishe
d ev
-er
y da
y (T
apsc
ott,
1996
). I
mpr
oved
com
mun
icat
ion
tool
s, in
clud
ing
Rea
l Aud
io a
nd R
eal V
ideo
pre
sent
a-tio
ns a
nd f
orum
-bas
ed c
olla
bora
tions
, can
pro
vide
dire
ct c
onta
ct w
ith e
xper
ts in
alm
ost a
ny f
ield
.
New
Dir
ectio
nThe
dem
ands
of t
he m
arke
t and
the
goal
s of
hig
her
educ
atio
n m
eet i
n le
arni
ng o
utco
mes
.
The
dem
ands
for
dis
trib
uted
lear
ning
and
acc
ess
toex
pert
s in
the
fiel
d ha
ve a
ltere
d th
e re
spon
sibi
litie
sof
teac
hers
and
lear
ners
. Stu
dent
s (e
spec
ially
thos
eat
a d
ista
nce)
mus
t acc
ept r
espo
nsib
ility
for
thei
r ow
nle
arni
ng. T
hey
mus
t con
trol
the
skill
s an
d to
ols
re-
quir
ed to
fin
d, o
rgan
ize,
and
app
ly in
form
atio
n. B
utth
ey m
ust a
lso
have
the
skill
s to
use
that
info
rmat
ion
to d
isco
ver
new
kno
wle
dge.
Tea
cher
s an
d ex
pert
s in
the
fiel
d ar
e us
ing
tech
nol-
ogy
enha
ncem
ents
to d
evel
op m
ore
colla
bora
tive
and
inte
rdis
cipl
inar
y fo
cuse
s to
cou
rses
; kno
wle
dge
issh
ared
and
stu
dent
s ar
e pr
ovid
ed w
ith o
ppor
tuni
ties
to e
xplo
re a
fie
ld. R
emed
ial w
ork
can
be d
one
with
inco
urse
s as
stu
dent
s w
ith d
iffe
rent
bac
kgro
unds
fol
-lo
w d
iffe
rent
pat
hs to
rea
ch c
omm
on le
arni
ng g
oals
.
Prof
essi
onal
dev
elop
men
t eff
orts
can
hel
p fa
culty
cre
-at
e ne
w c
ours
es th
at ta
ke a
dvan
tage
of
dist
ribu
ted
lear
ning
opt
ions
, sup
port
indi
vidu
al d
iffe
renc
es a
ndap
ply
appr
opri
ate
tech
nolo
gies
to s
hift
the
focu
s fr
omin
form
atio
n de
liver
y to
exp
erie
ntia
l lea
rnin
g. C
orpo
-ra
te p
artn
ersh
ips
will
hel
p de
sign
the
tool
s te
ache
rsne
ed to
mak
e th
is a
suc
cess
ful r
ealit
y.
Pol
icy
Rec
omm
enda
tions
Inst
itutio
ns s
houl
d pr
ovid
e fa
culty
with
pro
fess
iona
lde
velo
pmen
t opp
ortu
nitie
s th
at in
clud
e fo
ur b
road
area
s of
sup
port
:
33. E
duca
tion
oppo
rtun
ities
(te
chno
logy
use
and
teac
hing
, lea
rnin
g, a
nd e
valu
atio
n is
sues
and
met
hods
; cur
ricul
um d
esig
n pr
oces
ses)
.
34. A
cces
s to
peo
ple,
mat
eria
ls, a
nd e
quip
men
tdu
ring
the
entir
e cu
rric
ulum
des
ign,
dev
elop
men
t,de
liver
y, a
nd e
valu
atio
n pr
oces
s.
35. F
undi
ng fo
r re
leas
e tim
e (in
clud
ing
sabb
atic
als)
,te
chno
logy
pur
chas
es a
nd u
pgra
des,
and
mat
eria
ls.
36. G
uida
nce
and
assi
stan
ce in
doc
umen
ting
and
eval
uatin
g th
e im
pact
of c
urric
ulum
cha
nge
and
tech
nolo
gy e
nhan
cem
ents
.
Inst
itutio
ns s
houl
d sy
stem
atic
ally
rec
ogni
ze a
nd r
e-w
ard
all a
spec
ts o
f cu
rric
ulum
inno
vatio
n th
roug
hch
ange
s to
pee
r ev
alua
tion,
pro
mot
ion,
and
tenu
repr
oces
ses.
The
se c
hang
es im
ply
a un
iver
sity
, col
lege
,
65
and
depa
rtm
ent d
ocum
enta
tion
and
eval
uatio
n pr
o-ce
ss th
at v
alue
s th
e tim
e, e
ffor
t, an
d ou
tcom
es o
f th
ete
chno
logy
enh
ance
men
t pro
cess
.
Inst
itutio
ns s
houl
d re
cogn
ize
and
supp
ort i
nstr
uc-
tiona
l res
earc
h. B
y st
rivi
ng to
rai
se it
to th
e sa
me
plan
e as
oth
er m
ore
trad
ition
ally
acc
epte
d re
sear
ch,
legi
timiz
ing
the
role
of
peda
gogy
as
part
of
the
pro-
mot
ion
and
tenu
re p
roce
ss, i
nstit
utio
ns w
ill b
e ab
leto
det
erm
ine
the
inst
ruct
iona
l val
ue o
f te
chno
logy
enha
ncem
ents
and
eng
age
in a
nev
er-e
ndin
g cy
cle
of im
plem
enta
tion,
res
earc
h an
d im
prov
emen
t.
Goa
ls f
or f
acul
ty p
rofe
ssio
nal d
evel
opm
ent p
rogr
ams
shou
ld in
clud
e th
e ac
quis
ition
of
know
ledg
e an
dsk
ills
in a
t lea
st th
e fo
llow
ing
area
s(1)
teac
hing
,le
arni
ng, a
nd e
valu
atio
n th
eori
es a
nd m
etho
ds(2
)cu
rric
ulum
des
ign
theo
ries
and
tech
niqu
es; (
3)ba
-si
c us
e of
tech
nolo
gy; a
nd (
Otr
ateg
ies
for
desi
gn o
fne
w a
pplic
atio
ns f
or e
xist
ing
tech
nolo
gies
.
6766
33
Facu
lty R
evie
w P
olic
ies
Fac
ulty
Per
form
ance
Rev
iew
and
the
Pub
lic T
rust
Facu
lty r
evie
w p
roce
sses
wer
e pl
aced
in th
e pu
blic
spot
light
onl
y w
ithin
the
past
dec
ade,
as
ques
tions
aros
e ab
out t
he c
ircu
mst
ance
s un
der
whi
ch a
ten-
ured
fac
ulty
mem
ber
coul
d be
dis
mis
sed
for
poor
perf
orm
ance
. Col
lege
s an
d un
iver
sitie
s, w
hen
pres
sed
for
deta
ils a
bout
how
man
y te
nure
d fa
culty
they
had
eve
r di
smis
sed
for
caus
e, f
ound
them
selv
esaw
kwar
dly
expl
aini
ng th
at, a
s in
Lak
e W
obeg
one,
all
tenu
red
facu
lty w
ere
cons
iste
ntly
judg
ed to
be
"abo
veav
erag
e:' I
n re
spon
se, t
he p
ublic
, act
ing
thro
ugh
stat
ele
gisl
ator
s, b
egan
to c
all f
or e
vide
nce
that
pos
t-te
n-ur
e re
view
s w
ere
cond
ucte
d an
d th
at c
onsi
sten
t poo
rpe
rfor
man
ce w
as d
ealt
with
in a
con
sequ
entia
l and
timel
y fa
shio
n. T
he r
esul
t was
that
man
y st
ates
pass
ed le
gisl
atio
n re
quir
ing
the
crea
tion
and
impl
e-m
enta
tion
of p
ost-
tenu
re r
evie
w p
olic
es a
t pub
lic c
ol-
lege
s an
d un
iver
sitie
s.
Post
-ten
ure
revi
ew d
emon
stra
tes
high
er e
duca
tion'
sco
mm
itmen
t to
high
leve
ls o
f pe
rfor
man
ce e
ven
with
in th
e gu
aran
tees
of
tenu
re. I
t can
be
an e
ffec
-tiv
e st
rate
gy f
or in
crea
sing
pub
lic tr
ust i
n hi
gher
edu
-ca
tion.
Fair
ness
is a
lso
at is
sue.
With
pos
t-te
nure
rev
iew
am
atte
r of
pub
lic p
olic
y, te
nure
itse
lf b
ecom
es s
ome-
wha
t mor
e pa
lata
ble
to th
ose
outs
ide
acad
emia
who
,la
ckin
g su
ch jo
b pr
otec
tion
them
selv
es, m
ay b
e vu
l-ne
rabl
e to
dow
nsiz
ing
or r
estr
uctu
ring
eve
n af
ter
year
s of
goo
d pe
rfor
man
ce. F
inal
ly, n
ow th
at p
ost-
tenu
re r
evie
w is
eff
ectiv
ely
in p
lace
, the
pub
lic h
as
34
mor
e ex
pect
atio
ns th
at h
ighe
r ed
ucat
ion
will
be
able
to r
espo
nd to
cha
nge
mor
e qu
ickl
y si
nce
it is
not
en-
cum
bere
d by
poo
r-pe
rfor
min
g fa
culty
.
Bey
ond
post
-ten
ure
revi
ew, h
owev
er, t
here
is li
ttle
publ
ic a
war
enes
s of
how
qua
lity
in h
ighe
r ed
ucat
ion
is e
nsur
ed. T
he a
bsen
ce o
f po
litic
al p
ress
ure
and
publ
ic o
utcr
y co
uld
tem
pt u
s to
igno
re th
e fa
ct th
atim
prov
ed f
acul
ty e
valu
atio
n sy
stem
s of
fer
a m
eans
of a
chie
ving
sub
stan
tive
chan
ge w
ithou
t rel
ying
ex-
clus
ivel
y on
pro
gram
cut
s an
d cl
osur
es. I
n re
ality
,le
arni
ng to
bet
ter
man
age
our
hum
an r
esou
rces
will
prov
e th
e be
st o
ppor
tuni
ty f
or w
ides
prea
d ch
ange
.
Eve
n th
is w
ill n
ot b
e su
ffic
ient
if a
ll ne
w h
irin
g op
-po
rtun
ities
are
not
imm
edia
tely
scr
utin
ized
at t
hehi
ghes
t ins
titut
iona
l lev
els
and
new
hum
an c
apita
lde
fine
d, d
irec
ted,
and
dep
loye
d w
ith o
rigi
nalit
y an
dat
tent
ion
to in
stitu
tiona
l mis
sion
. If
the
syst
em is
tore
tain
its
colle
gial
ity, e
very
one
mus
t par
ticip
ate
inap
prop
riat
e de
cisi
on-m
akin
g w
ith c
oura
ge a
nd a
pri
-m
ary
com
mitm
ent t
o hi
gh-q
ualit
y ed
ucat
ion.
It is
impe
rativ
e th
at h
ighe
r ed
ucat
ion
cons
ider
thes
eis
sues
in a
can
did,
for
thri
ght m
anne
r. A
ccep
tanc
e of
our
inst
itutio
nal r
espo
nsib
ility
to id
entif
y, r
etai
n, a
ndde
velo
p th
e ap
prop
riat
e fa
culty
will
pro
vide
us
with
the
flex
ibili
ty to
res
pond
to th
e ne
w m
anda
tes
ofhi
gher
lear
ning
in th
e co
min
g ce
ntur
y.
Ove
rarc
hing
The
mes
Num
erou
s ov
erar
chin
g th
emes
und
erlie
the
polic
yre
com
men
datio
ns th
at f
ollo
w.
Rev
iew
s sh
ould
be
effi
cien
t, pr
ofes
sion
al, a
nd c
on-
sequ
entia
l. Su
ch r
evie
ws
are
an e
ssen
tial c
ompo
-ne
nt o
f al
l for
ms
of in
stitu
tiona
l acc
ount
abili
ty.
All
effe
ctiv
e fa
culty
per
form
ance
rev
iew
s ar
e co
n-tin
gent
upo
n cl
ear
inst
itutio
nal m
issi
on s
tate
-m
ents
, exp
licit
job
expe
ctat
ions
, ack
now
ledg
men
tof
the
valu
e of
col
lect
ive
effo
rt a
nd a
chie
vem
ent,
and
atte
ntio
n to
stu
dent
lear
ning
out
com
es. A
llre
view
s m
ust w
ork
to th
e be
nefi
t of
the
inst
itu-
tion
and
the
indi
vidu
al.
All
revi
ew s
yste
ms
mus
t hav
e cl
earl
y de
fine
d pu
r-po
ses
and
deta
iled
impl
emen
tatio
n gu
idel
ines
.T
he s
cope
of
poss
ible
out
com
es s
houl
d be
cle
arly
defi
ned,
and
the
asso
ciat
ed c
onse
quen
ces,
bot
hpo
sitiv
e an
d ne
gativ
e, s
houl
d be
mad
e kn
own
toal
l par
ticip
ants
.
All
revi
ewer
s sh
ould
be
sele
cted
on
the
basi
s of
thei
r ab
ility
to e
valu
ate
spec
ific
per
form
ance
ar-
eas.
As
mor
e fa
culty
em
ploy
men
t arr
ange
men
ts a
rede
velo
ped
to r
espo
nd to
new
for
ms
of c
ours
e de
-liv
ery
and
to d
isap
pear
ing
boun
dari
es o
f tim
e an
dsp
ace,
app
ropr
iate
for
ms
of p
erfo
rman
ce r
evie
wm
ust b
e im
plem
ente
d.
All
facu
lty r
ewar
d sy
stem
s sh
ould
pro
mot
e cl
ear
and
high
sta
ndar
ds in
all
area
s of
fac
ulty
wor
k;w
here
pos
sibl
e, th
ey s
houl
d pr
ovid
e re
war
ds f
orhi
gh p
erfo
rman
ce.
69
Our
inst
itutio
ns o
f hi
gher
lear
ning
hav
e a
colle
c-tiv
e re
spon
sibi
lity
to n
urtu
re a
n ap
prec
iatio
n an
dre
spec
t for
the
bene
fits
inhe
rent
in o
ur in
crea
s-in
gly
dive
rsif
ied
cultu
re. I
nstit
utio
nal d
iver
sity
goal
s sh
ould
be
refl
ecte
d in
cri
teri
a an
d st
anda
rds
of f
acul
ty p
erfo
rman
ce. F
acul
ty e
valu
atio
n ca
n be
utili
zed
by a
n in
stitu
tion
to s
trat
egic
ally
rei
nfor
ceits
goa
ls a
nd v
alue
s.
Self
-eva
luat
ion,
an
impo
rtan
t fac
et o
f fa
culty
per
-fo
rman
ce r
evie
ws,
sho
uld
refl
ect t
he c
ycle
s of
pro
-fe
ssor
ial l
ife
and
shou
ld le
ad to
app
ropr
iate
ly d
if-
fere
ntia
ted
assi
gnm
ents
ove
r on
e's
care
er.
Aca
dem
ic f
reed
om s
erve
s so
ciet
y by
ens
urin
g th
atkn
owle
dge
can
be p
ursu
ed a
nd th
at c
ontr
over
-si
al id
eas
can
be te
sted
and
dis
cuss
ed. S
uch
pro-
tect
ion
mus
t be
assu
red
in a
ll fa
culty
rev
iew
pro
-ce
sses
.
7 0
Inst
itutio
ns m
ust h
ave
in p
lace
an
effe
ctiv
e an
dac
cess
ible
app
eal a
nd g
riev
ance
pro
cedu
re to
whi
ch a
ll fa
culty
rev
iew
sys
tem
s ar
e su
bjec
t. T
hepr
oced
ure
mus
t be
limite
d to
alle
ged
proc
edur
alvi
olat
ion(
s) o
r di
scri
min
atio
n, n
ot p
rofe
ssio
nal
judg
men
ts o
f ac
adem
ic m
erit
by th
e ev
alua
tors
.
Dev
elop
men
t of
and
revi
sion
s to
fac
ulty
per
for-
man
ce r
evie
w p
olic
ies
mus
t inv
olve
inst
itutio
nal
facu
lty.
Acc
redi
ting
agen
cies
mus
t act
ivel
y su
ppor
t new
inst
itutio
nal s
trat
egie
s fo
r th
e de
ploy
men
t of
in-
telle
ctua
l cap
ital.
35
36
Rep
orts
and
Pol
icy
Rec
omm
enda
tions
Effi
cien
cy o
f Rev
iew
sT
he d
evel
opm
ent a
nd r
eten
tion
of h
igh-
qual
ity f
ac-
ulty
mus
t be
the
cent
ral f
ocus
of
perf
orm
ance
rev
iew
s.
In c
reat
ing
perf
orm
ance
eva
luat
ion
proc
esse
s, a
di-
rect
link
bet
wee
n th
e m
issi
on o
f th
e in
stitu
tion
and
the
role
of
indi
vidu
al f
acul
ty m
embe
rs m
ust b
e ex
-pr
esse
d an
d un
ders
tood
. Thi
s lin
k is
art
icul
ated
by
esta
blis
hing
goa
ls a
nd o
bjec
tives
on
an in
divi
dual
basi
s fo
r ev
ery
facu
lty m
embe
r. T
he in
divi
dual
's p
er-
form
ance
, goa
ls, a
nd e
xpec
tatio
ns m
ust c
ompl
emen
tth
e m
issi
on o
f th
e in
stitu
tion
and
the
goal
s of
the
unit.
The
rev
iew
pro
cess
mus
t be
flex
ible
eno
ugh
to a
d-dr
ess
the
diff
eren
t con
trib
utio
ns o
f in
divi
dual
fac
ulty
mem
bers
.
Bey
ond
delin
eatin
g th
e pr
oces
s an
d gu
idel
ines
, in-
stitu
tions
mus
t be
cogn
izan
t of
the
"hid
den
cost
s" o
fev
alua
tione
spec
ially
thos
e as
soci
ated
with
the
time
and
effo
rt c
andi
date
s, p
eers
, and
adm
inis
trat
ors
com
-m
it to
pre
pari
ng f
or a
nd p
artic
ipat
ing
in th
e ev
alua
-tio
n pr
oces
s.
Inst
itutio
nal c
rite
ria
and
expe
ctat
ions
sho
uld
becl
earl
y pr
esen
ted
to f
acul
ty m
embe
rs. A
ll fa
culty
shou
ld p
rese
nt a
pro
fess
iona
l dev
elop
men
t pla
n th
atou
tline
s ho
w th
ey w
ill m
ake
orig
inal
, sub
stan
tive
cont
ribu
tions
to th
eir
disc
iplin
es a
nd h
ow s
uch
scho
l-ar
ly v
italit
y ca
n ke
ep th
eir
teac
hing
cur
rent
and
en-
hanc
e th
e ac
adem
ic r
eput
atio
n of
thei
r de
part
men
t.
The
re a
lso
mus
t be
a di
rect
, und
erst
anda
ble
corr
ela-
tion
betw
een
facu
lty m
embe
rs' p
erfo
rman
ce g
oals
72
and
the
purp
ose,
cri
teri
a, a
nd c
onse
quen
ces
of e
valu
-at
ion.
Ann
ual r
evie
ws
for
mer
it pa
y in
crea
ses,
for
exam
ple,
usu
ally
foc
us o
n sh
ort-
term
goa
ls w
here
aspe
rfor
man
ce r
evie
ws
for
rete
ntio
n, te
nure
, and
pro
-m
otio
n ar
e su
mm
ativ
e an
d fo
cus
on lo
ng-t
erm
ac-
com
plis
hmen
ts o
f sc
hola
rshi
p an
d pr
oduc
tivity
.
Whe
n po
ssib
le, e
valu
atio
ns a
ddre
ssin
g di
ffer
ent p
ur-
pose
s sh
ould
be
com
bine
d or
sub
stitu
ted
to m
inim
ize
redu
ndan
cy a
nd p
rom
ote
effi
cien
cy. A
sin
gle
eval
u-at
ion
of a
pro
batio
nary
fac
ulty
mem
ber
shou
ld p
ro-
vide
the
basi
s fo
r m
ultip
le d
ecis
ions
for
exam
ple,
thos
e re
gard
ing
mer
it pa
y, s
ervi
ce s
tep
incr
ease
s, a
ndre
tent
ion
stat
us. L
ikew
ise,
con
side
ratio
n fo
r pr
omo-
tion
to f
ull p
rofe
ssor
sho
uld
obvi
ate
the
requ
irem
ent
for
a po
st-t
enur
e re
view
in th
e sa
me
year
. Cre
atin
gse
para
te p
roce
sses
to e
valu
ate
the
vari
ous
purp
oses
of a
n in
divi
dual
fac
ulty
mem
ber's
per
form
ance
in-
crea
ses
the
dang
er o
f en
cum
beri
ng e
ffic
acy
and
com
-m
unic
atio
n.
The
fol
low
ing
guid
elin
es s
erve
as
best
pra
ctic
es in
the
deve
lopm
ent o
f a
func
tioni
ng p
erfo
rman
ce e
valu
-at
ion
polic
y:
Facu
lty d
evel
opm
ent a
long
with
the
rete
ntio
n of
high
-qua
lity
facu
lty m
ust b
e th
e ce
ntra
l foc
us o
fpe
rfor
man
ce r
evie
ws.
Publ
ishe
d cr
iteri
a fo
r an
y ev
alua
tion
mus
t be
pro-
vide
d in
adv
ance
to a
ll pa
rtic
ipan
ts.
Ann
ually
, eac
h fu
ll-tim
e fa
culty
mem
ber
mus
tes
tabl
ish
shor
t-ra
nge
goal
s co
mpa
tible
with
the
mis
sion
of
the
inst
itutio
n an
d its
str
ateg
ic in
itia-
tives
, as
wel
l as
with
the
indi
vidu
al's
long
-ran
gepr
ofes
sion
al d
evel
opm
ent p
lan.
Par
t-tim
e fa
culty
shou
ld e
stab
lish
shor
t-ra
nge
goal
s an
nual
ly. F
ac-
ulty
goa
ls a
nd p
rofe
ssio
nal d
evel
opm
ent p
lans
are
subj
ect t
o re
view
and
app
rova
l by
the
appr
opri
-at
e ad
min
istr
ator
.
Eva
luat
ions
ser
ving
dif
fere
nt p
urpo
ses,
e.g
., an
-nu
al m
erit
pay
and
rete
ntio
n st
atus
of
a pr
oba-
tiona
ry f
acul
ty m
embe
r, m
ust b
e co
mbi
ned,
and
in s
ome
case
s su
bstit
uted
, to
incr
ease
eff
icie
ncy
and
min
imiz
e re
dund
ancy
.
Con
sequ
entia
l rev
iew
s m
ust o
ccur
at r
egul
ar in
-te
rval
s th
roug
hout
a f
acul
ty m
embe
r's e
ntir
e ca
-re
er.
Prof
essi
onal
dev
elop
men
t pla
ns m
ust b
e re
vise
dfo
llow
ing
sum
mat
ive
revi
ews
and
shou
ld v
ary
acco
rdin
g to
the
indi
vidu
al's
car
eer
prog
ress
ion.
Sum
mat
ive
revi
ews
mus
t inc
lude
inpu
t fro
mst
akeh
olde
rsfo
r ex
ampl
e, s
tude
nts,
alu
mni
, and
thos
e w
ith a
ppro
pria
te e
xper
tise;
ass
essm
ent o
fpe
dago
gy b
y di
stin
guis
hed
teac
hers
; pee
r re
view
by m
embe
rs o
f th
e ac
adem
ic d
isci
plin
e; a
nd, w
hen
appr
opri
ate,
pee
r re
view
by
the
scho
larl
y co
m-
mun
ity o
f th
e di
scip
line.
Whe
n un
satis
fact
ory
perf
orm
ance
is d
ocum
ente
d,sp
ecif
ic g
oals
con
sist
ent w
ith th
e in
divi
dual
's p
ro-
fess
iona
l dev
elop
men
t mus
t be
affi
rmed
in w
rit-
ing.
73
Pol
icy
Rec
omm
enda
tion
37. C
olle
ges
and
univ
ersi
ties
mus
t rev
iew
all
facu
ltyev
alua
tion
proc
esse
s, ta
ke s
teps
to e
limin
ate
redu
ndan
cy, a
nd e
nsur
e th
at a
ll re
view
s ar
eco
nseq
uent
ial.
In d
evis
ing
effe
ctiv
e an
d ef
ficie
ntre
view
sys
tem
s th
at b
est m
eet t
heir
need
s,in
stitu
tions
mus
t aim
for
the
best
pos
sibl
e re
view
s a
the
low
est p
ossi
ble
cost
.
Ann
ual E
valu
atio
nsan
d M
erit
Pay
Rev
iew
sV
irtu
ally
eve
ry c
olle
ge a
nd u
nive
rsity
has
a s
yste
mof
ann
ual e
valu
atio
n of
fac
ulty
, pri
mar
ily f
or th
e pu
r-po
se o
f an
nual
sal
ary
adju
stm
ent.
The
se s
yste
ms
are
base
d on
per
form
ance
in te
achi
ng, r
esea
rch/
scho
l-ar
ship
and
ser
vice
. Boy
er (
Scho
lars
hip
Rec
onsi
dere
d,19
89)
foun
d th
at th
e va
lue
plac
ed u
pon
each
of
thes
eva
ries
sub
stan
tially
by
Car
negi
e cl
assi
fica
tion;
this
is tr
ue p
artic
ular
ly w
ith r
egar
d to
the
bala
nce
be-
twee
n te
achi
ng a
nd r
esea
rch.
Fur
ther
, the
dif
ficu
ltyin
iden
tifyi
ng r
elia
ble
mea
ns o
f ev
alua
ting
each
of-
ten
resu
lts in
ove
r-re
lianc
e on
the
rese
arch
com
po-
nent
, whe
ther
or
not t
hat i
s m
ost h
ighl
y va
lued
by
the
inst
itutio
n. T
his
is b
ecau
se r
esea
rch/
scho
lars
hip
is e
asy
to m
easu
re. A
s in
stitu
tions
incr
easi
ngly
hav
em
oved
tow
ard
ackn
owle
dgin
g te
achi
ng a
s a
mor
e si
g-ni
fica
nt c
ompo
nent
of
facu
lty w
ork,
new
mea
ns h
ave
been
exp
lore
d to
mea
sure
per
form
ance
in te
achi
ng.
But
the
rew
ard
syst
em h
as b
een
slow
to r
espo
nd to
this
shi
ft in
inst
itutio
nal p
rior
ity.
The
trad
ition
al e
valu
atio
n, r
anki
ng, a
nd r
ewar
d sy
s-te
m a
t mos
t res
earc
h un
iver
sitie
s is
bas
ed o
n a
stan
-da
rd d
istr
ibut
ion
of ti
me
(40
perc
ent t
each
ing,
40
perc
ent r
esea
rch,
20
perc
ent s
ervi
ce).
An
emer
ging
tren
d is
to s
uppl
emen
t the
trad
ition
al s
yste
m w
ithon
e th
at r
elie
s on
the
colle
ctiv
e ac
hiev
emen
t of
de-
part
men
tal g
oals
by
coor
dina
ting
indi
vidu
al s
tren
gths
and
tale
nts,
are
as o
f in
tere
st, a
nd s
tage
s in
aca
dem
icca
reer
s. U
ltim
atel
y, a
col
labo
rativ
e at
mos
pher
e m
ayre
plac
e on
e of
com
petit
ion,
and
inst
itutio
ns' h
uman
reso
urce
s m
ay b
e al
loca
ted
to m
ore
effe
ctiv
ely
sup-
port
thei
r m
issi
ons.
The
mov
emen
t tow
ard
colle
ctiv
e ac
hiev
emen
t re-
quir
es th
at m
ultip
le c
rite
ria
be e
mpl
oyed
to e
valu
ate
each
asp
ect o
f fa
culty
wor
k. T
his
is e
spec
ially
true
inth
e ar
ea o
f te
achi
ng e
ffec
tiven
ess,
the
eval
uatio
n of
whi
ch s
houl
d in
clud
e va
lidat
ed s
tude
nt r
atin
g da
taas
wel
l as
clas
sroo
m o
bser
vatio
ns b
y bo
th a
"m
aste
rte
ache
r" a
nd a
con
tent
spe
cial
ist.
Eva
luat
ion
shou
ldbe
bas
ed o
n in
divi
dual
ized
goa
ls a
nd e
xpec
tatio
nses
tabl
ishe
d by
the
depa
rtm
ent h
ead
and
facu
lty m
em-
ber;
thes
e go
als
shou
ld b
e co
nsis
tent
with
the
mis
-si
on a
nd o
bjec
tives
of
the
acad
emic
uni
t rat
her
than
the
rank
ing
of f
acul
ty in
com
pari
son
to o
ne a
noth
er.
The
ann
ual c
ycle
of
esta
blis
hing
goa
ls a
nd o
bjec
tives
,pe
rfor
min
g ev
alua
tions
bas
ed o
n th
ose
goal
s an
dob
ject
ives
, and
det
erm
inin
g sa
lary
incr
ease
s is
a p
ro-
cess
of
allo
catin
g re
sour
ces
(fac
ulty
tim
e) a
s w
ell a
sev
alua
ting
and
rew
ardi
ng p
erfo
rman
ce.
The
pro
cess
sho
uld
be b
ased
on
the
assu
mpt
ion
that
facu
lty w
ill m
eet i
ts o
bjec
tives
col
lect
ivel
y an
d co
n-
sequ
ently
cap
italiz
e on
the
com
bina
tion
of in
divi
dual
stre
ngth
s. T
he e
valu
atio
n sh
ould
incl
ude
both
dat
aan
d na
rrat
ive
and
shou
ld p
rovi
de f
orm
ativ
e an
dsu
mm
ativ
e in
form
atio
n to
the
indi
vidu
al a
nd th
e in
-st
itutio
n.
Key
in th
e ef
fort
to r
eest
ablis
h pu
blic
trus
t in
high
ered
ucat
ion
has
been
a f
ocus
on
build
ing
and
mai
n-ta
inin
g th
e hi
ghes
t qua
lity
facu
lty. T
he p
roce
ss u
sed
to h
ire
and
reap
poin
t fac
ulty
is a
t the
cor
e of
this
ef-
fort
. Tra
ditio
nally
, pee
rs a
re in
volv
ed in
the
earl
iest
stag
es o
f th
e pr
oces
s. I
ndiv
idua
ls in
one
's a
cade
mic
disc
iplin
e at
the
depa
rtm
enta
l lev
el a
re in
the
best
posi
tion
to e
valu
ate
cred
entia
ls in
a p
artic
ular
dis
ci-
plin
e. T
hese
are
als
o th
e in
divi
dual
s w
ho w
ill w
ork
on a
dai
ly b
asis
with
the
facu
lty m
embe
r th
ey a
reev
alua
ting
and
who
se f
utur
e th
ey a
re d
eter
min
ing
with
reg
ard
to r
eapp
oint
men
t and
tenu
re d
ecis
ions
.A
s w
e se
ek to
est
ablis
h m
ultip
le c
rite
ria
for
eval
uat-
ing
the
diff
eren
t com
pone
nts
of f
acul
ty w
ork
and
toin
corp
orat
e pe
er in
put b
ased
on
diff
eren
t are
as o
f ex
-pe
rtis
e (s
uch
as c
onte
nt a
nd p
edag
ogy)
, ins
titut
ions
may
wis
h to
con
side
r m
ore
inte
rnal
inte
rdis
cipl
inar
yfi
rst-
step
pee
r re
view
com
mitt
ees.
Mer
it P
ayO
nce
an in
stitu
tion
has
in p
lace
a r
elia
ble
syst
em f
oran
nual
ly e
valu
atin
g its
fac
ulty
, mer
it pa
y ca
n be
an
effe
ctiv
e m
eans
of
enha
ncin
g ou
tcom
es, f
urth
er r
e-st
orin
g pu
blic
trus
t in
high
er e
duca
tion,
and
enh
anc-
ing
inst
itutio
nal f
lexi
bilit
y.
7475
37
38
How
ever
, mer
it pa
y ge
nera
tes
tens
ion
betw
een
the
inst
itutio
n's
need
to d
irec
t lim
ited
fina
ncia
l res
ourc
esto
sup
port
its
mis
sion
and
the
facu
lty's
con
cern
that
thos
e m
ost f
avor
ed b
y th
e ad
min
istr
atio
n w
ill b
e th
epr
inci
pal b
enef
icia
ries
of
a pe
rfor
man
ce-b
ased
com
-pe
nsat
ion
syst
em. N
ever
thel
ess,
man
y in
stitu
tions
have
inco
rpor
ated
mer
it pa
y in
to c
ompe
nsat
ion
plan
s,in
add
ition
to s
uch
trad
ition
al m
eans
of
reco
gniti
onas
pro
mot
ion,
trav
el f
unds
, ins
titut
iona
l sup
port
for
rese
arch
and
sch
olar
ship
, etc
. Acc
ordi
ng to
adv
ocat
esof
mer
it pa
y, a
nnua
l inc
reas
es in
com
pens
atio
n ba
sed
on lo
ngev
ity a
lone
pro
mot
e m
edio
crity
and
dis
cour
-ag
e hi
ghly
mot
ivat
ed a
nd p
erfo
rmin
g fa
culty
.
Facu
lty a
ssoc
iatio
ns a
nd b
arga
inin
g re
pres
enta
tives
gene
rally
hav
e no
t sup
port
ed m
erit
pay,
but
the
mod
elha
s w
ide
publ
ic a
nd in
stitu
tiona
l sup
port
. Som
e fa
c-ul
ty r
epre
sent
ativ
es s
ugge
st th
at m
erit
pay,
if c
onsi
d-er
ed a
t all,
mus
t be
in a
dditi
on to
com
petit
ive
base
sala
ries
; mus
t inc
lude
opp
ortu
nitie
s fo
r al
l fac
ulty
toob
tain
hig
her
sala
ries
and
car
eer
adva
ncem
ent;
mus
tin
volv
e fa
culty
in th
e de
velo
pmen
t of
the
plan
; mus
tbe
bas
ed o
n ob
ject
ives
agr
eed
to in
adv
ance
; mus
tin
clud
e de
velo
pmen
tal o
ppor
tuni
ties
whe
re a
ppro
-pr
iate
; and
mus
t be
appe
alab
le.
It is
als
o im
port
ant t
hat c
rite
ria
be w
ell c
omm
uni-
cate
d an
d cl
earl
y un
ders
tood
by
all p
artie
s. I
nstit
u-tio
ns s
houl
d in
vent
ory
all f
orm
s of
rec
ogni
tion
and
rew
ard
utili
zed;
thes
e fo
rms
shou
ld b
e au
gmen
ted
ifap
prop
riat
e. T
hey
shou
ld b
e ba
sed
on c
rite
ria
deve
l-op
ed f
or th
is p
urpo
se a
nd s
houl
d be
impl
emen
ted
ina
fair
and
impa
rtia
l man
ner.
Fur
ther
, the
inst
itutio
n
7 6
mus
t con
side
r w
heth
er to
pro
vide
mer
it pa
y in
the
form
of
incr
ease
s to
bas
e sa
lary
(a
met
hod
whi
ch h
aslo
ng-t
erm
fin
anci
al c
onse
quen
ces)
or
as o
ne-t
ime
cash
bon
uses
(to
rew
ard
acco
mpl
ishm
ent)
or
a co
m-
bina
tion
of th
e tw
o. C
onsi
dera
tion
shou
ld b
e gi
ven
topu
blic
izin
g re
cipi
ents
' nam
es b
oth
with
in th
e in
sti-
tutio
n an
d ex
tern
ally
, if
appr
opri
ate.
Fin
ally
, an
ap-
proa
ch to
mer
it pa
y ba
sed
on th
e in
divi
dual
acc
om-
plis
hmen
ts a
nd in
tere
sts
of f
acul
ty, w
hich
, in
turn
adva
nce
the
colle
ctiv
e ef
fort
of
acad
emic
uni
ts a
ndth
e in
stitu
tion,
war
rant
s se
riou
s co
nsid
erat
ion.
Col
-la
bora
tive
or g
roup
rew
ards
, inc
ludi
ng m
erit
pay
for
achi
evem
ent o
f st
rate
gic
inst
itutio
nal g
oals
are
a lo
gi-
cal f
ollo
w-u
p. Pol
icy
Rec
omm
enda
tions
38. A
ll po
stse
cond
ary
inst
itutio
ns m
ust h
ave
anef
fect
ive
annu
al p
erfo
rman
ce e
valu
atio
n sy
stem
. As
thei
r m
ix o
f ful
l-tim
e, p
art-
time,
adj
unct
and
oth
erem
ploy
men
t arr
ange
men
ts is
dev
elop
ed, i
tis
crit
ical
that
inst
itutio
ns in
tegr
ate
effe
ctiv
e an
nual
perf
orm
ance
eva
luat
ion
into
facu
lty r
oles
and
rew
ard
syst
emsb
oth
for
its s
tand
alo
ne v
alue
and
as a
foun
datio
n fo
r al
l oth
er ty
pes
of p
erfo
rman
ce
revi
ew. (
Reg
ardi
ng p
art-
time
facu
lty, s
ee a
lso
reco
mm
enda
tions
6, 8
, 9,
73, 2
6, 2
7, 4
4 an
d 46
.)
39. R
evie
ws
for
dete
rmin
atio
n of
mer
it pa
y m
ust b
elin
ked
dire
ctly
to in
stitu
tiona
l goa
ls a
nd m
issi
on. A
stra
tegi
c va
riety
of r
ewar
ds fo
r m
erit
shou
ld b
eco
nsid
ered
, and
par
ticul
ar a
ttent
ion
.sho
uld
be p
aid
to b
oth
indi
vidu
al a
nd c
olle
ctiv
e ac
hiev
emen
ts.
Com
preh
ensi
ve M
id-P
roba
tiona
ryR
evie
wT
he c
ompr
ehen
sive
mid
-pro
batio
nary
rev
iew
is a
sum
mat
ive,
dev
elop
men
tal r
evie
w o
f a
cand
idat
e's
prog
ress
tow
ard
mee
ting
the
inst
itutio
n's
wri
tten
cri-
teri
a fo
r ac
hiev
ing
prom
otio
n an
d te
nure
. Com
pre-
hens
ive
mid
-pro
batio
nary
rev
iew
s se
rve
as a
wri
t-te
n ea
rly
war
ning
sys
tem
for
pro
batio
nary
fac
ulty
rega
rdin
g th
eir
curr
ent l
evel
of
prod
uctiv
ity a
ndpr
ogre
ss to
war
d te
nure
.
Com
preh
ensi
ve m
id-p
roba
tiona
ry r
evie
ws
asse
ss th
ecu
rren
t sta
tus
and
futu
re p
rofe
ssio
nal p
oten
tial o
fte
nure
-elig
ible
fac
ulty
mem
bers
. Rev
iew
s m
ust o
b-je
ctiv
ely
asse
ss c
andi
date
s' s
tren
gths
and
wea
knes
ses
and
cont
ribu
tions
to d
epar
tmen
tal a
nd in
stitu
tiona
lob
ject
ives
.
Bec
ause
of
thei
r gr
eate
r de
pth
and
the
addi
tiona
l pee
rre
view
invo
lved
, com
preh
ensi
ve m
id-p
roba
tiona
ryre
view
s pr
ovid
e gr
eate
r ac
coun
tabi
lity
than
ann
ual
revi
ews.
Mid
-pro
batio
nary
rev
iew
s ar
e m
ore
than
the
sum
of
annu
al r
evie
ws,
so
they
may
rep
lace
the
an-
nual
rev
iew
in th
e ye
ar(s
) th
ey a
re p
erfo
rmed
.
At a
ll in
stitu
tions
that
aw
ard
tenu
re, f
acul
ty m
em-
bers
mus
t rec
eive
a m
id-p
roba
tiona
ry w
ritte
n ev
alu-
atio
n fr
om th
e de
part
men
t and
the
next
hig
hest
ad-
min
istr
ativ
e le
vel i
ndic
atin
g w
heth
er th
e cu
rren
t lev
elof
per
form
ance
mer
its c
ontin
uatio
n on
tenu
re tr
ack.
Ass
essm
ent o
f sa
tisfa
ctor
y ac
hiev
emen
t/pro
gres
sm
ade
and
sugg
estio
ns f
or f
urth
er d
evel
opm
ent,
even
if c
ompl
eted
in th
e tim
e sp
ecif
ied,
sho
uld
not c
onst
i-tu
te a
gua
rant
ee o
f te
nure
.
Com
preh
ensi
ve m
id-p
roba
tiona
ry r
evie
ws
resu
lt in
one
of s
ever
al o
utco
mes
:
Ove
rall
Satis
fact
ory
Perf
orm
ance
A f
acul
ty m
embe
r pe
rfor
min
g sa
tisfa
ctor
ily w
ill c
on-
tinue
on
tenu
re tr
ack.
Sug
gest
ions
for
impr
oved
per
-fo
rman
ce o
r co
rrec
tion
of a
ny id
entif
ied
defi
cits
will
be m
ade
so th
e ca
ndid
ate
can
bette
r un
ders
tand
the
expe
ctat
ions
for
mee
ting
tenu
re c
rite
ria.
Thi
s in
no
way
gua
rant
ees
a po
sitiv
e te
nure
rec
omm
enda
tion,
even
if th
e ca
ndid
ate
addr
esse
s su
ch c
once
rns.
It d
oes
indi
cate
that
the
depa
rtm
ent a
nd th
e ne
xt h
ighe
st le
vel
wou
ld li
kely
sup
port
the
cand
idat
e fo
r te
nure
eve
n if
the
cand
idat
e ad
dres
ses
conc
erns
and
con
tinue
s to
perf
orm
and
dev
elop
at t
he c
urre
nt le
vel.
Can
dida
te N
eeds
Im
prov
emen
tin
One
or
Mor
e A
reas
The
cur
rent
pat
tern
of
achi
evem
ent p
uts
the
cand
i-da
te a
t ris
k of
not
ach
ievi
ng te
nure
. Non
ethe
less
, the
cand
idat
e ha
s th
e po
tent
ial t
o im
prov
e su
ffic
ient
ly to
achi
eve
tenu
re a
nd s
houl
d re
ceiv
e an
add
ition
al p
ro-
batio
nary
con
trac
t. T
he c
andi
date
, wor
king
with
the
depa
rtm
ent c
hair
and
the
next
hig
hest
leve
l, m
ust
deve
lop
a pl
an o
f ac
tion
to r
emed
y no
ted
defi
cien
-ci
es. E
very
inst
itutio
n sh
ould
dev
elop
a s
yste
m to
mon
itor
the
deve
lopm
ent o
f fa
culty
in th
is c
ateg
ory.
Rem
oval
fro
m T
enur
e T
rack
Can
dida
tes
who
se p
erfo
rman
ce is
sub
stan
tially
def
i-ci
ent a
nd a
re f
ound
unl
ikel
y to
rec
eive
tenu
re m
ust
73
not r
ecei
ve a
n ad
ditio
nal p
roba
tiona
ry a
ppoi
ntm
ent
afte
r th
e co
mpr
ehen
sive
mid
-pro
batio
nary
rev
iew
.In
mos
t cas
es th
is w
ill le
ad to
a te
rmin
al c
ontr
act.
Pol
icy
Rec
omm
enda
tion
40. F
acul
ty a
t all
inst
itutio
ns th
at a
war
d te
nure
mu
!re
ceiv
e w
ritte
n m
id-p
roba
tiona
ry p
erfo
rman
ceev
alua
tions
indi
catin
g th
eir
prog
ress
tow
ard
tenu
reno
late
r th
an th
e m
id-P
oint
of t
heir
prob
atio
nary
perio
d.
Pro
mot
ion
and
Ten
ure
Rev
iew
sT
enur
e is
con
side
red
one
of th
e m
ost i
mpo
rtan
t de-
cisi
ons
mad
e by
an
inst
itutio
n, r
epre
sent
ing
a m
ajor
com
mitm
ent a
nd in
vest
men
t of
reso
urce
s fo
r bo
thth
e fa
culty
mem
ber
and
the
inst
itutio
n. T
he a
war
dof
tenu
re is
not
sol
ely
a re
war
d fo
r se
rvic
es p
erfo
rmed
duri
ng th
e pr
obat
iona
ry y
ears
but
is a
n ex
pres
sion
of c
onfi
denc
e th
at th
e fa
culty
mem
ber
will
con
tinue
to b
e a
valu
ed c
olle
ague
, eff
ectiv
e in
stru
ctor
, and
activ
e sc
hola
r, a
rtis
t, or
lead
er in
the
prof
essi
on. C
on-
sequ
ently
, it d
efin
es th
e in
telle
ctua
l cha
ract
er o
f th
ein
stitu
tion.
Thr
ough
tenu
re, t
he in
stitu
tion
conf
irm
s its
com
mit-
men
t to
acad
emic
fre
edom
, hon
ors
its o
blig
atio
n to
prov
ide
a su
ffic
ient
deg
ree
of e
cono
mic
sec
urity
, and
supp
orts
the
cont
inuo
us p
rofe
ssio
nal d
evel
opm
ent
of th
e fa
culty
mem
ber.
For
thei
r pa
rt, f
acul
ty m
em-
bers
acc
ept t
he o
blig
atio
n to
ser
ve th
e in
stitu
tion
thro
ugh
the
purs
uit o
f te
achi
ng e
xcel
lenc
e, s
chol
arly
cont
ribu
tions
, and
ser
vice
to th
e pr
ofes
sion
al c
om-
mun
ity.
As
with
tenu
re, c
rite
ria
for
prom
otio
n in
aca
dem
icra
nk s
houl
d re
info
rce
the
inst
itutio
n's
mis
sion
and
valu
es a
nd s
houl
d be
cle
arly
exp
ress
ed in
wri
ting.
Prom
otio
n is
not
aut
omat
ic b
ut r
ecog
nize
s m
erit
and
abili
ty. A
lthou
gh p
rom
otio
n to
ass
ocia
te p
rofe
ssor
tra-
ditio
nally
is c
oncu
rren
t with
the
awar
d of
tenu
re, o
nede
cisi
on d
oes
not n
eces
sari
ly p
resu
ppos
e th
e ot
her.
Inst
itutio
ns s
houl
d ta
ke p
artic
ular
car
e to
def
ine
sepa
-ra
te s
tand
ards
for
pro
mot
ion
and
tenu
re in
way
s th
atm
ake
it cl
ear
whe
n th
ose
stan
dard
s ar
e m
ade
dis-
tinct
and
whe
re th
ey o
verl
ap o
r pr
esup
pose
the
othe
r.T
enur
e an
d pr
omot
ion
deci
sion
s ar
e on
the
basi
s of
the
reco
mm
enda
tions
of
peer
s in
the
acad
emic
dis
ci-
plin
e, e
xper
t rev
iew
ers,
and
app
ropr
iate
adm
inis
tra-
tors
.
Pol
icy
Rec
omm
enda
tion
41. C
riter
ia a
nd e
xpec
tatio
ns fo
r te
nure
, as
wel
l as
crite
ria fo
r pr
omot
ion
in a
cade
mic
ran
k, m
ust b
eco
mpa
tible
with
the
mis
sion
of t
he in
stitu
tion,
deve
lope
d in
con
sulta
tion
with
facu
lty, a
ndap
prov
ed a
t the
inst
itutio
nal l
evel
. Alth
ough
com
plex
lega
l iss
ues
aris
e w
hen
an in
stitu
tion
asse
rts
the
right
to d
eny
tenu
re b
ased
on
cons
trai
nts
such
afis
cal o
r pr
ogra
mm
atic
con
cern
s, th
e va
lue
ofco
mm
unic
atin
g th
ese
pote
ntia
l con
stra
ints
toca
ndid
ates
for
facu
lty p
ositi
ons
mak
es c
ando
rpr
efer
able
to s
ilenc
e.
7939
40
Pos
t-te
nure
Rev
iew
Post
-ten
ure
revi
ew h
as b
ecom
e a
maj
or f
ocus
of
at-
tent
ion
for
high
er e
duca
tion
polic
y m
aker
s in
the
last
five
yea
rs. L
icat
a (1
998)
rep
orts
that
pos
t-te
nure
re-
view
is b
eing
con
side
red
or im
plem
ente
d in
mor
eth
an 3
0 st
ates
. The
nee
d fo
r su
ch o
ngoi
ng e
valu
atio
nof
tenu
red
facu
lty h
as b
een
a so
urce
of
cont
entio
nsi
nce
1982
whe
n th
e N
atio
nal C
omm
issi
on o
f H
ighe
rE
duca
tion
reco
mm
ende
d th
at te
nure
d fa
culty
be
re-
view
ed p
erio
dica
lly. A
AU
P's
mos
t rec
ent s
tate
men
t(1
2/9/
98)
cont
inue
s to
rai
se c
once
rns
abou
t the
nee
dfo
r, c
ost o
f, a
nd o
utco
mes
of
post
-ten
ure
revi
ew.
Such
rev
iew
typi
cally
is a
sys
tem
atic
and
com
pre-
hens
ive
proc
ess,
is s
epar
ate
from
the
annu
al r
evie
w,
is a
imed
spe
cifi
cally
at a
sses
sing
per
form
ance
and
/or
enc
oura
ging
fac
ulty
gro
wth
and
dev
elop
men
t. T
hepr
oces
s m
ay b
e in
itiat
ed f
or a
ll te
nure
d fa
culty
or
for
cert
ain
tenu
red
facu
lty a
s th
e re
sult
of s
ome
trig
ger
even
t. Fa
culty
may
als
o vo
lunt
eer
for
such
a r
evie
wfo
r pe
rson
al o
r pr
ofes
sion
al r
easo
ns.
Des
pite
the
tens
ions
sur
roun
ding
pos
t-te
nure
rev
iew
,pr
essu
re f
or in
crea
sed
acco
unta
bilit
y an
d th
e ne
edto
rec
laim
pub
lic tr
ust i
n hi
gher
edu
catio
n ha
ve k
ept
it at
the
fore
fron
t of
disc
ussi
on b
oth
with
in a
nd o
ut-
side
the
acad
emy.
The
pub
lic p
erce
ptio
n of
an
agin
g,le
ss p
rodu
ctiv
e pr
ofes
sori
ate
as a
n ou
tcom
e of
the
elim
inat
ion
of m
anda
tory
ret
irem
ent h
as s
tren
gth-
ened
dem
ands
for
pos
t-te
nure
rev
iew
.
Tw
o pu
rpos
es u
nder
lie p
ost-
tenu
re r
evie
w p
olic
yde
velo
pmen
t: 60
Form
ativ
e re
view
s ar
e de
velo
pmen
tal i
n na
ture
.T
he in
stitu
tion'
s ro
le is
pri
ncip
ally
to p
rovi
de s
up-
port
and
app
ropr
iate
res
ourc
es to
hel
p ad
vanc
e a
facu
lty m
embe
r's g
row
th a
nd to
pro
mot
e in
stitu
-tio
nal a
nd d
epar
tmen
tal m
issi
ons
and
goal
s.
Sum
mat
ive
revi
ews
iden
tify
a fa
culty
mem
ber's
perf
orm
ance
leve
l aga
inst
a s
tand
ard.
Whe
n pe
r-fo
rman
ce is
abo
ve th
e no
rm, r
ewar
ds m
ay f
ollo
w;
whe
n pe
rfor
man
ce is
bel
ow a
n ac
cept
able
leve
l,ou
tcom
es m
ay in
clud
e a
prof
essi
onal
dev
elop
-m
ent p
lan
or s
anct
ions
.
Few
"pu
re"
exam
ples
of
thes
e tw
o ap
proa
ches
exi
st.
Man
y of
the
post
-ten
ure
revi
ew s
yste
ms
in p
lace
, or
unde
r de
velo
pmen
t at t
his
time,
ref
lect
som
e co
mbi
-na
tion
of th
ese
purp
oses
. Thi
s ca
n le
ad to
com
plex
situ
atio
ns a
s st
akeh
olde
rs a
ttem
pt to
neg
otia
te c
om-
prom
ises
in p
olic
y an
d pr
oced
ures
to r
epre
sent
thei
rdi
ffer
ent p
urpo
ses.
The
task
is c
halle
ngin
g an
d it
re-
mai
ns to
be
seen
whe
ther
any
of
the
vari
ous
ap-
proa
ches
bei
ng d
evel
oped
and
impl
emen
ted
can
serv
e al
l of
thes
e pu
rpos
es e
qual
ly w
ell.
Lic
ata
and
Mor
real
e (1
996,
pp.
10-
15)
iden
tify
five
optio
ns f
or th
e de
sign
of
post
-ten
ure
revi
ew s
yste
ms:
Post
-ten
ure
Rev
iew
s B
ased
on
Ann
ual R
evie
ws
Rig
orou
s an
nual
rev
iew
s, w
here
alr
eady
in p
lace
, can
serv
e as
the
prim
ary
com
pone
nt o
f a
post
-ten
ure
re-
view
sys
tem
. The
ran
ge o
f an
nual
rev
iew
pra
ctic
esis
con
side
rabl
e, h
owev
er, a
nd c
an in
volv
e an
ythi
ngfr
om a
one
-pag
e su
mm
ary
of a
chie
vem
ents
to a
nex
tens
ive
port
folio
of
perf
orm
ance
dat
a. G
iven
this
vari
abili
ty, i
t is
unde
rsta
ndab
le th
at s
ome
polic
ym
aker
s an
d un
iver
sity
adm
inis
trat
ors
alik
e m
ay h
ave
little
fai
th in
the
annu
al r
evie
w a
s a
vehi
cle
for
pro-
vidi
ng f
eedb
ack
abou
t lon
g-te
rm c
aree
r de
velo
pmen
t.In
nova
tive
appr
oach
es to
ann
ual r
evie
ws
incl
ude
the
prac
tice
of c
ondu
ctin
g th
e re
view
ann
ually
but
eac
htim
e co
nsid
erin
g da
ta f
rom
a p
erio
d lo
nger
than
one
year
. For
exa
mpl
e, in
Ari
zona
, ann
ual r
evie
ws
now
are
base
d on
doc
umen
ted
perf
orm
ance
info
rmat
ion
from
the
prev
ious
36
mon
ths.
Sum
mat
ive
(Per
iodi
c/C
onse
quen
tial)
Peri
odic
com
preh
ensi
ve r
evie
ws
of a
ll fa
culty
mem
-be
rs a
re c
ondu
cted
by
a pe
er c
omm
ittee
, adm
inis
-tr
ator
s, o
r bo
th, a
ccor
ding
to a
pre
scri
bed
cycl
e, u
su-
ally
abo
ut f
ive
year
s in
dur
atio
n. O
utco
mes
may
in-
volv
e re
war
ds f
or o
utst
andi
ng p
erfo
rman
ce a
nd r
e-qu
ired
pro
fess
iona
l dev
elop
men
t pla
ns w
hen
perf
or-
man
ce is
dee
med
uns
atis
fact
ory.
If
prog
ress
rem
ains
unsa
tisfa
ctor
y af
ter
a gi
ven
time,
sub
stan
tial a
dmin
-is
trat
ive
sanc
tions
may
be
impo
sed.
Sum
mat
ive
(Tri
gger
ed/C
onse
quen
tial)
Thi
s fo
rm o
f su
mm
ativ
e re
view
dif
fers
fro
m th
e pe
-ri
odic
/con
sequ
entia
l in
that
onl
y se
lect
ed f
acul
tym
embe
rs a
re r
evie
wed
; the
se a
re id
entif
ied
by u
n-sa
tisfa
ctor
y pe
rfor
man
ce d
etai
led
in a
n ea
rlie
r re
view
(or
seri
es o
f re
view
s). C
onse
quen
ces
usua
lly a
re d
e-fi
ned
in a
dvan
ce.
Form
ativ
e (D
epar
tmen
tal)
Thi
s ty
pe o
f re
view
foc
uses
on
the
esta
blis
hmen
t of
apr
ofes
sion
al d
evel
opm
ent p
lan
for
each
fac
ulty
mem
-be
r. T
he p
lan
is d
evel
oped
with
the
depa
rtm
ent h
ead
81
or d
ean
and
emph
asiz
es th
e ac
adem
ic n
eeds
of
the
univ
ersi
ty a
s w
ell a
s th
e ca
reer
inte
rest
s of
the
fac-
ulty
mem
ber.
Form
ativ
e (I
ndiv
idua
l)In
divi
dual
for
mat
ive
revi
ews
are
peri
odic
and
are
dire
cted
tow
ard
the
long
-ter
m d
evel
opm
ent o
f fa
c-ul
ty. A
s a
resu
lt of
this
rev
iew
, a d
evel
opm
ent p
lan
isfo
rmul
ated
in c
onju
nctio
n w
ith p
eers
, and
inst
itu-
tiona
l sup
port
is m
ade
avai
labl
e. T
here
are
no
con-
sequ
ence
s fo
r fa
ilure
to m
eet o
ne's
dev
elop
men
t pla
n,an
d m
ater
ials
col
lect
ed c
anno
t be
used
in d
ism
issa
l-fo
r-ca
use
proc
eedi
ngs.
Facu
lty d
evel
opm
ent s
houl
d be
a s
igni
fica
nt a
spec
tof
pos
t-te
nure
rev
iew
. We
supp
ort L
icat
a's
and
Mor
real
e's
reco
mm
enda
tion
that
pos
t-te
nure
rev
iew
syst
emat
ical
ly a
nd c
ompr
ehen
sive
ly a
sses
s pe
rfor
-m
ance
, inc
lude
sig
nifi
cant
pee
r in
volv
emen
t, as
sist
indi
vidu
al f
acul
ty in
est
ablis
hing
long
-ter
m p
rofe
s-si
onal
goa
ls w
ithin
the
cont
ext o
f in
stitu
tiona
l mis
-si
on a
nd p
rior
ities
, and
mak
e it
easi
er to
rem
ove
chro
nic
non-
perf
orm
ers.
Aca
dem
ic a
dmin
istr
ator
s at
inst
itutio
ns w
ith p
ost-
tenu
re r
evie
w g
ener
ally
are
pos
itive
abo
ut th
e pr
o-ce
ss. I
n th
ose
syst
ems
and
inst
itutio
ns w
here
pos
t-te
nure
rev
iew
coe
xist
s w
ith c
olle
ctiv
e ba
rgai
ning
,su
ch r
evie
w h
as b
een
sust
aine
d th
roug
h su
cces
sive
roun
ds o
f ne
gotia
tions
.
Evi
denc
e of
the
rela
tions
hip
betw
een
post
-ten
ure
revi
ew a
nd a
dmin
istr
ativ
e sa
nctio
ns is
less
com
pel-
ling;
this
incl
udes
dis
mis
sal f
or c
ause
, tho
ugh
a pa
t-
82
tern
of
incr
ease
d us
e of
ear
ly r
etir
emen
t opt
ions
seem
s to
be
emer
ging
.
Ten
sion
sSo
me
perc
eive
ext
erna
l sta
keho
lder
s' r
ole
in p
rom
ot-
ing
post
-ten
ure
revi
ew a
s an
infr
inge
men
t on
inst
i-tu
tiona
l aut
onom
y. M
any
facu
lty a
re c
once
rned
that
adm
inis
trat
ors
will
use
pos
t-te
nure
rev
iew
tosu
mm
ativ
ely,
arb
itrar
ily, a
nd c
apri
ciou
sly
dism
iss
"unw
elco
me"
fac
ulty
. Oth
ers
are
conc
erne
d th
at a
d-m
inis
trat
ors
do n
ot u
se th
e pe
rson
nel e
valu
atio
ns a
ndsa
nctio
ns a
lrea
dy a
vaila
ble.
His
tori
cally
, ten
ure
was
crea
ted
to p
rote
ct a
cade
mic
fre
edom
, not
to g
uara
n-te
e co
ntin
uing
em
ploy
men
t for
chr
onic
ally
poo
rly
perf
orm
ing
facu
lty. C
onse
quen
tly, p
ost-
tenu
re r
evie
wsy
stem
s m
ust u
phol
d th
e pr
otec
tion
of a
cade
mic
fre
e-do
m a
nd r
efle
ct e
stab
lishe
d m
inim
um p
erfo
rman
cest
anda
rds
belo
w w
hich
con
tinue
d em
ploy
men
t can
-no
t be
assu
red.
Lik
ewis
e, p
ost-
tenu
re r
evie
w s
yste
ms
mus
t inc
orpo
rate
fac
ulty
dev
elop
men
t to
max
imiz
ein
stitu
tions
' sub
stan
tial i
nves
tmen
t in
tenu
red
fac-
ulty
by
sust
aini
ng a
nd r
evita
lizin
g pe
rfor
man
ce.
Man
y ar
e co
ncer
ned
abou
t the
tim
e an
d re
sour
ces
that
mus
t be
devo
ted
to p
ost-
tenu
re r
evie
w. M
anda
ted
post
-ten
ure
revi
ew c
an b
e un
nece
ssar
ily ti
me
con-
sum
ing
give
n th
at th
e va
st m
ajor
ity o
f w
ell-
perf
orm
-in
g fa
culty
do
not n
eed
such
inte
nsiv
e re
view
. Fin
d-in
g th
e ap
prop
riat
e ba
lanc
e be
twee
n se
nsiti
vity
todi
scip
linar
y di
ffer
ence
s an
d ad
here
nce
to c
ampu
s-w
ide
stan
dard
s is
ano
ther
pri
mar
y co
ncer
n.
Post
-ten
ure
revi
ew a
lso
can
have
uni
nten
ded
cons
e-qu
ence
s. F
or e
xam
ple,
if th
e pe
riod
of
revi
ew is
sho
rt,
BE
ST C
OPY
AL
E
facu
lty m
ay b
e in
clin
ed to
pro
duce
sho
rt-t
erm
sch
ol-
arly
wor
k ra
ther
than
pur
sue
exte
nded
eff
orts
that
may
not
pro
vide
for
mal
out
com
es f
or s
ever
al y
ears
.Si
mila
rly,
the
ongo
ing
scru
tiny
of s
hort
-ter
m te
ach-
ing
perf
orm
ance
may
be
a di
sinc
entiv
e to
the
deve
l-op
men
t of
inno
vativ
e te
achi
ng p
ract
ices
part
icul
arly
thos
e in
volv
ing
high
-tec
h de
liver
y. F
or m
any
facu
lty,
ongo
ing
scru
tiny
of p
erfo
rman
ce m
ay p
rove
cou
n-te
rpro
duct
ive
to in
nova
tion.
Wha
teve
r po
st-t
enur
e re
view
may
ach
ieve
, it i
s no
t a"q
uick
fix
" to
the
prob
lem
s fa
cing
hig
her
educ
atio
n.N
or is
an
appr
opri
ate
stra
tegy
for
add
ress
ing
the
dif-
ficu
lt is
sues
of
reso
urce
rea
lloca
tion
and
rest
ruct
ur-
ing.
Spe
cifi
cally
, a f
acul
ty m
embe
r w
ho is
per
form
-in
g sa
tisfa
ctor
ily in
a p
rogr
am a
rea
for
whi
ch d
eman
dis
low
sho
uld
not b
e ju
dged
as
perf
orm
ing
unsa
tis-
fact
orily
in o
rder
to a
ddre
ss th
e de
man
d pr
oble
m.
Pol
icy
Rec
omm
enda
tions
42.
Eve
ry in
stitu
tion
that
gra
nts
tenu
re m
ust r
equi
repo
st-t
enur
e re
view
.
43.
The
pur
pose
of p
ost-
tenu
re r
evie
w is
to s
uppo
rtca
reer
-long
facu
lty d
evel
opm
ent a
nd to
pro
vide
qual
ity a
ssur
ance
. Whe
re p
ossi
ble,
pos
t-te
nure
revi
ew s
yste
ms
shou
ld in
volv
e re
war
ds fo
r hi
ghpe
rfor
man
ce a
nd c
onse
quen
ces
for
chro
nic
poor
perf
orm
ance
; the
mos
t int
ensi
ve r
evie
w e
ffort
ssh
ould
focu
s on
iden
tifyi
ng c
hron
ic p
oor
perf
orm
ers
Inst
itutio
ns s
houl
d gi
ve c
onsi
dera
tion
to b
oth
perio
dic
post
-ten
ure
revi
ew s
yste
ms
man
date
d fo
ral
l and
sys
tem
s w
here
a s
erie
s of
poo
r pe
rfor
man
ceon
ann
ual r
evie
ws
trig
gers
a p
ost-
tenu
re r
evie
w.
8341
42
Rev
iew
of P
art-
time
and
Con
trac
t Fac
ulty
The
num
ber
of p
art-
time
and
cont
ract
(or
non
ten-
ure
trac
k) f
acul
ty h
as g
row
n si
gnif
ican
tly in
col
lege
san
d un
iver
sitie
s of
all
size
s. M
any
diff
eren
t sta
keho
ld-
ers
have
voi
ced
conc
erns
abo
ut p
oten
tial e
ffec
ts o
nth
e qu
ality
of
educ
atio
n. P
art-
time
facu
lty s
houl
d be
fully
inte
grat
ed in
to th
e ca
mpu
s en
viro
nmen
t. T
hey
prov
ide
inst
itutio
ns w
ith th
e fl
exib
ility
to r
espo
ndpr
ogra
mm
atic
ally
to c
lear
ly d
efin
ed c
omm
unity
and
stud
ent n
eeds
. How
ever
, par
t-tim
e an
d co
ntra
ct f
ac-
ulty
at m
any
inst
itutio
ns a
re le
ss li
kely
to r
ecei
vere
gula
r ev
alua
tions
, ser
ve o
n co
mm
ittee
s:pa
rtic
ipat
ein
fac
ulty
gov
erna
nce,
atte
nd p
rofe
ssio
nal c
onfe
r-en
ces,
eng
age
in r
esea
rch,
and
hav
e op
port
uniti
es to
inte
ract
with
col
leag
ues.
Man
y of
the
conc
erns
per
tain
ing
to p
art-
time
facu
ltyco
uld
be a
ddre
ssed
if in
stitu
tions
wer
e to
impl
emen
tre
gula
r ev
alua
tions
that
wou
ld a
sses
s in
-cla
ss te
ach-
ing
and
othe
r re
spon
sibi
litie
s su
ch a
s co
urse
pre
pa-
ratio
n, s
tude
nt a
dvis
emen
t, an
d se
rvic
e. I
ndiv
idua
lev
alua
tions
idea
lly w
ould
hav
e bo
th f
orm
ativ
e an
dsu
mm
ativ
e co
mpo
nent
s an
d w
ould
str
ess
cont
inu-
ous
prof
essi
onal
impr
ovem
ent.
Prog
ram
eva
luat
ions
, usi
ng c
rite
ria
esta
blis
hed
by th
ein
stitu
tion,
sta
te o
vers
ight
dep
artm
ents
, com
mis
sion
s,an
d ac
cred
iting
age
ncie
s sh
ould
ass
ess
the
role
of
part
-tim
e fa
culty
mem
bers
in a
dvan
cing
pro
gram
goal
s.
8 4
At t
he in
vita
tion
of th
e A
mer
ican
His
tori
cal A
ssoc
ia-
tion,
eig
ht d
isci
plin
ary
asso
ciat
ions
met
in th
e fa
ll of
1997
to a
sses
s th
e ex
cess
ive
use
of p
art-
time
facu
lty.
Tho
se a
ssoc
iatio
ns c
oncl
uded
that
hig
her
educ
atio
nsh
ould
dev
elop
new
for
ms
of c
ompe
nsat
ion
and
rec-
ogni
tion
to a
ddre
ss in
equi
ties
asso
ciat
ed w
ith c
ur-
rent
use
of
part
-tim
e fa
culty
, or
reth
ink
trai
ning
and
cont
ract
ual a
rran
gem
ents
for
thos
e w
ho a
re a
ssig
ned
to c
ours
es ty
pica
lly ta
ught
by
part
-tim
e fa
culty
.
Pol
icy
Rec
omm
enda
tion
44.
Col
lege
s an
d un
iver
sitie
s M
ust h
ave
in p
lke
polic
y st
atem
ents
whi
ch e
stab
lish
perio
dic
form
alev
alua
tions
for
part
-tim
e an
d co
ntra
ct fa
culty
. The
sest
atem
ents
mus
t be
base
d on
est
ablis
hed,
pub
lishe
dcr
iteria
dev
elop
ed in
con
sulta
tion
with
thos
e fa
culty
and
base
d on
the
inst
itutio
n's
expe
ctat
ions
and
the
facu
lty's
leve
l cif
invo
lveM
ent a
part
from
indi
vidu
alte
achi
ng r
espo
nsib
ilitie
s.(R
egar
ding
par
t-tim
e fa
culty
see
also
rec
omm
enda
tions
a 8
, a 1
3,' 2
6, 2
7,..
38an
d
46.)
Acc
redi
tatio
n R
evie
ws
Facu
lty p
erfo
rman
ce is
scr
utin
ized
in th
e co
ntex
t of
regi
onal
and
pro
fess
iona
l acc
redi
tatio
n re
view
s ba
sed
on s
tand
ards
des
igne
d pr
imar
ily b
y th
e sp
onso
ring
agen
cy. U
nfor
tuna
tely
, the
se s
tand
ards
may
con
flic
tw
ith th
e m
issi
on a
nd g
oals
of
the
cam
pus
unde
r re
-vi
ew. I
deal
ly, c
olle
ges
and
univ
ersi
ties
shou
ld s
eek
only
thos
e sp
ecia
lized
acc
redi
tatio
ns th
at a
re c
onsi
s-te
nt w
ith in
stitu
tiona
l and
dep
artm
enta
l mis
sion
s an
dth
at e
mph
asiz
e qu
ality
impr
ovem
ent.
Acc
redi
tatio
n pr
oces
ses
best
ser
ve h
ighe
r ed
ucat
ion
whe
n ac
cred
itors
rel
ate
facu
lty a
chie
vem
ents
to th
ose
of th
eir
peer
s an
d pr
ovid
e su
bsta
ntiv
e co
mm
ents
re-
gard
ing
prof
essi
onal
dev
elop
men
t opp
ortu
nitie
s.
Acc
redi
ting
agen
cies
are
urg
ed to
par
tner
with
hig
her
educ
atio
n to
dev
elop
sta
ndar
ds th
at w
ill e
nabl
e in
-st
itutio
ns to
pro
activ
ely
addr
ess
the
chal
leng
es p
osed
by d
ista
nce
lear
ning
, inc
reas
ing
dem
ands
for
ac-
\cou
ntab
ility
, vas
tly in
crea
sed
acce
ss, a
nd c
omm
er-
cial
com
petit
ion.
Mer
ely
mee
ting
stan
dard
s w
ill n
oten
able
the
natio
n's
educ
atio
n sy
stem
to m
eet t
hezi
eeds
and
cha
lleng
es o
f pe
ople
in th
e 21
st c
entu
ry.
Pol
icy
Rec
omm
enda
tion
45.
Inst
itutio
ns m
ust m
ake
stra
tegi
c de
cisi
ons
abou
tw
hich
acc
redi
tatio
ns th
ey w
ish
to p
ursu
e an
d m
ust
sele
ct, o
nly
thos
e ag
enci
es w
hich
rec
ogni
ze a
ndsu
ppor
t ind
ivid
ual i
nstit
utio
nal m
issi
ons
and
high
ered
ucat
ion'
s m
anda
te to
res
pond
to th
ech
angi
ngw
orld
of
lear
ning
and
wor
k.
Coh
ort S
tudi
es a
nd D
ata
Sha
ring
Som
e in
stitu
tions
hav
e de
velo
ped
stra
tegi
es f
or in
-fo
rmin
g th
eir
gove
rnin
g bo
ards
abo
ut th
e na
ture
of
high
er e
duca
tion
and
its u
niqu
e va
lues
. Fac
ulty
per
-so
nnel
man
agem
ent i
s on
e ar
ea w
hich
has
bee
n gi
ven
part
icul
ar a
ttent
ion.
Leg
itim
ate
conf
usio
n re
gard
ing
tenu
re in
pub
lic s
choo
ls v
ersu
s te
nure
in h
iglie
r ed
u-ca
tion
can
be c
orre
cted
thro
ugh
pres
enta
tion
of in
-st
itutio
nal c
ohor
t stu
dies
that
trac
k ov
er s
ix o
r se
ven
8 5
year
s th
e em
ploy
men
t sta
tus
of a
ll th
e fu
ll-tim
e fa
c-ul
ty h
ired
in a
giv
en y
ear.
On
cam
puse
s w
here
suc
hst
udie
s ha
ve b
een
cond
ucte
d, c
ohor
t stu
dies
dem
on-
stra
te th
at n
ot e
very
one
hire
d in
to a
tenu
red
posi
tion
rece
ives
tenu
re, a
nd th
at th
ere
is s
igni
fica
nt a
ttriti
onin
the
pre-
tenu
re p
erio
d. T
he r
esul
t is
oppo
rtun
ities
to r
edef
ine
posi
tions
acc
ordi
ng to
upd
ated
inst
itu-
tiona
l nee
ds.
As
mor
e in
stitu
tions
dev
elop
dif
fere
nt e
mpl
oym
ent
arra
ngem
ents
and
str
ateg
ies
mor
e ar
eas
dese
rvin
gcl
oser
atte
ntio
n w
ill a
ppea
r. T
he w
orki
ng y
ears
of
the
tenu
red
wor
kfor
ce w
ere
"unc
appe
d" in
199
4 w
hen
the
Age
Dis
crim
inat
ion
in E
mpl
oym
ent A
ct (
AD
EA
)w
as a
pplie
d to
hig
her
educ
atio
n. L
ittle
ana
lysi
s of
the
pote
ntia
l im
pact
of
this
has
bee
n do
ne, a
nd f
urth
eran
alys
is is
nec
essa
ry. "
Ter
m te
nure
," w
hich
wou
ldlim
it te
nure
to a
spe
cifi
ed n
umbe
r of
yea
rs, o
r cr
e-at
ive
retir
emen
t inc
entiv
es m
ay n
eed
to b
e ex
plor
ed.
Stud
ies
coul
d pr
ovid
e da
ta to
ens
ure
that
inst
itutio
nal
effe
ctiv
enes
s is
wel
l ser
ved
and
that
no
disc
rim
ina-
tory
impa
cts
are
crea
ted.
The
y al
so c
ould
be
inst
ruc-
tive
in p
lann
ing
futu
re h
irin
g, f
acul
ty e
valu
atio
n, a
ndin
stitu
tiona
l ori
enta
tion
effo
rts.
In a
dditi
on to
con
duct
ing
inst
itutio
nal s
tudi
es, c
ol-
lege
s an
d un
iver
sitie
s ne
ed to
gat
her
and
shar
e m
ore
info
rmat
ion
abou
t the
ir p
erso
nnel
pol
icie
s, p
ract
ices
,an
d pr
oced
ures
. The
rec
ently
est
ablis
hed
lists
erv
onpo
st-t
enur
e re
view
(po
stte
nure
@os
fmai
l.isc
.rit.
edu)
spon
sore
d by
the
Am
eric
an A
ssoc
iatio
n of
Hig
her
Edu
catio
n's
(AA
HE
) N
ew P
athw
ays
II P
roje
ct is
an
exam
ple
of h
ow th
e In
tern
et c
an b
e us
ed e
ffec
tivel
y
to in
form
and
hel
p pr
actit
ione
rs a
nd p
olic
y m
aker
s.T
he P
roje
ct o
n Fa
culty
App
oint
men
ts, l
ed b
y R
ich-
ard
Cha
it, A
. Ann
Tro
wer
, Jam
es H
onan
, and
Hol
lyM
adse
n, w
ill f
urth
er a
id th
is e
ffor
t by
esta
blis
hing
an in
form
atio
n cl
eari
ngho
use
on f
acul
ty a
ppoi
ntm
ent
polic
ies
arou
nd th
e co
untr
y.
Pol
icy
Rec
omm
enda
tions
46. I
nstit
utio
ns s
houl
d ga
ther
and
use
,in
form
atio
n
abou
t eac
h ye
ar's
coh
ort o
fin
stru
ctio
nal p
erso
nnel
,
trac
kin§
new
hire
s th
roug
h te
nure
, ren
ewal
of
tont
eact
, reh
iring
, etc
., an
d m
onito
ring
how
wom
en
ahd
min
oriti
es fa
re in
em
ploy
men
t deC
isio
ns.
(Reg
ardi
ng p
art-
time
facu
lty, s
ee a
lso
reco
mm
enda
tions
6, 8
, 9, 1
3, 2
6, 2
7, 3
8 an
d 44
.)
47. I
nstit
utio
ns s
houl
d m
onito
r pa
ttern
sof
facu
lty
retir
emen
t ove
r th
e ne
xt s
ever
al y
ears
inor
der
to
dete
rmin
e w
heth
er in
stitu
tiona
l res
pons
es to
the
effe
cts
of "
unca
ppin
g" th
e re
tirem
ent a
geof
the
tenu
red
wor
kfor
ce a
re n
eede
d.
48. A
nat
iona
l stu
dy o
f the
effe
cts
of e
arly
retir
emen
t inc
entiv
e pr
ogra
ms
shou
ld b
eun
dert
aken
by
high
er e
duca
tion
rese
arch
asso
ciat
ions
suc
h as
the
Ass
ocia
tion
for
Inst
itutio
nal
Res
earc
hers
(A
IR)
and/
or th
e A
mer
ican
Edu
catio
nal
Res
earc
h A
ssoc
iatio
n.
49. I
nstit
utio
ns s
houl
d co
nduc
t stu
dies
of p
ast
offe
rings
of r
etire
men
t opt
ions
/ince
ntiv
es to
dete
rmin
e w
heth
er th
ey h
ave
been
inst
itutio
nally
adva
ntag
eous
.
BE
ST-C
OPY
IA
N8
743
44
Polic
y R
ecom
men
datio
ns
1.T
enur
e sh
ould
be
mai
ntai
ned,
but
inst
itutio
ns m
ust
be v
igila
nt to
ens
ure
its in
tegr
ity in
con
cept
and
prac
tice,
thro
ugh
rigor
ous
eval
uatio
n an
din
nova
tion
whe
n ap
prop
riate
. Exc
ept i
n in
stitu
tiona
len
viro
nmen
ts w
here
the
mis
sion
or
prog
ram
dic
tate
sot
herw
ise,
a s
ubst
antia
l pro
port
ion
of th
e fa
culty
shou
ld b
e te
nure
elig
ible
.
2.In
stitu
tions
sho
uld
impl
emen
t del
iber
ate
effo
rts
toen
hanc
e bo
th fa
culty
and
pub
lic u
nder
stan
ding
of
the
oblig
atio
ns o
n fa
culty
that
are
ent
aile
d by
the
tenu
re s
yste
m.
3.T
he p
roba
tiona
ry p
erio
d, d
urin
g w
hich
tenu
re-
elig
ible
facu
lty a
re r
igor
ousl
y ev
alua
ted
cons
iste
ntw
ith in
stitu
tiona
l mis
sion
exp
ecta
tions
, sho
uld
bere
tain
ed. A
ny p
ract
ice
of g
rant
ing
tenu
re p
rinci
pally
on th
e ba
sis
of le
ngth
of s
ervi
ce s
houl
d be
elim
inat
ed.
4.In
stitu
tions
sho
uld
expl
ore
the
utili
ty o
f var
iatio
nsin
the
prob
atio
nary
per
iod,
app
ropr
iate
to v
aria
tions
in d
isci
plin
e an
d/or
ass
ignm
ent.
Sim
ilarly
, ins
titut
ions
shou
ld c
ontin
ue th
e pr
actic
e of
"st
oppi
ng th
e te
nure
cloc
k" fo
r re
ason
able
cau
se; o
ther
adj
ustm
ents
,w
hen
appr
opria
te, s
houl
d be
con
side
red.
5.In
stitu
tions
sho
uld
esta
blis
h lo
cus
of te
nure
upo
nhi
ring
of te
nure
-tra
ck fa
culty
and
sho
uld
cons
ider
vary
ing
the
locu
s of
tenu
re fo
r fa
culty
, app
ropr
iate
to d
iffer
ence
s in
dis
cipl
ine/
assi
gnm
ent a
ndin
stitu
tiona
l nee
d. W
hen
varia
nces
occ
ur, r
easo
nssh
ould
be
expl
icit.
88
6.In
stitu
tions
of h
ighe
r ed
ucat
ion
shou
ld h
ave
clea
r,w
ritte
n po
licy
stat
emen
ts a
nd p
roce
dure
s re
gard
ing
the
empl
oym
ent o
f non
tenu
re tr
ack
facu
lty; s
uch
polic
ies
shou
ld d
etai
l rec
ruitm
ent,
sele
ctio
n, a
ndap
poin
tmen
t pro
cess
es, i
nclu
ding
min
imum
acad
emic
qua
lific
atio
ns.
7.R
eapp
oint
men
t of n
onte
nure
trac
k fa
culty
sho
uld
beba
sed
upon
eva
luat
ion
gove
rned
by
esta
blis
hed
proc
edur
es.
8.P
art-
time
facu
lty s
houl
d be
com
pens
ated
equ
itabl
yre
lativ
e to
the
inst
itutio
n's
full-
time
facu
lty. T
heco
ncep
t of e
quity
incl
udes
con
side
ratio
n of
mar
ket
and
disc
iplin
ary
diffe
renc
es a
s w
ell a
s sa
Jary
stru
ctur
e ac
ross
the
inst
itutio
n(R
egar
ding
par
t-tim
efa
culty
, see
als
o re
com
men
datio
ns 6
, 9,
13, 2
6, 2
7, 3
8,
44 a
nd 4
6.)
9.In
stitu
tions
sho
uld
prov
ide
bene
fits,
sup
port
ser
vice
san
d op
port
uniti
es fo
r ca
reer
adv
ance
men
t and
colle
gial
par
ticip
atio
n fo
r no
nten
ure
trac
k fa
culty
whe
neve
r fe
asib
le. (
Reg
ardi
ng p
art-
time
facu
lty, s
ee
also
rec
omm
enda
tions
6, 8
,13
, 26,
27,
38,
44
and
46.)
10. I
nstit
utio
ns s
houl
d de
velo
p fle
xibl
e ar
rang
emen
ts in
dete
rmin
ing
dist
ribut
ion
of fa
culty
effo
rt. S
uch
arra
ngem
ents
wou
ld a
ccom
mod
ate
both
cha
ngin
gin
stitu
tiona
l nee
ds a
nd in
divi
dual
facu
lty m
embe
rs'
chan
ging
pro
fess
iona
l int
eres
ts.
11. I
nstit
utio
ns s
houl
d de
term
ine
the
appr
opria
te "
mix
"of
facu
lty p
ositi
ons
and
cate
gorie
s of
em
ploy
men
tba
sed
on m
issi
on a
nd e
duca
tiona
l ben
efits
as
wel
l as
finan
cial
res
ourc
es. T
he m
ix c
ould
var
y ac
ross
uni
tsw
ithin
a s
ingl
e in
stitu
tion.
12. A
ccre
ditin
g ag
enci
es s
houl
d re
exam
ine
the
valid
ity/
nece
ssity
of c
onst
rain
ts o
n in
stitu
tions
reg
ardi
ngfa
culty
"m
ix."
13. F
orm
al fa
culty
rec
ruitm
ent p
lans
,bo
th fo
r fu
ll-tim
ean
d fo
r pa
rt-t
ime
posi
tions
, sho
uld
be d
evel
oped
at
appr
opria
te le
vels
(e.
g., i
nstit
utio
ns o
r ac
adem
icun
its).
(R
egar
ding
par
t-tim
e fa
culty
, see
als
o
reco
mm
enda
tions
6, 8
, 9, 2
6, 2
7, 3
8, 4
4 an
d 46
.)
14. I
nstit
utio
ns s
houl
d im
prov
e an
d en
hanc
e th
epr
ofes
sion
alis
m o
f the
ir se
arch
pro
cess
es.
15. I
nstit
utio
ns s
houl
d de
velo
p, im
plem
ent,
and
mon
itor
hirin
g pr
oced
ures
des
igne
d to
enh
ance
facu
ltydi
vers
ity.
16. O
rient
atio
n an
d de
velo
pmen
t of n
ew fa
culty
sho
uld
prep
are
them
to b
ette
r fu
lfill
the
role
s of
teac
hing
,sc
hola
rshi
p, a
nd s
ervi
ce. T
his
shou
ld b
e a
maj
orin
stitu
tiona
l com
mitm
ent s
uppo
rted
by
inst
itutio
nal
finan
cing
.
17. A
nnua
l ret
irem
ent p
lann
ing
prog
ram
s sh
ould
be
inte
grat
ed in
to p
rofe
ssio
nal d
evel
opm
ent.
18. P
olic
ies
shou
ld p
erm
it la
yoff
and
retr
ench
men
t in
resp
onse
to m
issi
on o
r pr
ogra
m a
ltera
tions
.
89
19. P
olic
ies
shou
ld p
erm
it in
stitu
tions
to c
onsi
der
mea
sure
s of
per
form
ance
as
wel
l as
seni
ority
inde
term
inin
g w
hich
facu
lty w
ill b
e af
fect
ed b
y la
yoff/
retr
ench
men
t.
20. W
hen
an in
stitu
tion
dete
rmin
es th
at la
yoff/
retr
ench
men
t is
nece
ssar
y, it
sho
uld
assi
st a
ffect
edfa
culty
mem
bers
in id
entif
ying
alte
rnat
ive
empl
oym
ent p
ossi
bilit
ies.
21. I
nstit
utio
ns s
houl
d ha
ve p
olic
ies
and
proc
edur
es o
nse
para
tion
for
caus
e th
at r
espe
ct th
e rig
hts
of a
llpa
rtie
s an
d pr
ovid
e fo
r tim
ely
disp
ositi
on.
22. I
nstit
utio
ns s
houl
d co
nsta
ntly
impr
ove
and
upda
tefa
culty
dev
elop
men
t opp
ortu
nitie
s, ta
king
into
cons
ider
atio
n th
e ch
angi
ng n
eeds
of t
he in
stitu
tion,
the
chan
ging
nat
ure
of b
oth
the
stud
ent b
ody
and
the
facu
lty, a
nd th
e ch
angi
ng n
atur
e of
kno
wle
dge.
The
y sh
ould
dev
ote
reso
urce
s su
ffici
ent t
o su
ppor
tap
prop
riate
dev
elop
men
t for
facu
lty a
t all
stag
es o
fth
eir
care
ers.
23. B
enef
its o
f fac
ulty
dev
elop
men
t and
val
ued
outc
omes
sho
uld
be a
ggre
ssiv
ely
com
mun
icat
ed. T
hein
stitu
tion'
s m
issi
on a
nd g
oals
sho
uld
be e
mph
asiz
edin
thes
e co
mm
unic
atio
ns.
24. I
nstit
utio
ns s
houl
d co
mm
it fin
anci
al r
esou
rces
toed
ucat
e an
d tr
ain
facu
lty in
ser
vice
/out
reac
h.
25. I
nstit
utio
ns o
f all
kind
s sh
ould
incr
ease
the
valu
e of
high
-qua
lity
teac
hing
in te
nure
and
pro
mot
ion
deci
sion
s.
90
26. B
ecau
se o
f its
pot
entia
l to
adve
rsel
y af
fect
stu
dent
san
d in
stitu
tions
, the
ext
ensi
ve u
se o
f par
t-tim
efa
culty
sho
uld
be c
aref
ully
re-
exam
ined
as
part
of a
larg
er r
e-ex
amin
atio
n of
app
ropr
iate
facu
lty m
ix.
(Reg
ardi
ng p
art-
time
facu
lty s
ee a
lso
reco
mm
enda
tions
6, 8
, 9, 1
3, 2
7, 3
8, 4
4 an
d 46
.)
27. T
he A
mer
ican
mod
el o
f pro
mot
ion
thro
ugh
the
facu
lty r
anks
has
had
a b
enef
icia
l im
pact
on
the
prof
essi
onal
dev
elop
men
t of f
acul
ty in
all
cate
gorie
sof
hig
her
educ
atio
n. It
is im
pera
tive
that
this
mod
elbe
ret
aine
d an
d th
at b
oth
part
-tim
e an
d no
nten
ure
trac
k fa
culty
hav
e op
port
uniti
es fo
r si
mila
rad
vanc
emen
t and
rew
ard.
(R
egar
ding
par
t-tim
e fa
culty
,se
e al
so r
ecom
men
datio
ns 6
, 8, 9
,13
, 26,
38,
44
and
46.)
28. T
he h
ighe
r ed
ucat
ion
com
mun
ity s
houl
d cl
early
com
mun
icat
e to
all
cons
titue
ncie
s th
e im
port
ance
of
teac
hing
in p
rom
otio
n an
d te
nure
dec
isio
ns a
tin
stitu
tions
of a
ll ki
nds.
29. H
ighe
r ed
ucat
ion
com
mun
ities
sho
uld
care
fully
revi
ew a
war
ds a
nd in
cent
ives
to e
nsur
e th
at th
eycl
osel
y lin
ked
to in
stitu
tiona
l ini
tiativ
es a
nd th
atth
ey r
efle
ct c
hang
ing
expe
ctat
ions
.
30. I
nstit
utio
ns s
houl
d de
velo
p an
d im
plem
ent
stra
tegi
es to
mor
e ef
fect
ivel
y co
mm
unic
ate
to th
epu
blic
the
bene
fits
of s
abba
tical
s to
stu
dent
s,in
stitu
tiona
l mis
sion
, and
the
com
mun
ity.
31. I
nstit
utio
ns n
eed
to c
ontin
ue to
str
engt
hen
the
sabb
atic
al p
roce
ss. W
hile
man
y in
stitu
tions
are
dem
andi
ng g
reat
er a
ccou
ntab
ility
, all
inst
itutio
nssh
ould
hav
e po
licie
s th
at r
equi
re a
rig
orou
sap
plic
atio
n pr
oces
s, m
eans
of m
onito
ring
prog
ress
,an
d ap
prop
riate
dis
sem
inat
ion
of th
e re
sults
.
32. I
nstit
utio
ns s
houl
d co
nsid
er a
llow
ing
grea
ter
flexi
bilit
y in
the
trad
ition
al s
abba
tical
pro
gram
, to
incl
ude
facu
lty im
prov
emen
t lea
ves.
Inst
itutio
ns s
houl
d pr
ovid
e fa
culty
pro
fess
iona
lde
velo
pmen
t opp
ortu
nitie
s th
at in
clud
e fo
ur b
road
area
s of
sup
port
:
33. E
duca
tion
oppo
rtun
ities
(te
chno
logy
use
and
teac
hing
, lea
rnin
g, a
nd e
valu
atio
n is
sues
and
met
hods
; cur
ricul
um d
esig
n pr
oces
ses)
.
34. A
cces
s to
peo
ple,
mat
eria
ls, a
nd e
quip
men
t dur
ing
the
entir
e cu
rric
ulum
des
ign,
dev
elop
men
t, de
liver
y,an
d ev
alua
tion
proc
ess.
are
35. F
undi
ng fo
r re
leas
e tim
e (in
clud
ing
sabb
atic
als)
,te
chno
logy
pur
chas
es a
nd u
pgra
des,
and
mat
eria
ls.
36. G
uida
nce
and
assi
stan
ce in
doc
umen
ting
and
eval
uatin
g th
e im
pact
of c
urric
ulum
cha
nge
and
tech
nolo
gy e
nhan
cem
ents
.
9145
46
37. C
olle
ges
and
univ
ersi
ties
mus
t rev
iew
all
facu
ltyev
alua
tion
proc
esse
s, ta
ke s
teps
to e
limin
ate
redu
ndan
cy, a
nd e
nsur
e th
at a
ll re
view
s ar
eco
nseq
uent
ial.
In d
evis
ing
effe
ctiv
e an
d ef
ficie
ntre
view
sys
tem
s th
at b
est m
eet t
heir
need
s,in
stitu
tions
mus
t aim
for
the
best
pos
sibl
e re
view
s at
the
low
est p
ossi
ble
cost
.
38. A
ll po
stse
cond
ary
inst
itutio
ns m
ust h
ave
an e
ffect
ive
annu
al p
erfo
rman
ce e
valu
atio
n sy
stem
. As
thei
r m
ixof
full-
time,
par
t-tim
e, a
djun
ct, a
nd o
ther
empl
oym
ent a
rran
gem
ents
is d
evel
oped
, it i
s cr
itica
lth
at in
stitu
tions
inte
grat
e ef
fect
ive
annu
alpe
rfor
man
ce e
valu
atio
n in
to fa
culty
rol
es a
ndre
war
d sy
stem
sbot
h .fo
r its
sta
nd a
lone
val
ue a
ndas
a fo
unda
tion
for
all o
ther
type
s of
per
form
ance
revi
ew. (
Reg
ardi
ng p
art-
time
facu
lty, s
ee a
lso
reco
mm
enda
tions
6, 8
, 9,
13, 2
6, 2
7, 4
4 an
d 46
.)
39. R
evie
ws
for
dete
rmin
atio
n of
mer
it pa
y m
ust b
edi
rect
ly li
nked
to in
stitu
tiona
l goa
ls a
nd m
issi
on. A
stra
tegi
c va
riety
of r
ewar
ds fo
r m
erit
shou
ld b
eco
nsid
ered
, and
par
ticul
ar a
ttent
ion
shou
ld b
e pa
idto
bot
h in
divi
dual
and
col
lect
ive
achi
evem
ents
.
40. F
acul
ty a
t all
inst
itutio
ns th
at a
war
d te
nure
mus
tre
ceiv
e w
ritte
n m
id-p
roba
tiona
ry p
erfo
rman
ceev
alua
tions
indi
catin
g th
eir
prog
ress
tow
ard
tenu
reno
late
r th
an th
e m
id-p
oint
of t
heir
prob
atio
nary
perio
d.
92
41. C
riter
ia a
nd e
xpec
tatio
ns fo
r te
nure
, as
wel
l as
crite
ria fo
r pr
omot
ion
in a
cade
mic
ran
k, m
ust b
eco
mpa
tible
with
the
mis
sion
of t
he in
stitu
tion,
deve
lope
d in
con
sulta
tion
with
facu
lty, a
ndap
prov
ed a
t the
inst
itutio
nal l
evel
. Alth
ough
com
plex
lega
l iss
ues
aris
e w
hen
an in
stitu
tion
asse
rts
the
right
to d
eny
tenu
re b
ased
on
cons
trai
nts
such
as
fisca
l or
prog
ram
mat
ic c
once
rns,
the
valu
e of
com
mun
icat
ing
thes
e po
tent
ial c
onst
rain
ts to
cand
idat
es fo
r fa
culty
pos
ition
s m
akes
can
dor
pref
erab
le to
sile
nce.
42. E
very
inst
itutio
n th
at g
rant
s te
nure
mus
t req
uire
post
-ten
ure
revi
ew.
43. T
he p
urpo
se o
f pos
t-te
nure
rev
iew
is to
sup
port
care
er-lo
ng fa
culty
dev
elop
men
t and
to p
rovi
dequ
ality
ass
uran
ce. W
here
pos
sibl
e, p
ost-
tenu
rere
view
sys
tem
s sh
ould
invo
lve
rew
ards
for
high
perf
orm
ance
and
con
sequ
ence
s fo
r ch
roni
c po
orpe
rfor
man
ce; t
he m
ost i
nten
sive
rev
iew
effo
rts
shou
ld fo
cus
on id
entif
ying
chr
onic
poo
r pe
rfor
mer
s.In
stitu
tions
sho
uld
give
con
side
ratio
n to
bot
hpe
riodi
c po
st-t
enur
e re
view
sys
tem
s m
anda
ted
for
all a
nd s
yste
ms
whe
re a
ser
ies
of p
oor
perf
orm
ance
on a
nnua
l rev
iew
s tr
igge
rs a
pos
t-te
nure
rev
iew
.
44. C
olle
ges
and
univ
ersi
ties
mus
t hav
e in
pla
ce p
olic
yst
atem
ents
whi
ch e
stab
lish
perio
dic
form
alev
alua
tions
for
part
-tim
e an
d co
ntra
ct fa
culty
. The
sest
atem
ents
mus
t be
base
d on
est
ablis
hed,
pub
lishe
dcr
iteria
dev
elop
ed in
con
sulta
tion
with
thos
e fa
culty
and
base
d on
the
inst
itutio
n's
expe
ctat
ions
and
the
facu
lty's
leve
l of i
nvol
vem
ent a
part
from
indi
vidu
alte
achi
ng r
espo
nsib
ilitie
s.(R
egar
ding
par
t-tim
e fa
culty
,
see
also
rec
omm
enda
tions
6, 8
, 9,
13, 2
6, 2
7, 3
8 an
d46
.)
45. I
nstit
utio
ns m
ust m
ake
stra
tegi
c de
cisi
ons
abou
tw
hich
acc
redi
tatio
ns th
ey w
ish
to p
ursu
e an
d m
ust
sele
ct o
nly
thos
e ag
enci
es w
hich
rec
ogni
ze a
ndsu
ppor
t ind
ivid
ual i
nstit
utio
nal m
issi
ons
and
high
ered
ucat
ion'
s m
anda
te to
res
pond
to th
e ch
angi
ngw
orld
of l
earn
ing
and
wor
k.
46. I
nstit
utio
ns s
houl
d ga
ther
and
use
info
rmat
ion
abou
t eac
h ye
ar's
coh
ort o
f ins
truc
tiona
l per
sonn
el,
trac
king
new
hire
s th
roug
h te
nure
, ren
ewal
of
cont
ract
, reh
iring
, etc
., an
d m
onito
ring
how
wom
enan
d m
inor
ities
fare
in e
mpl
oym
ent d
ecis
ions
.(R
egar
ding
par
t-tim
e fa
culty
, see
als
o re
com
men
datio
ns
6, 8
, 9,
13, 2
6, 2
7, 3
8 an
d 44
.)
47. I
nstit
utio
ns s
houl
d m
onito
r pa
ttern
s of
facu
ltyre
tirem
ent o
ver
the
next
sev
eral
yea
rs in
ord
er to
dete
rmin
e w
heth
er in
stitu
tiona
l res
pons
es to
the
effe
cts
of "
unca
ppin
g" th
e re
tirem
ent a
ge o
f the
tenu
red
wor
kfor
ce a
re n
eede
d.
48. A
nat
iona
l stu
dy o
f the
effe
cts
of e
arly
ret
irem
ent
ince
ntiv
e pr
ogra
ms
shou
ld b
e un
dert
aken
by
high
ered
ucat
ion
rese
arch
ass
ocia
tions
suc
h as
the
Ass
ocia
tion
for
Inst
itutio
nal R
esea
rche
rs (
AIR
) an
d/or
the
Am
eric
an E
duca
tiona
l Res
earc
h A
ssoc
iatio
n.
49. I
nstit
utio
ns s
houl
d co
nduc
t stu
dies
of p
ast o
fferin
gsof
ret
irem
ent o
ptio
ns/in
cent
ives
to d
eter
min
ew
heth
er th
ey h
ave
been
inst
itutio
nally
adva
ntag
eous
.
93
Ref
eren
ces
Pol
icy
Wor
k G
roup
#1
Fac
ulty
Em
ploy
men
t Pol
icie
s
Ten
ure
1972
. Fac
ulty
tenu
re: a
rep
ort a
nd r
ecom
men
datio
ns b
yth
e co
mm
issi
on o
n ac
adem
ic te
nure
in h
ighe
red
ucat
ion:
Kea
st C
omm
issi
on.
1995
. Ten
ure:
than
ks b
ut n
o th
anks
. The
Chr
onic
le o
fH
ighe
r E
duca
tion,
12/
15/1
995.
1996
a. M
edic
al s
choo
ls c
onsi
der
limiti
ng te
nure
, cut
ting
sala
ries
. Chr
onic
le o
f H
ighe
r E
duca
tion,
Feb
ruar
y 16
.19
96b.
Rec
omm
enda
tion
to a
bolis
h te
nure
in O
klah
oma
is d
efea
ted.
Aca
dem
e.19
97a.
Con
side
ring
tenu
re.E
duca
tiona
l Rec
ord.
1997
b. R
epor
t of
the
Uni
vers
ity o
f Il
linoi
s se
min
ar o
nte
nure
. Pap
er r
ead
at U
nive
rsity
of
Illin
ois
Sem
inar
on T
enur
e, F
ebru
ary
1997
, at C
ham
pagn
e-U
rban
a.B
aade
, Han
s W
. 196
4. A
AU
P 19
15 d
ecla
ratio
n of
prin
cipl
es. L
aw a
nd C
onte
mpo
rary
Pro
blem
sB
eazl
y, H
amilt
on, a
nd J
ohn
Lob
uts,
Jr.
199
6. R
anso
med
teac
hing
, ind
entu
red
rese
arch
, and
the
loss
of
reas
on. A
cade
me
(Jan
uary
/Feb
ruar
y).
Ben
jam
in, E
rnes
t. 19
95. F
ive
mis
conc
eptio
ns a
bout
tenu
re. W
ashi
ngto
n, D
C: A
ssoc
iatio
n of
Gov
erni
ngB
oard
s.B
rew
ster
, Kin
gman
, Jr.
197
2. O
n te
nure
AA
UP
Bul
letin
1971
(Su
mm
er).
Bro
wn,
Ral
ph S
., an
d Jo
rdan
E. K
urla
nd. 1
990.
Aca
dem
icte
nure
and
aca
dem
ic f
reed
omL
aw a
ndC
onte
mpo
rary
Pro
blem
s 53
(Su
mm
er, 1
990,
No.
3).
Cha
it, R
icha
rd P
. 199
5. T
he f
utur
e of
aca
dem
ic te
nure
.A
GB
Pri
oriti
es 3
(Sp
ring
).C
hait,
Ric
hard
P.,
and
And
rew
T. F
ord.
198
2. E
xcer
pts
from
bey
ond
trad
ition
al te
nure
: a g
uide
to s
ound
polic
ies
and
prac
tices
.
oi 4
Cot
ter,
Will
iam
R. 1
996.
Why
tenu
re w
orks
. Aca
dem
e(J
anua
ry/F
ebru
ary)
.Fi
nkin
, Mat
thew
W, e
d. 1
996.
The
cas
e fo
r te
nuni
thac
aan
d L
ondo
n: C
orne
ll U
nive
rsity
Pre
ss.
O'T
oole
, Jam
es. 1
994.
Ten
ure:
a c
onsc
ient
ious
obj
ectio
n.C
hang
e 19
94 (
May
/Jun
e).
Pinn
ey, G
eorg
e W
. 199
5. M
any
say
it's
time
to ti
nker
with
tenu
re, b
ut s
ome
see
peri
l to
acad
emic
fre
edom
.M
inne
apol
is S
tar
Tri
bune
Dec
embe
r 26
.Po
ston
, Lar
ry. 1
996.
Rep
ort o
n th
e m
eetin
g of
the
Am
eric
an A
ssoc
iatio
n fo
r H
ighe
r E
duca
tion.
Chi
cago
: Uni
vers
ity o
f Il
linoi
s at
Chi
cago
.T
rach
tenb
erg,
Ste
phen
Joe
l. 19
96. W
hat s
trat
egy
shou
ldw
e no
w a
dopt
to p
rote
ct a
cade
mic
fre
edom
?A
cade
me
Uan
uary
/Feb
ruar
y).
Van
Als
tyne
, Will
iam
. 197
1. T
enur
e: a
sum
mar
y,ex
plan
atio
n an
d de
fens
e.A
A U
P B
ulle
tin (
Sum
mer
).W
ebst
er, G
uy. 1
995.
Reg
ents
to s
tudy
end
ing
univ
ersi
tyfa
culty
tenu
re. A
rizo
na R
epub
lic, S
epte
mbe
r 30
.W
ergi
n, J
on E
, and
Lar
ry B
rask
amp.
Dea
n's
disp
atch
#83
Chi
cago
: Uni
vers
ity o
f Il
linoi
s at
Chi
cago
, Col
lege
of
Edu
catio
n.
Prom
otio
n an
d T
enur
e O
verv
iew
1995
. Fac
ulty
app
oint
men
ts, t
enur
e an
d th
e re
sear
chun
iver
sity
-iss
ues
and
alte
rnat
ives
: a d
iscu
ssio
ndo
cum
ent.
St. P
aul,
MN
: Uni
vers
ity o
f M
inne
sota
.19
96. T
enur
e te
naci
ty. V
ibsh
ingt
on P
ost M
arch
10.
Goo
dman
, Mad
elei
ne J
. 199
0. T
he r
evie
w o
f te
nure
dfa
culty
. Jou
rnal
of
Hig
her
Edu
catio
n (J
uly/
Aug
ust)
.Je
nnin
gs, M
aria
nne
M.,
and
Step
hen
K. H
appe
l. 19
96.
Don
't el
imin
ate
tenu
re ju
st to
trim
dea
dwoo
d.C
hris
tian
Scie
nce
Mon
itoc
Febr
uary
22.
Kol
odny
, Ann
ette
. 199
6. T
he d
ism
antli
ng o
f te
nure
isai
med
at t
hose
who
hav
e ye
t to
atta
in a
fir
m f
ooth
old
with
in a
cade
me.
The
Chr
onic
le o
f H
ighe
r E
duca
tion,
Mar
ch 2
2.
Shan
ker,
Alb
ert.
1996
. Whe
re w
e st
and.
Pai
dad
vert
isem
ent:
Am
eric
an F
eder
atio
n of
Tea
cher
s.T
row
er, C
athy
A. 1
997.
Ten
ure
snap
shot
. Was
hing
ton,
DC
:A
mer
ican
Ass
ocia
tion
for
Hig
her
Edu
catio
n.W
esso
n, M
aria
nne,
and
San
dra
John
son.
199
1. P
ost-
tenu
re r
evie
w a
nd f
acul
ty r
evita
lizat
ion.
Aca
dem
e(M
ay/J
une)
.W
olfe
, Ala
n. 1
990.
The
feu
dal c
ultu
re o
f th
e po
stm
oder
nun
iver
sity
. Was
hing
ton,
DC
: Am
eric
an A
ssoc
iatio
n of
Uni
vers
ity P
rofe
ssor
s.Y
arm
olin
sky,
Ada
m. 1
994.
Ten
ure:
per
man
ence
and
chan
ge. C
hang
e (M
ay/J
une)
.
Con
trac
t Ful
l-tim
e an
d Pa
rt-t
ime
Non
-ten
ure
posi
tions
Ada
man
y, D
avid
. 199
7. A
uni
vers
ity p
resi
dent
ref
lect
s on
the
role
of
adju
nct f
acul
ty in
the
cont
empo
rary
rese
arch
uni
vers
ity. P
aper
rea
d at
Con
fere
nce
on th
eG
row
ing
Use
of
Part
-Tim
e/A
djun
ct F
acul
ty,
Sept
embe
r 26
-28,
at W
ashi
ngto
n, D
C.
Ben
jam
in, E
rnes
t. 19
97. F
acul
ty a
ppoi
ntm
ents
: an
over
view
of
the
data
. Pap
er r
ead
at C
onfe
renc
e on
the
Gro
win
g U
se o
f Pa
rt-T
ime/
Adj
unct
Fac
ulty
,Se
ptem
ber
26-2
8, a
t Was
hing
ton,
DC
.B
ranm
acho
wsk
i, G
race
. 199
6. P
ersp
ectiv
es a
ndpe
rcep
tions
: a r
evie
w o
f th
e lit
erat
ure
on th
e us
e of
part
-tim
e fa
culty
in c
omm
unity
col
lege
s. D
octo
ral
Dis
sert
atio
n, C
olle
ge o
f E
duca
tion
and
Alli
edPr
ofes
sion
s, D
epar
tmen
t of
Edu
catio
nal L
eade
rshi
p,D
octo
ral P
rogr
am in
Hig
her
Edu
catio
n, U
nive
rsity
of
Tol
edo,
Tol
edo,
OH
.B
rene
man
, Dav
id W
. 199
7. A
ltern
ativ
es to
tenu
re f
or th
ene
xt g
ener
atio
n of
aca
dem
ics.
Was
hing
ton,
DC
:A
mer
ican
Ass
ocia
tion
of H
ighe
r E
duca
tion.
Byr
ne, P
eter
J. 1
997.
Aca
dem
ic f
reed
om w
ithou
t ten
ure?
Was
hing
ton,
DC
: Am
eric
an A
ssoc
iatio
n of
Hig
her
Edu
catio
n.
CJ
47
Cha
it, R
icha
rd, a
nd C
athy
A. T
row
er. 1
997.
Whe
re te
nure
does
not
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dvan
cem
ent o
f T
each
ing.
Gre
en, K
enne
th C
. 199
8. T
he c
ampu
s co
mpu
ting
proj
ect:
the
1997
nat
iona
l sur
vey
of in
form
atio
n te
chno
logy
in h
ighe
r ed
ucat
ion
[HT
ML
jour
nal]
. 199
7 [c
ited
1998
]. A
vaila
ble
from
http
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icir
.syr
.edu
/Pro
ject
s/C
ampu
s_co
mpu
ting/
1997
/inde
x.ht
ml.
49
50
Iow
a, U
nive
rsity
of
Nor
ther
n. 1
998.
Pro
fess
iona
lde
velo
pmen
t lea
ve p
olic
y. C
edar
Fal
ls, I
A: T
heG
radu
ate
Col
lege
, Uni
vers
ity o
f N
orth
ern
Iow
a.Je
nret
te, M
., an
d K
. Hay
s. 1
996.
Hon
orin
g ex
empl
ary
teac
hing
: the
two-
year
col
lege
set
ting.
New
Dir
ectio
ns f
or T
each
ing
and
Lea
rnin
g 65
:77-
83.
Kan
sas,
Uni
vers
ity o
f. 1
997.
Han
dboo
k fo
r fa
culty
and
othe
r un
clas
sifi
ed s
taff
. Law
renc
e, K
S: U
nive
rsity
of
Kan
sas.
Lic
ata,
Chr
istin
e, a
nd J
osep
h M
orre
ale.
199
7. P
ost-
tenu
rere
view
. Was
hing
ton,
DC
: Am
eric
an A
ssoc
iatio
n fo
rH
ighe
r E
duca
tion.
Lun
de, J
.P.,
and
L. B
arre
tt. 1
996.
Dec
entr
aliz
ed/
depa
rtm
enta
l rew
ard
syst
ems.
New
Dir
ectio
ns f
orT
each
ing
and
Lea
rnin
g 65
:93-
98.
Men
ges,
R. 1
996.
Rew
ards
to in
divi
dual
s. N
ew D
irec
tions
for
Tea
chin
g an
d L
earn
ing
65 (
3-9)
.M
isso
uri,
Uni
vers
ity o
f. 1
987.
Rev
ised
boa
rd m
inut
es 1
0-9-
1981
, am
ende
d bo
ard
min
utes
7-2
2-19
83 a
nd 1
0-30
-19
87. C
olum
bia,
MO
: Uni
vers
ity o
f M
isso
uri.
NE
A, R
esea
rch
Cen
ter.
199
5. T
enur
e. W
ashi
ngto
n, D
C:
Nat
iona
l Edu
catio
n A
ssoc
iatio
n.N
EA
, Res
earc
h C
ente
r. 1
997.
Par
t-tim
e em
ploy
men
t in
acad
eme.
Was
hing
ton,
DC
: Nat
iona
l Edu
catio
nA
ssoc
iatio
n.N
oble
, Dav
id F
. 199
8. D
igita
l dip
lom
a m
ills:
the
auto
mat
ion
of h
ighe
r ed
ucat
ion
[HT
ML
art
icle
]. 1
998
(cite
d 19
98].
Ava
ilabl
e fr
om h
ttp://
ww
w.u
wo.
ca/
uwof
a/ar
ticle
s/no
ble.
htm
l.Pa
rry,
Sco
tt. 1
996.
Mea
suri
ng tr
aini
ng's
RO
I. T
rain
ing
and
Dev
elop
men
t (M
ay)
:72.
Rom
ano,
Cat
heri
ne. 1
995.
Tim
e fo
r a
sabb
atic
al?
HR
Focu
s (J
uly)
:9.
Rus
sell,
Tho
mas
. 199
8. N
o si
gnif
ican
t dif
fere
nce
[Web
site
]. 1
998
[cite
d 19
981
Ava
ilabl
e fr
om h
ttp://
tenb
.mta
.ca/
phen
om/.
100
Schn
eide
r, A
. 199
8. M
ore
prof
esso
rs a
re w
orki
ng p
art
time
and
mor
e te
ach
at tw
o-ye
ar c
olle
ges.
The
Chr
onic
le o
f H
ighe
r E
duca
tion,
Vol
. XL
IV, N
o. 2
7.Sh
eley
, Eliz
abet
h. 1
996.
Why
giv
e em
ploy
ees
sabb
atic
als?
:to
rew
ard,
rel
ax a
nd r
echa
rge.
HR
Mag
azin
e(M
arch
).So
rcin
elli,
M.D
., an
d A
.E. A
ustin
. 199
2. D
evel
opin
g ne
wan
d ju
nior
fac
ulty
. New
Dir
ectio
ns F
or T
each
ing
and
Lea
rnin
g 59
:71-
76.
Sorc
inel
li, M
.D.,
and
B. D
avis
. 199
6. H
onor
ing
exem
plar
yte
achi
ng in
res
earc
h un
iver
sitie
s. N
ew D
irec
tions
for
Tea
chin
g an
d L
earn
ing
65 (
71-7
6).
Svin
icki
, M.,
and
R. M
enge
s. 1
996.
Hon
orin
g ex
empl
ary
teac
hing
[sp
ecia
l edi
tion]
. New
Dir
ectio
ns f
orT
each
ing
and
Lea
rnin
g 65
.T
apsc
ott,
Don
ald.
199
6. T
he d
igita
l eco
nom
y: p
rom
ise
and
peri
l in
the
age
of n
etw
orke
d in
telli
genc
e. N
ewJe
rsey
: McG
raw
Hill
.T
row
er, C
athy
A. 1
997.
Fac
ulty
app
oint
men
ts f
or th
e 21
stce
ntur
y. P
aper
rea
d at
AA
SCU
Aca
dem
ic L
eade
rshi
pC
onfe
renc
e, N
ovem
ber
3.V
an N
ote
Chi
sm, N
., J.
Fra
ser,
and
Arn
old
R. 1
996.
Tea
chin
g ac
adem
ies:
hon
orin
g an
d pr
omot
ing
teac
hing
thro
ugh
a co
mm
unity
of
expe
rtis
e. N
ewD
irec
tions
for
Tea
chin
g an
d L
earn
ing
65:8
5-92
.Z
ahor
ski,
Ken
neth
J. 1
994.
The
sab
batic
al m
ento
r: a
prac
tical
gui
de to
suc
cess
ful s
abba
tical
s. B
olto
n, M
A:
Ank
er.
On
Oct
ober
22,
199
7 th
e A
mer
ican
Pro
duct
ivity
and
Qua
lity
Cen
ter
and
the
Stat
e H
ighe
r E
duca
tion
Exe
cutiv
eO
ffic
ers
asso
ciat
ion
dist
ribu
ted
a pr
ospe
ctus
for
abe
nchm
arki
ng/b
est p
ract
ice
stud
y on
fac
ulty
inst
ruct
iona
lde
velo
pmen
t: su
ppor
ting
facu
lty u
se o
f te
chno
logy
inte
achi
ng. T
he s
tudy
will
foc
us o
n de
velo
ping
fac
ulty
and
supp
ort s
truc
ture
s an
d w
ill e
xam
ine
fina
ncin
g an
d co
st,
orga
niza
tiona
l arr
ange
men
ts, s
taff
ing,
phy
sica
l des
ign,
func
tions
, con
sort
ial a
ppro
ache
s, a
nd e
ffec
tiven
ess
ofin
stru
ctio
nal d
evel
opm
ent p
rogr
ams.
Dra
ft p
olic
y do
cum
ents
on
facu
lty d
evel
opm
ent w
ere
used
fro
m f
ive
diff
eren
t ins
titut
ions
. Onl
y tw
o w
ere
in a
nad
vanc
ed o
r co
mpl
ete
form
and
ava
ilabl
e fo
r pu
blic
use
duri
ng th
e pe
ndan
cy o
f th
is s
tudy
.A
ll ar
e lis
ted
sinc
eth
ey m
ay w
ell b
e co
mpl
ete
upon
pub
licat
ion
of o
ur f
inal
repo
rt.
Mas
sach
uset
ts D
ista
nce
Edu
catio
n C
onso
rtiu
mT
he U
nive
rsity
of
Cen
tral
Flo
rida
The
Uni
vers
ity o
f C
inci
nnat
i http
://w
ww
.uc.
edu/
ww
w/
facu
lty/d
ev/f
acde
vdef
ault.
htm
l)T
he U
nive
rsity
of
Mic
higa
nT
he U
nive
rsity
of
Min
neso
ta
Als
o w
orth
rev
iew
are
sam
ple
prog
ram
s fr
om:
The
Uni
vers
ity o
f C
entr
al F
lori
da (
http
://re
ach.
ucfe
du/
-fct
l and
http
://pe
gasu
s.cc
.uct
iedu
/-di
stri
b/)
The
Uni
vers
ity o
f C
inci
nnat
i (ht
tp://
ww
w.u
c.ed
u/w
ww
/fa
culty
/dev
/fac
devh
ome.
htm
l)
The
Uni
vers
ity o
f Io
wa
(http
://w
ww
.uio
wa.
edu/
-cen
teac
h/)
The
Uni
vers
ity o
f M
ichi
gan
(http
://w
ww
.oit.
itd.u
mic
h.ed
u/)
Indi
ana
Uni
vers
ity/P
urdu
e U
nive
rsity
Ind
iana
polis
(http
://w
ww
.indi
ana.
edu/
-iud
iste
d/dl
reso
urce
s/fa
cdev
l.htm
l)
101
Pol
icy
Wor
k G
roup
#3
Fac
ulty
Rev
iew
Pol
icie
s
Sele
ct R
efer
ence
sA
dam
any,
Dav
id. 1
997.
A u
nive
rsity
pre
side
nt r
efle
cts
onth
e ro
le o
f ad
junc
t fac
ulty
in th
e co
ntem
pora
ryre
sear
ch u
nive
rsity
. Pap
er r
ead
at C
onfe
renc
e on
the
Gro
win
g U
se o
f Pa
rt-T
ime/
Adj
unct
Fac
ulty
,Se
ptem
ber
26-2
8, a
t Was
hing
ton,
DC
.A
lger
, Jon
atha
n R
. 199
7. T
he e
duca
tiona
l val
ue o
fdi
vers
ity. A
cade
me
(Jan
uary
-Feb
ruar
y).
Ban
acho
wsk
i, G
race
. 199
6. P
ersp
ectiv
es a
nd p
erce
ptio
ns:
a re
view
of
the
liter
atur
e on
the
use
of p
art-
time
facu
lty in
com
mun
ity c
olle
ges.
Dis
sert
atio
n,D
epar
tmen
t of
Edu
catio
nal L
eade
rshi
p, U
nive
rsity
of
Tol
edo,
Tol
edo,
OH
.B
anac
how
ski,
Gra
ce. 1
997.
Adv
anta
ges
and
disa
dvan
tage
sof
em
ploy
ing
part
-tim
e fa
culty
in c
omm
unity
colle
ges.
Was
hing
ton,
DC
: Off
ice
of E
duca
tion
Res
earc
h an
d Im
prov
emen
t.B
aski
n, O
.W.,
and
HJ.
Zof
fer.
199
6. M
anag
ing
part
-tim
ean
d ad
junc
t fac
ulty
. Pap
er r
ead
at A
mer
ican
Ass
ocia
tion
of C
olle
giat
e Sc
hool
s of
Bus
ines
s A
nnua
lM
eetin
g, A
pril,
at L
os A
ngel
es, C
alif
orni
a.B
erry
, Alic
e. 1
996.
Fac
ulty
ass
essm
ent a
nd d
evel
opm
ent
in a
cha
ngin
g pr
ofes
sion
. AD
FL B
ulle
tin, S
prin
g.B
lack
burn
, Rob
ert T
, and
Jan
et H
. Law
renc
e. 1
995.
Facu
lty a
t wor
k. B
altim
ore,
MD
: The
Joh
n H
opki
nsU
nive
rsity
Pre
ss.
Bod
e, R
ita, a
nd R
ober
t J. M
enge
s. 1
997.
Fee
dbac
k se
ekin
gan
d re
ceiv
ing
by c
olle
ge a
nd u
nive
rsity
fac
ulty
. Pap
erre
ad a
t ann
ual m
eetin
g of
the
Am
eric
an E
duca
tiona
lR
esea
rch
Ass
ocia
tion,
Mar
ch 2
4-28
, at C
hica
go, I
L.
102
Boy
er, E
rnes
t L. 1
990.
Sch
olar
ship
rec
onsi
dere
d:pr
iori
ties
of th
e pr
ofes
sori
ate.
Pri
ncet
on, N
.J.:
Car
negi
e Fo
unda
tion
for
the
Adv
ance
men
t of
Tea
chin
g.B
rask
amp,
Lar
ry A
., an
d Jo
hn C
. Ory
. 199
4. A
sses
sing
facu
lty w
ork:
enh
anci
ng in
divi
dual
and
inst
itutio
nal
perf
orm
ance
, Hig
her
and
Adu
lt E
duca
tion
Seri
es.
San
Fran
cisc
o: J
osse
y-B
ass.
Cam
p, R
ober
t C.,
Men
ten
L. G
ibbs
, and
Rob
ert J
. Mas
ters
.19
88. T
he f
inite
incr
emen
t fac
ulty
mer
it pa
yal
loca
tion
mod
el. J
ourn
al o
f H
ighe
r E
duca
tion
59(n
o. 6
, Nov
embe
r/D
ecem
ber)
.C
hait,
Ric
hard
P. 1
996.
The
new
act
ivis
m o
f co
rpor
ate
boar
ds a
nd th
e im
plic
atio
ns f
or c
ampu
s go
vern
ance
.W
ashi
ngto
n, D
C: A
ssoc
iatio
n of
Gov
erni
ng B
oard
s of
Uni
vers
ities
and
Col
lege
s.C
offe
y, S
usan
Osb
orn.
199
2. P
art-
time
facu
lty p
olic
ies
and
proc
edur
es in
pub
lic c
omm
unity
col
lege
s in
Vir
gini
a.D
isse
rtat
ion,
Edu
catio
n, U
nive
rsity
of
Vir
gini
a,C
harl
otte
.C
ohen
, How
ard,
Ric
hard
Edw
ards
, Mad
elei
ne G
oodm
an,
Chr
istin
e L
icat
a, a
nd J
.N. M
usto
. 199
6. P
ost t
enur
ere
view
: fro
m p
olic
y to
pra
ctic
e. P
aper
rea
d at
AA
HE
Con
fere
nce
on F
acul
ty R
oles
8z
Rew
ards
, Jan
uary
, at
San
Die
go, C
A.
Coh
en, S
helb
y R
uth.
199
7. T
he m
ism
easu
re o
f th
e co
llege
prof
esso
r. C
olle
ge S
tude
nt J
ourn
al 3
1 (S
epte
mbe
r).
Edw
ards
, Ric
hard
. 199
4. T
owar
ds c
onst
ruct
ive
revi
ew o
fdi
seng
aged
fac
ulty
. AA
HE
Bul
letin
(no
. 47,
Oct
ober
).E
dwar
ds, R
icha
rd. 1
997.
Can
pos
t-te
nure
rev
iew
hel
p us
save
the
tenu
re s
yste
m?
Aca
dem
e 83
(3.
May
/Ju
ne):
26-7
1.G
appa
, Jud
ith M
. Par
t-tim
e fa
culty
: hig
her
educ
atio
n at
acr
ossr
oads
: Nat
iona
l Ins
titut
e of
Edu
catio
n.
Gap
pa, J
udith
M.,
and
Dav
id W
. Les
lie. 1
993.
The
invi
sibl
efa
culty
: im
prov
ing
the
stat
us o
f pa
rt-t
imer
s in
hig
her
educ
atio
n. S
an F
ranc
isco
, CA
: Jos
sey-
Bas
sPu
blis
hers
.G
appa
, Jud
ith M
., an
d D
avid
W. L
eslie
. 199
7. T
wo
facu
lties
or o
ne?:
the
conu
ndru
m o
f pa
rt-t
imer
s in
abi
furc
ated
wor
k fo
rce.
Was
hing
ton,
DC
: Am
eric
anA
ssoc
iatio
n of
Hig
her
Edu
catio
n.G
ottf
ried
, Bra
dley
, M. 1
995.
Par
t-tim
e fa
culty
inco
mm
unity
col
lege
s: e
stee
med
con
trib
utor
s or
invi
sibl
e en
titie
s? M
ichi
gan
Com
mun
ity C
olle
geJo
urna
l 1 (
2).
Gre
en, K
. 199
2. A
fter
the
boom
: man
agem
ent m
ajor
s in
the
1990
s: M
cGra
w-H
ill.
Ken
nedy
, Don
ald.
199
7. A
cade
mic
dut
y. C
ambr
idge
, MA
:H
arva
rd U
nive
rsity
Pre
ss.
Lea
ther
man
, Cou
rtne
y. 1
997.
Lea
ders
of
scho
larl
y gr
oups
outli
ne r
espo
nse
to g
row
th in
the
use
of p
art-
time
facu
lty. T
he C
hron
icle
of
Hig
her
Edu
catio
n,D
ecem
ber
5, A
18.
Lee
, Joh
n. 1
997.
Par
t-tim
e em
ploy
men
t in
acad
eme.
NE
AH
ighe
r E
duca
tion
Res
earc
h C
ente
r U
pdat
e, J
anua
ry.
Lic
ata,
Chr
istin
e M
. 199
8. P
ost-
tenu
re r
evie
w: a
t the
cros
sroa
ds o
f ac
coun
tabi
lity
and
oppo
rtun
ity. A
AH
EB
ulle
tin (
June
):3-
6.L
icat
a, C
hris
tine
M.,
and
Jose
ph C
. Mor
real
e. 1
988.
The
eye
sees
not
itse
lf. N
EA
Hig
her
Edu
catio
n Jo
urna
l IV
(1, S
prin
g) :4
9-56
.
Lic
ata,
Chr
istin
e M
., an
d Jo
seph
C. M
orre
ale.
199
6. P
ost-
tenu
re r
evie
w p
olic
ies,
pra
ctic
es, p
reca
utio
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