Policies and Procedures

AYs 2014-2017

Pending Approval/2014

TABLE OF CONTENTS

I. INTRODUCTION ...................................................................................................3

II. HISTORY OF THE COLLEGE....................................................................................3

III. COLLEGE MISSION, VISION AND VALUES [CBA 2.3] ...............................................4

A. MISSION:............................................................................................................................................^

B. VISION: ................................................................................................................................................ 4

C. VALUES: .............................................................................................................................................. 4

D. COLLEGES DEPARTMENT PLANNING ASSUMPTIONS. .................................................................................. 4

IV. STRUCTURE AND ADMINISTRATION OF THE COLLEGE................................................. 6

A. DEAN'S OFFICE ORGANIZATION: ..............................................................................................................6

B. THE DEAN'S OFFICE STAFF: .....................................................................................................................6

C. ORGANIZATIONAL CHART: ......................................................................................................................7

D. ROLE AND REVIEW OF THE DEAN, ASSOCIATE DEANS & DEAN'S OFFICE STAFF: ................................................ 8

E. COLLEGE POLICIES AND PROCEDURES: ......................................................................................................8

F. BUDGETARY DECISIONS: .........................................................................................................................9

G. COLLEGE MEETINGS: ............................................................................................................................ 10

H. STANDING COLLEGE AND DEPARTMENTAL COMMITTEES: ...........................................................................10

I. THE DEPARTMENT: ..............................................................................................................................11

V. PERSONNEL POLICIES......................................................................................... 17

A. GENERAL POLICIES, STANDARDS, AND PROCEDURES FOR THE RECRUITMENT, APPOINTMENT, RETENTION, TENURE

AND/OR PROMOTION, POST TENURE REVIEW AND MERIT SALARY INCREASES OF FACUUY: ............................ 17

B. FACULTY PERSONNEL DECISION MAKING—GENERAL POLICY ...................................................................... 20

C. FACULTrAcnviTr PLAN (FAP):............................................................................................................. 21

D. CRITERIA FOR RETENTION TENURE AND PROMOTION:................................................................................ 22

E. GENERAL PROCEDURES FOR RETENTION, TENURE AND/Oft PROMOTION: ......................................................26

F. STANDARDS, CRITERIAAND EVIDENCE CONSIDERED FOR RETENTION, TENURE AND/OR PROMOTION: ............... 28

G. TEACHING EFFECTIVENESS-GENERAL OVERVIEW ..................................................................................... 29

H. STANDARDS AND EVIDENCE OF TEACHING EFFECTIVENESS SHALL BE DIVIDED INTO TWO GENERAL SUB-AREAS:..... 29

1. PROFESSIONALAND SCHOLARLY ACTIVITY-GENERAL OVERVIEW................................................................. 31

J. STANDARDS AND EVIDENCE FOR PROFESSIONAL AND SCHOLARLY ACTIVITT FOR PROMOTION FROM ASSISTANTTO

ASSOCIATE PROFESSOR......................................................................................................................... 32

K. STANDARDS AND EVIDENCE OF PROFESSIONAL AND SCHOLARLY ACTIVITi' FOR PROMOTION FROM ASSOCIATE TO

FULL PROFESSOR.................................................................................................................................. 33

L. STANDARDS FOR SERVICE TO THE UNIVERSITY AND/OR THE COMMUNITY...................................................... 35

M. OTHER EVIDENCE................................................................................................................................. 37

N. REVIEW FOR ASSOCIATE PROFESSOR IF NOT SEEKING PROMOTION:............................................................... 37

0. STANDARDS AND EVIDENCE FOR POST TENURE REVIEW AND FULL PROFESSOR MERIT SALARY INCREASES -

GENERAL STATEMENT........................................................................................................................... 37

P. COMMITTEE PROCEDURES FOR REVIEW OF FACULTY ACTIVITY PLANS FOR RETENTION, TENURE AND/OR

PROMOTION .......................................................................................................................................40

Q. FACULTY RECOGNITION ..............................................................................................................................................41

VI. STUDENT POLICIES AND RECOGNITION ..............................................................42

A. POLICIES RELATED TO STUDENT RIGHTS AND RESPONSIBILITIES ...................................................................42

B. RECOGNITION OF STUDENT EXCELLENCE.................................................................................................. 42

VII. EXTERNAL FUNDING ..........................................................................................43

A. DEVELOPMENT/FUND RAISING: ........................................I.................................................................... 43

B. GRANTS AN D CONTRACTS: ....................................................................................................................43

VIII. APPENDICES.......................................................................................................44

A. HISTORY OF THE COLLEGE...................................................................................................................... 45

B. ROLE AND REVIEW OFTHE DEAN'S OFFICE ............................................................................................... 50

C. ROLE AND REVIEW OFTHE COLLEGE ADVISORY BOARD............................................................................... 53

D. CPC PROCEDURES................................................................................................................................ 54

E. DPC PROCEDURES ............................................................................................................................... 56

F. SPECIFIC ITEMS IN DEPARTMENTAL P&P.................................................................................................. 57

G. SPECIFIC DUTIES PERFORMED BY THE CHAIR............................................................................................. 58

H. FACULTY ACTIVITY PLAN TEMPLATES....................................................................................................... 60

1. COMPONENTS OF THE FUND RAISING PROGRAM....................................................................................... 82

J. GRANTS AND CONTRACTS...................................................................................................................... 85

K. INSTRUCTIONS FOR EVALUATION/RENEWAL/RETENTION ............................................................................ 87

L S-DRIVE PORTFOLIO FORMAT ................................................................................................................ 90

I. Introduction

This document supplements and amplifies the Collective Bargaining Agreement (CBA)/ effective

September 1, 2013 -August 31, 2016, between Eastern Washington University (EWU) Board of

Trustees and the United Faculty of Eastern (UFE). The document provides College Policies and

Procedures (CP&P) developed by and for the college. The Policies and Procedures conform to

the rules established by EWU/UFE Collective Bargaining Agreement (herein referred to as the

"CBA") effective September 1, 2013 - August 31, 2016.The full text of the CBA can be found at:

httD://access.ewu.edu/Documents/HRRR/Labor%20Relations/EWU-UFE Agreement 2013-2016.pdf

Section 2.3 of the CBA states that each college shall develop Policies and Procedures and a

mission statement that are consistent with the CBA, University Policies and Procedures, and the

University's mission. Upon approval/ the CP&P will be kept in booklet form in the office of the

Dean. Liberal distribution of the CP&P will be the rule; all faculty and staff will receive an

electronic copy and it will be prominently displayed on the college website.

Purpose of the CP&P are summarized as follows:

• to set forth the academic organization of the college, describe unique characteristics

and procedures/ and shape college strategic planning and assessment;

• to present the college's mission, vision and strategic plan as foundations for decision

making about priorities and resource allocation;

• to articulate linkages between college goals and activities and university priorities;

• to serve as a guide for further development of policies and procedures for selected

personnel actions pertinent to academic departments. Many additional specific

policies are also contained in the CBA and in the University Policies and Procedures

The CBA and the College Policies and Procedures (CP&P) call for departmental policies andprocedures including goals and objectives, and faculty activity plans including performance

expectations and requires systematic evaluation of program activities.

II. History of the College

A. The history of the College is described in an appendix. This document will be periodically

updated by the Dean's Office staff. fAPPENDIXAI

III. College Mission, Vision and Values [CBA 2.3]

A. Mission: The College educates individuals to meet today's scientific and professional

challenges, and tomorrow's opportunities. Graduates will assume these roles with

distinctiveness and compassion. Students are the focus of the college's mission to

integrate liberal arts within a scientific and technological community. The learning

environment is respectful and caring. Our commitmentto high quality undergraduate

and graduate programs is governed by demanding standards for faculty, staff and

students.

B. Vision: The College is widely recognized for the education and success of its students,

contributions to new knowledge and the application of knowledge to society. The

college is a dynamic culture dedicated to excellence through individual and collaborative

accomplishments. Faculty/ staff, students and alumni are actively involved in a larger

community as professionals empowering the college's mission.

C. Values: Critical Thinking, Effective Communication, Scientific and Technological Literacy,

Creative Learning/ Student Success, Collaboration with the Larger Community,

Intellectual and Academic Achievement, Respect and Appreciation for Diversity.

D. With understanding of the University's Mission Statement, the assumptions presented

here are for each department's consideration before they establish specific goals and

strategies/ eventually to be incorporated in a strategic plan. These assumptions are not

meant to be all-inclusive and departments should expand on these as necessary for their

discipline.

1. Departments will serve as responsibility centers for general academic, professional

and/or health service offerings.

2. Program offerings should be as close as possible to the students seeking service.

3. Departments will receive their support from state appropriations, student tuition/

grants and private donations.

4. The resources necessary for academic programs will be largely distributed based on

criteria related to the number of majors and full time equivalent students (FTES)

served, and student to faculty ratios appropriate for the discipline and accreditation

requirements when applicable. In addition, resources for new initiatives will be

limited favoring actions that are productive and cost effective.

5. Departments will be increasingly pragmatic when revising existing and developing

and implementing new curricula that prepares students for specific and rewarding

careers. All degree programs will, in most cases, require the minimum number of

credits for competency in the field of study without compromising overall quality or

unnecessarily exceeding university graduation requirements (180 credits for

undergraduate programs).

6. Each department will clearly define its scope of business activities and at the same

time identify capacity for increased enrollment within existing programs/funding

and unmet demands for new programs requiring new funding.

7. Departments will identify and develop relationships/connections with high schools/

community colleges, four-year institutions and/or any other constituency necessary

for sustaining future enrollments.

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IV. Structure and Administration of the College

A. Dean's Office Organization: The college has two distinct academic entities that report to

the dean of the college. One of these academic units functions as a school with an

associate dean assigned. This unit is the School of Computing and Engineering Sciences,

which includes the departments of Computer Science and Engineering & Design. The

second entity is a cluster of departments and a program which are not tied to a school

and nor do they have an associate dean connected with them and thus report directly to

the dean. These include the departments of Biology, Chemistry/Biochemistry, Geology,

Mathematics and Physics plus the Environmental Science program.

B. The Dean's Office Staff: Staff includes an Administrative Specialist, the Finance and

Administrative Officer/ and a Multimedia Specialist reporting directly to the dean. In

addition, two academic Advisor/Recruiters are associated with the college and report to

the associate dean for Computing and Engineering Sciences. The college also has an

Advancement Director assigned to assist in its fundraising efforts.

C. Organizational Chart: College

College

Organizational Chart

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Chair

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Dean || .~^incemenl Dlfcclor

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11/14/14

D. Role and Review of the Dean, Associate Dean & Dean's Office Staff [APPENDIX Bl

E. College Policies and Procedures:

1. Review of the College P&P will be conducted at least every three (3) years (CBA

2.3.1), by a standing committee for the college consisting of three (3) faculty

members from three (3) different units and two (2) members from the dean's office.

College chairs will select the members of this committee. The College P&P may

undergo change because of new developments and directions. For example, the

college's mission, vision and strategic plan will need to be periodically reviewed

and/or updated to ensure consistency with university goals and objectives. Also, as

new policies and procedures are created, old ones are modified and new

agreements are incorporated into the CBA, this P&P will need to be updated. Non-

routine modifications of this document will require a majority vote of the college

faculty affected by the issues in the P&P (CBA 2.3.1). All faculty and staff will beapprised each time a change is proposed. Approved documents will be prominently

displayed on the college website.

2. Eligibility - To be eligible to vote on the College P&P an individual must:

a) Be paid by a department or similar academic unit,

b) Be assigned to commonly defined academic pursuits such as teaching or

research at least half-time (0.5 FTE),

c) Be a probationary, tenured or special faculty (CBA 3.2).

3. Only regular faculty (tenured and tenure- track) may vote on issues relating to

personnel. On other issues, each department or similar unit is permitted to establish

voting rules. Likewise, voting procedures are left to the discretion of each

department, school or program

4. These policies and procedures should be reviewed annually per academic year and

be altered to reflect major developments in the CBA and university, college, and/or

department/programs. Major changes to the college or department, school or

program polices and procedures can be made no more than once per year. Changes

to the CP&P can be made as follows:

a) Suggested changes will be submitted in written form to the dean and

department chairs.

b) If the suggested change(s) is a minor change to content, though requiring change

in the form of the document (minor editorial changes), then the changes can be

made by the standing committee.

c) If there is a substantial change to the content of the plan, then a majority vote of

the faculty in the college is required (see definition of faculty and voting

eligibility in IV.E.2&3 of the CP&P).

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F. Budgetary Decisions

1. Major budgetary decisions for the college are the purview of the dean. In

collaboration with the chairs/program directors, the dean will make budgetary

policy, the execution of which may be made by the dean or his/her designee. The

dean will provide department chairs and program directors with annual budget

reports.

2. Departments/schools/programs are responsible for developing their budgeting

methods. The department chair and/or program director (in some cases) are

responsible for the fiscal integrity of the department/school/program. The college's

finance and administrative officer will assist the department's fiscal person

regarding various aspects of the department's budget when necessary. The

adherence to the college and a department/school/program's budgetary limitations

are the responsibility of the dean and the chair or program director, respectively.

3. In recognition of differences among the disciplines within the college, various

productivity measures will be evaluated when considering the distribution of

resources. Data will include, but will not be restricted to, ratios of full-time

equivalent students to full-time equivalent faculty (FTES/FTEF), dollars

expended/FTES, numbers of majors, numbers of Bachelors and Masters degrees

granted, academic year faculty workloads, and total tuition dollars generated by a

program will be reviewed. The average FTES/FTEF ratio for the college should

approach 22:1. Program innovation and modifications may be needed to meet this

target, ultimately benefiting the college. Although it is the responsibility of the chair

or program director to work within the confines of their budget, there may be times

when additional funds are needed due to unforeseen circumstances or

opportunities.

4. A high priority of the college is to maintain a modest reserve account to take care of

emergency equipment repairs, unexpected benefit adjustments/ classified step

increases/etc. Departments in the college have high technology equipment

requirements and it is essential that funds be available for new faculty start up

needs and to repair or replace equipment as needed. This reserve will be held in the

dean's office and will be a mix of one-time and base funds.. Expenditures from this

account for major purchases will be decided by the dean based on

recommendations from the chairs.

G. College Meetings

1. College Advisory Board Meetings each fall and spring quarter

a) Attendees: dean, associate dean, dean's office staff, advisory board members,

department chairs and program directors

b) Agenda typically will include a state of the college address by the dean,department/program updates given by department chairs and program directors

and select student and/or faculty presentations.

c) Role of the College Advisory Board, see APPENDIX C.

2. Chairs' and Program Directors' Retreat Prior to fall quarter

a) Attendees: dean, associate dean, dean's office staff, department chairs and

program directors

b) Agenda typically will include a review of the past academic year, introduction to

work required for the new academic year and development, planning and review

of new policies and procedures at the college or university level.

3. Chairs' and Program Directors' Meetings approximately every first and third

Wednesday of each month.

a) Attendees: dean, associate dean, dean's office staff, department chairs and

program directors

b) Agenda typically will include updates and discussions related to current

academic, policy or budget related matters, and decisions with regard to student

and faculty awards.

H. Standing College and Departmental Committees

1. College Personnel Committee (CPC) [CBA 5.4.4(b)]: There shall be one seven-

member committee to consider candidates for tenure and/or promotion to

acsociate professor/ promotion to full professor and post tenure review/merit salary

increases for full professors. The committee will be made up of tenured faculty. Each

department will elect a representative to serve on the committee. At least six

members of the personnel committee should hold the rank of professor.

Membership on the CPC will be for three years. Members will rotate on a three-year

cycle with three or four members being replaced each year. All members of the

newly formed CPC will meet once with the dean, and the previous chairperson of

the CPC if necessary, to review evaluation procedures used during the preceding

year to promote efficiency and consistency in the process and to discuss changes

that should be considered to improve the process. All deliberations of the CPC in

regard to tenure and/or promotion cases will be confidential. The results of such

deliberations will be made known to those to whom the committee is required to

report, including the faculty member being reviewed, and then only by the

committee member(s) formally charged with that responsibility. [APPENDIX D; CPCProcedures for Review of Candidates for Tenure and/or Promotion and Post Tenure

Review/Merit Salary Increases]

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2. Departmental Personnel Committee (DPC) [CBA 5.4.4(a)]: Each department will

develop procedures for the selection of a DPC with a minimum of three members for

the purpose of evaluating, reviewing and recommending faculty activity plans and

faculty members for retention, tenure and/or promotion, post tenure review and

merit salary increases. It is recommended that only tenured faculty serve on the DPC

and that recommendations related to promotion and tenure be made only by

faculty of rank above the candidate being considered. For the review of lecturers the

DPC may include tenure track faculty or senior lecturers. A committee member will

abstain from participating in a recommendation that presents a conflict of interest,

such as a recommendation involving a spouse or other family member. The terms of

committee members should overlap. The department chair will make separate

independent evaluations for retention, tenure and/or promotion and, like the

department personnel committee, will discuss all recommendations with candidate.

[APPENDIX E1 General DPC Procedures and Responsibilities for Retention/ Tenure

and/or Promotion and Post Tenure Evaluation and Post Tenure Review/Merit Salary

Increases]

3. The Chief Academic Officer will establish the appropriate schedule for evaluation

activities of faculty candidates by the above committees. In general,

recommendations for faculty personnel actions originate from the DPC. After review

and evaluation by the department chair, recommendations are forwarded to the

CPC (if applicable). The CPC evaluations and recommendations are advisory to the

dean.

The Department: All departments shall recognize the education of students as their

principal function. Each department member should be familiar with the university's

Mission Statement and Operating Plan, the CBA, the College P&P and their Department

P&P. The department chair is responsible for making current versions of all such

documents available to department faculty.

As focal academic units within the university, departments, schools, and programs have

many important responsibilities to fulfill with adequate university support.

1. Department and Program Responsibilities

The college encourages departments to meet these responsibilities to the best of

their abilities:a) To develop and improve department and program curricula through a regular

cycle of assessment and revision.

b) To conduct learning outcomes assessments on a regular basis, incorporating the

results of these assessments into the academic planning process.

c) To ensure that department and program curricula reflect the current state of

knowledge in the relevant academic fields.

d) To offer sufficient courses on a regular basis to ensure that students can make

normal progress toward degree completion.

e) To offer appropriate courses in the lower-division general education curriculum

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and in the upper-division and graduate-level university requirements

curriculum—and including the senior capstone.

2. Departments are encouraged to engage in the following activities:

a) To promote and support student and faculty research.

b) To promote service to the department, college, university, professional

organizations and the community.

c) To recruit new faculty for the academic programs they offer.

d) To facilitate faculty development in teaching and other professional activities.

e) To engage in a continuing process of academic planning in order to ensure the

highest quality for their educational programs.

f) To develop an advising plan that provides quality assistance to students.

g) To engage and collaborate with other units in the university and with the local

and regional communities.

h) To consider the development of on-line courses/ certificate programs and college

in the high school programs.

3. Specifications for Department Policies and Procedures

Department P&Ps shall be developed such that they are consistent with and

supportive of the university and college missions and strategic plans.

[APPENDIX F Specific items to be included in departmental P&P]

4. Department Strategic Plan and Action Plans

a) Each department and program will develop a strategic plan with goals and

strategies in order to improve their respective programs and curricula, to

establish priorities in order to better allocate and manage resources, capacity

and personnel. The plan should include goals, outcomes, and what will be

measured to determine success. Goals should be meaningful and important to

the department or program. The plans should be consistent with those of the

university and the college.

b) Action plans related to the strategic plan will focus on aspects of the strategic

plan within a specific time frame and outline in detail on how the strategic plan

will be implemented through specific activities, identifying who is responsible for

the activities and describing how progress will be measured.

5. Process for Appointment, Role and Review of Department Chairs [CBA, Article 10]

a) Departments will take nominations for election to the role of department chair

at a faculty meeting. It is suggested candidate(s) present their goals and vision

for the department orally and in writing. Those nominations will be sent to the

dean for approval. Once the nominations have been approved, the dean or

his/her designee will attend a subsequent faculty meeting to hold a vote. Once

the vote is complete, the dean's office will tally the votes and the dean will notify

the department of the results. The dean will develop a recommendation based

on the advisory vote in the department. The recommendation from the dean will

be forwarded for approval to the chief academic officer.

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b) The chairs will receive training for their position. Professional development

opportunities for chairs may be made available by the dean and through

workshops provided by Academic Affairs.

c) The newly appointed chairs in the college will normally begin their term as chair

on or around 1 September.

d) The chair will be reviewed annually by the dean based on the performance of

duties and responsibilities as outlined in the C P&P and DP&P. The results of the

review will be shared with the chair. Faculty will participate in the evaluation of

chairs at least every two years. Although not addressed by the CBA, the policy of

the college is that results of a chairs' evaluation, upon completion by the dean,

will be shared with faculty of the affected department.

e) Based on the evaluation of performance, a plan may be developed jointly by the

dean and the chair to enhance areas of strength and to help develop any areas

that need to be upgraded. Subsequent to an evaluation the chair may be

removed by the dean. The department faculty by a two-thirds (2/3) majority

recall vote may initiate a request to the dean to remove the chair at the end of

any academic quarter. The dean shall conduct the vote in the department. The

chair may resign at any time.

f) The department chair is the chief administrative officer of the academic

department and reports administratively to the dean of the college or to a

respective associate dean. The chairs are to be informed and advised by, the

collective expertise of their faculty and provide information from the university

and the college to the faculty. The chair is expected to provide effective

leadership and management in the operation of the department within college

and university policies and goals. The chair is also expected to provide

leadership to the department focused on achieving excellence in instruction and

scholarship, as well as equity, and due process in department decision-making.

g) Summer Appointments: Chairs are expected to work the equivalent of 1/9 of

their base salary (a 50% summer appointment). It is expected that chairs will be

on campus and available to handle administrative duties as required and at a

level proportionate with the release. Chairs/directors will be the primary

advisors for students for their departments or programs for the summer.

Additionally, in accordance with the CBA, chairs are expected to be available

during the month of September prior to the beginning of fall quarter.

h) The department chair is expected to perform, in an effective manner/ specific

duties which can be found in [APPENDIX G1.

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6. Role and Review of Program Directors

a) The program director is responsible for representing their program in

administrative matters and for managing all program activities. These activities

include and are not limited to curriculum, class scheduling, consulting with

department chairs on teaching assignments relative to the courses specific to

their program, budget and fiscal management of the program, student advising.

Program directors are leaders of their respective programs and should foster

quality and accountability of the programs they oversee.

b) Program director line of administrative operation is through the dean of the

college even though they work in coordination with other associated

departments. The dean of the college, who in consultation with the chairs of the

departments, which are associated with the program, will appoint the program

director. The term of the appointment will be mutually agreed upon between

the dean and the program director.

c) The dean will review the performance of the program director annually. The

program director will be reviewed based on the performance of their duties and

responsibilities as outlined above. Based on the evaluation of performance, a

plan may be developed jointly by the dean and the director for improvement or

the director's appointment may be terminated by the dean. The program

director may resign at any time.

7. Role and Review of the Faculty Member [CBA Articles 5-7]

a) Teaching is the primary activity for faculty in the college. In accordance with the

CBA, all faculty members are expected to carry an appropriate workload, meet

classes regularly, use student evaluation forms to assess teaching effectiveness,

be current in their field or discipline and maintain methods of professional

practice or performance. Each faculty member is responsible for meeting all

scheduled classes. Each faculty member is also responsible for planning,

organizing and informing students of the course content, texts, readings,

assignments, attendance regulations and methods of evaluation including

grading scales. Faculty members are responsible for scheduling and attending

office hours to meet the needs of students as identified in department plans.

They are also responsible for turning in grades according to the deadline

established by the registrar's office. It is a responsibility of faculty to make sure

that their department distributes student evaluations in all classes according to

department/ school or program procedures.

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b) Tenured and tenure-track faculty are expected to advise students who are

declared majors in their department on department, college and university

requirements and career opportunities in their disciplines. Academic advising in

the major, certificates and minor areas of the curriculum is the sole province of

the faculty. Advising is an integral part of the teaching function and academic

program. In addition to major, minor and certificate requirements/ the advising

function also refers to course selection, internships/ departmental graduation

requirements and sign-off, and career consulting. Furthermore/ faculty members

are expected to advise or refer students to appropriate advisors concerning

general education and university graduation requirements. Each department and

program within the college should establish an effective and equitable system of

advising to meet the needs of the program, its students and faculty. The system

should be a part of the department, school or program P&P and reflected in its

faculty activity plans.

c) Professional and scholarly activity is required a's part of the college's educational

mission.

d) Faculty members are also expected to play an important role by providing

service to the university, college, department, and to the external community.

e) Special faculty (lecturers, senior lecturers, visiting assistant professors) shall be

used to provide needed expertise and flexibility in meeting workload

requirements, and to replace faculty on assigned time or other activities. Special

faculty teaching workload is 45 credits for three quarters. Special faculty may

receive assigned time for administrative duties needed by department, school or

program. Special Faculty may receive assigned time for administrative duties

needed by department, school or program, such time should not but may do so

in exceptional circumstances exceed one 5 credit class.

f) Quarterly Faculty: All faculty hired on a quarter-by-quarter contract are referred

to as "quarterly faculty." The following process is used when hiring quarterly

faculty: During spring quarter, each department must submit to the dean's office

a workload form for all department faculty members and a part-time overload

(PTOL) request for the following academic year. In July of each year, the dean's

office will notify each department, school or program of their approved PTOL

allocation for the entire academic year based on available budget. In August,

units must confirm all quarterly faculty appointments for fall quarter, providing

all necessary information to the dean's office, including a current vita.

Appropriate documents and a contract letter will be issued. Mid-fall and winter

quarters, departments will be notified of the balance of their allocation. At this

time, units may request additional funds based on student enrollment and

department needs. Appropriate documents and a contract letter will be issued

upon confirmation/approval of quarterly faculty requests. As needs arise/

requests for additional PTOL can be submitted to the dean's office in writing at

any time during the academic year.

8. Overload: Overloads will follow the policy put forth by the [CBA 7.7.7].

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9. Conflicts of Interest: Each department within the college should establish procedural

safeguards that address potential conflicts of interest. These procedures, should at

a minimum/ be as follows:

a) Concerning the chairs' evaluation of faculty and staff teaching performance, the

chair, any member(s) of the department and/orthe dean will/myst identify any

circumstances that constitute a possible conflict of interest between the chair

and department member(s). Following agreement that a potential conflict may

exist, a case-specific plan will be designed to address the conflict, which is

agreeable to all parties. Such plans will remain confidential and be kept in

appropriate personnel files.

b) Areas of potential conflict of interest might include, but are not restricted to, the

following: retention, promotion, renewal, discipline, dismissal/ and salary.

c) The department faculty and staff are referred to the College P&P, University

Policies as well as the CBA for further policies and procedures regarding

university ethics, conflicts of interest and/or grievances.

10. Running Start in the High Schools: Regional and State-wide high schools are

interested in expanding their concurrent enrollment partnerships with EWU in a

variety of fields/ some of which impact the college directly. Several

departments/programs are currently involved in the Running Start in the High

Schools. College courses that are offered through concurrent enrollment must

adhere to the same standards as the equivalent on-campus courses with respect to

course prerequisites and instructor training.

At the end of each fiscal year the college will disburse the net income from

concurrent enrollment courses, once all expenses are covered, on a 75 (department)

,25 (college) split. If a course is offered through a program, the monies will be

distributed to the department in which the participating faculty mentor resides. The

department can use these funds for other needs such as special purchases, travel or

similar one-time expenses.

16

V. Personnel Policies

A. In part, this document establishes the general policies/ standards, and procedures for

the recruitment, appointment/ retention, tenure and/or promotion, post tenure review

and merit salary increases of faculty in the college. The college defines faculty (ranked

and special) in a manner consistent with definitions in the [CBA Article 4]. This means

that in the college to be considered faculty, (1) an individual must be employed at least

half-time (0.5 FTE), (2) be paid by a department or similar academic unit/ and (3) be

assigned to commonly defined academic pursuits such as teaching or research at least

half-time (0.5 FTE).

1. Faculty Recruitment and Hiring [CBA 3.4]: In the college the guiding principle will be

to hire, support and retain the most qualified faculty. To that end, all departmental

faculty recruitment activities and appointments will conform to the following

policies. All recruitment activities follow the guidelines for recruitment provided by

the American Association of University Professors. Departments may wish to further

elaborate on these policies and procedures below as appropriate in their

Department P&P.

2. Requests for Faculty Positions

a) Preparation of requests: The Dean's office will consider critical position requests

for full-time tenure track and/or full-time lecturer positions for which searches

could be contemplated on an annual basis and in conjunction with the timeline

developed by the chief academic officer.

b) Department chairs and program directors should lead unit discussions of

strategic requests within the context of conservative fiscal management and

with serious attention to the most critical needs of the unit, other partnering

units (if appropriate), the college and the university. As they develop their

requests, chairs and program directors will want to discuss with colleagues the

impact of the potential hire on the unit's instructional coverage, program

enhancement, diversity, research activity, and external partnership

development.

c) Once all departments have submitted their personnel requests, the dean will

review all requests and send the chief academic officer a ranking of the requests

with written justification of his/her ranking. This information will be provided to

all departments that submitted personnel requests.

3. Factors to be addressed when preparing a personnel request are listed in the

personnel request form provided by the office of academic affairs or the dean's

office.

4. Criteria used: The criteria used to evaluate position requests from chairs and

program directors are congruent with the criteria set forth by the provost and with

the guiding principles of the university strategic plan and the college strategic plan.

Requests for permission to hire will be reviewed in light of the strategic goals below

17

and should address these goals in a two-to-three page summary. The most

compelling requests will address more than one of the following:

a) Maintain or enhance undergraduate major enrollment in core enrollment areas

and in areas with clear growth potential;

b) Contribute to a truly student-centered department and college;

c) Maintain and enhance selective excellence in graduate education;

d) Contribute to the critical general education and integrated curriculum mission of

the college and strengthen liberal learning at the core;

e) Create opportunities for diversifying the faculty;

f) A plan to generate a diverse pool of candidates;

g) Create new opportunities for external funding;

h) Contribute to multi-disciplinary/multi-unit position sharing; research

collaborations across disciplines, units/ colleges; promote bridge building with

the corn m un ityand/or other hstitutbns;i) Leverage support for position requests with existing or new funding sources.

5. Approval to Hire

a) The dean, in consultation with the provost, will determine when a department is

allowed to recruit for a position.

b) In consultation with the department chair, the dean will establish an appropriate

target salary (in accordance with the CUPA salary survey) to be recommended to

the chief academic officer for hiring new faculty.

6. The Hiring Process (Recruiting, screening, accessing candidates)

These aspects of the hiring process are covered in the Hiring Reference Manual pdf

document from Human Resources, http://access.ewu.edu/hrrr/hiring-process.

(Note:) Departments, schools, and programs are urged to provide an opportunity for

candidates to interact with students and faculty while on campus as a part of the

evaluation process.

a) Recommendation for Hire

(1) The recommendation must be consistent with the criteria and duties stated

in the original announcement. If the selection of the final candidate is based

on significant changes in the criteria for the position or the duties, there

must be a new search.

(2) Written evaluations based on the position criteria for each person

interviewed must be forwarded to the dean with the department's

recommendation for hire.

(3) No formal or informal offer or commitment may be made to a candidate

without the dean's approval.

(4) Chair's recommendation: A memo from the chair to the dean must

accompany a request to hire a particular candidate and should include:

(a) Name of the selected candidate(b) Qualifications/strengths/contributions to the program(c) Rank, department

18

(d) Conditions if early tenure is discussed

(e) Conditions of appointment based on PhD or terminal degree completion

(if applicable)(f) Number of years of prior professional experience

(5) Dean's recommendation: A memo from the dean to the provost will be

submitted prior to the preparation of the hiring proposal and offer letter for

approval. This memo will include in addition to the above items:

(a) Proposed salary (include funding justification if salary exceeds budgetedamount)

(b) Moving allowance (if applicable) to be funded by the department and thecollege.

(c) Start-up funds (if applicable) to be funded by the department and thecollege.

(d) Other conditional terms of employment (for example: provisions for

previous completed work to be counted during the tenure and/or

promotion process at Eastern)

b) Offer Letter: Once these preliminary conditions are discussed and approved,

then the hiring proposal and offer letter can be submitted to Human Resources

for processing. This step will be managed in the Dean's Office.

c) [CBA 4.1.1] "Degree contingency" applies when faculty are hired without yet

obtaining their terminal degree. "A doctorate or terminal degree is required,

however, appointment without these qualifications may be made in exceptional

circumstances."

d) Hiring with Tenure: Faculty may be hired with tenure at the rank of Associate

Professor or Full Professor. The process for hiring with tenure must follow the

hiring-in procedures as designated in the college and department plans, and it

must include a thorough evaluation process for granting tenure by faculty of the

department including at a minimum an interview with key faculty members and

a review of written credentials by all faculty in the department. Those hired in

with tenure must, at least, meet the criteria and qualifications for the rank of

Associate Professor as indicated in the CBA.

e) Hiring with Joint Appointments: Faculty may be appointed in two (2) or more

departments or programs subject to the conditions of the CBA.

7. Appointment: All faculty appointments and reappointments are made by the Board

of Trustees. The letter of appointment becomes effective when a copy is returned

with the appointee's signature. The letter shall set forth the terms of employment

including, by reference or definition, the duties and responsibilities of the position,

the type and term of employment, the salary and the specific period of probationary

status, if any. The initial rank and salary agreements accepted by the candidate will

be deemed to represent the understood conditions at the time of employment and

• shall not be subject to subsequent review for purposes of later adjustments.

8. Retention: Probationary faculty will be evaluated annually starting their second year.

19

Retention will be dependent primarily upon the faculty member's progress toward

tenure and/orthe next higher academic rank. Retention is not a guarantee of

subsequent reappointment.

9. Tenure: The tenure decision for an assistant professor is based, in great part, on the

qualifications for promotion to associate professor. In the event that a faculty

member is hired with an advanced rank, the judgment to grant tenure will be

consistent with the standards for that rank [CBA 3.7].

10. Post tenure review and Full Professor merit review will occur during the final year of

the faculty members FAP. Evaluation for post tenure review and merit salary

increase is based on performance in teaching, scholarship, and service as defined in

the College P&P/ department P&P and the faculty members FAP.

11. All personnel actions involving retention/ tenure and/or promotion will be preceded

by rigorous evaluation of the faculty member meeting all his/her Faculty Activity

Plan expectations for a positive recommendation.

12. The dean is responsible for negotiating with the departments the standards and

criteria for faculty appointment, retention, tenure and/or promotion. He/she has the

responsibility for reviewing departmental P&P before forwarding them to the chief

academic officer for final approval. Final approval for Faculty Activity Plans lies with

the Chief academic officer or his/her designee. The dean will consider all materials

submitted, to arrive at a recommendation for or against retention, tenure and/or

promotion of a faculty member. All recommendations and materials will be

forwarded on to the chief academic officer.

13. Many additional specific policies and procedures relative to appointment, retention,

tenure and/or promotion are also contained in the CBA. All faculty and others who

participate in personnel evaluation are responsible for reading and complying with

these policies and procedures as well as other approved statements at the college

and departmental levels

B. Faculty Personnel Decision Making—General Policy

1. The Faculty represents the college's most important and valuable resource in

attempting to meet its goals. Accordingly, all faculty personnel decisions, most

particularly decisions related to appointment, retention, tenure and/or promotion,

should encourage excellence in teaching, professional and scholarly activities and

service, and enhance the attainment of programmatic objectives. Professional peer

evaluations are central to faculty personnel decisions. While evaluative information

may be sought and may be accepted from other individuals/ only full-time tenured

faculty of the College should vote on recommendations regarding faculty personnel

matters that are forwarded to the dean and the chief academic officer.

2. Three basic principles guide faculty personnel decision-making in the college. These

20

3 principles are also the guide to the development of faculty activity plans. They are

as follows:

a) Decisions should advance the goals and objectives of the department and

College.

b) Senior faculty should play a lead role in making faculty personnel decisions.

c) The most important level of review with regard to faculty personnel decisions is

the department.

C. Faculty Activity Plan (FAP) [CBA 7.4]: Retention, tenure and/or promotion decisions are

to be based on the evaluation of individual performance. Evaluation is based upon an

approved FAP. Under the provisions of [CBA 7.4], each faculty member (excluding

lecturers and quarterly faculty) will prepare a faculty activity plan (FAP).

1. For new faculty members, an FAP should be prepared no later than the conclusion of

the first academic quarter covered by the plan.

2. For existing faculty members (not going for tenure and/or promotion), a subsequent

FAP must be created during the quarter that their current FAP expires.

3. Templates and Guidelines have been developed for department use when preparing

Faculty Activity Plans. These guidelines are in FAPPENDIXHI. Templates are also

available at the CSHE Home Share point site

http://sharepoint.ewu.edu/cshe/cshe/SitePages/Home.aspxfor

a) Tenure and promotion to Associate Professor;

b) Promotion to Full Professor;

c) Special faculty with senior rank

d) Standards and expectations for merit (Tenured full Professors)

4. The faculty activity plan will specify the criteria and evaluation procedures for

retention, tenure, promotion and professional advancement. Evaluation is based on

judgment of performance in three areas:

a) teaching and performance of primary duties

b) professional and scholarly activity

c) service as appropriate. It is expected that the faculty activity plan will remain

consistent throughout the terms described in the CBA.

d) The Department P&P shall clearly identify specific requirements and

qualifications appropriate to their discipline for retention/ tenure and/or

promotion, post tenure review and merit salary increases. Faculty Activity Plans

will be prepared for individual faculty members based on these requirements

and qualifications.

e) Types of Evidence to be considered [CBA 5.4.3(a)] [CBA 7.4.3(b)] [CBA 7.5] [CBA7.5.5]: Each written plan will be in compliance with all pertinent and approved

criteria and guidelines. The plans should define specific requirements that must

be satisfied for a positive performance evaluation, a recommendation for

retention, a recommendation for tenure and promotion to associate professor, a

21

recommendation for promotion to the rank of full professor or post tenure

review and merit salary increases. Each plan will detail faculty duties and

establish quantitative and qualitative measures of the expected level of

performance in the areas of excellence in teaching, superior or significant

professional and scholarly activity, and superior or significant service to the

university and/or the community. The categories within each area of evaluation

described in the section entitled "Standards, Criteria and Evidence considered

for Retention, Tenure and/or Promotion" should be used as a guide in the

preparation of the faculty member's plan.

f) The department, school or program personnel committee, the

department/school chair or program director, the Dean and the Chief Academic

Officer must approve all faculty activity plans. Modifications can be made to

these plans and are subject to the same approval process described above.

g) For newly hired faculty members, provisions for counting any work that may be

applicable to his/her position at Eastern (for example: work completed prior to

hire) and considered during the tenure and/or promotion process must be

approved by the chair, the Dean and the Chief Academic Officer prior to a hiring

contract being issued.

h) When a faculty member becomes the chair of a department/school or a program

director, a faculty activity plan should be developed during the first quarter of

his/her appointment to reflect the assigned time for administrative duties.

Teaching, scholarship and service requirements should be adjusted accordingly.

Once the term of appointment is complete, the faculty member is required

modify his/her plan to reflect the change.

D. Criteria for Retention Tenure and Promotion: Evidence to be considered

[CBA 3.6.4] [CBA 7.7.3]: Evaluation for promotion to any rank is based on performance

as supported by evidence of excellence in teaching, superior or significant professional

and scholarly activity, and superior or significant service to the university and/or the

community.

1. Special Faculty Evaluation and Retention is based on teaching and department need

[CBA 4.6]a) Recommendations for renewal of special faculty appointments are sent to the

dean from the department chair and DPC following department concurrence and

must include the reasons for the position, student evaluation data, peer

evaluations and a comprehensive vita on the prospective candidate in addition

to the candidate's workload.

2. Probationary Faculty Evaluation and Retention

a) Evaluations for probationary faculty will take place during the years of

employment as indicated in the [CBA 5.3]. Full-time faculty on probationary

status will be evaluated by the chair and by the department personnel

committee (DPC) to determine reappointment in the second year of their initial

appointment, and annually thereafter.

22

b) A new faculty member should show satisfactory progress in developing a record

in teaching excellence, professional and scholarly, and service to the university

and/or the community which will eventually result in the granting of tenure and

promotion to Associate Professor. Again it is expected that probationary faculty

will concentrate on effective teaching and on establishing a record of significant

professional and scholarly activity in the first two years as a faculty member.

c) Following successful completion of their initial probationary appointment,

faculty will be provided with a second two (2)- year probationary contract. Upon

successful completion of the second two (2)- year probationary contract, faculty

will be provided with a third two (2)-year probationary contract.

d) Probationary contracts with a three (3) year term in place as of the effective date

of the CBA will be completed according to their terms.

e) If performance shortcomings are identified through the annual evaluation

process during the term of a probationary contract, and the faculty member

does not make adequate progress in addressing those shortcomings after being

given a reasonable opportunity to do so, the probationary faculty member may

be terminated with notice as provided in [CBA 5.3.5]. Chair and committee

evaluations and recommendations shall be retained in the faculty member's file

in Human Resources. Supporting materials, including student evaluations, will be

returned to the faculty member.

f) The evaluation process should ensure that performance will be evaluated in

terms of quality and that achievements are not merely enumerated. The

following guidelines will be adhered to in performance reviews:

(1) Evaluations are to be a continuing, constructive process with the goal of

assisting faculty to reach higher levels of professional competence.

(2) Emphasis will be upon the supportive function of evaluation as well as the

function of providing a basis for personnel action decisions.

(3) Written evaluations of faculty eligible for retention, tenure and/or promotion

will be in compliance with the timetable announced by the provost and vice

president of academic affairs.

(4) The faculty member assumes the responsibility of maintaining the necessary

documentation and making it available in the proper form on a timely basis.

(5) An assessment of a faculty member's classroom performance through

student evaluations must occur in each of their classes taught during the 4

quarters preceding the review of faculty for retention, tenure or promotion.

Exceptions may be granted only under unusual circumstances and reasons

must be documented. An assessment of classroom performance will also be

made through peer evaluation with a minimum of two peer evaluations for

any review.

(6) Evaluations may include the review of any stipulated conditions to enhance

performance by the individual that will be considered in subsequent

evaluations.

(7) After the written evaluation is prepared, the department chair and the chair

of the department personnel committee will meet with the candidate to

23

review strengths and weaknesses and to discuss progress.

(8) A Department Personnel Committee (DPC) recommendation for retention,

and a recommendation from the chair will be forwarded to the dean and

eventually to the chief academic officer. Recommendations will be placed in

the faculty member's official personnel file in the Human Resources Office.

(9) In accordance with the timetable announced by the chief academic officer

for the evaluation of individuals in their sixth year of tenure-credit

experience, the DPC will conduct an evaluation specifically for tenure and

promotion to associate professor. Recommendations by the DPC, which will

include an evaluation of the significance of the candidate's scholarship and

publications and by the department chair will be forwarded to the CPC. The

recommendation of the CPC will be advanced to the dean. All

recommendations are subject to approval by the dean, the chief academic

officer, the president and ultimately the Board of Trustees. If a negative

recommendation is forwarded regarding retention, a ten ure-track faculty

member may file a request for reconsideration as outlined in the [CBA 5.5;

Reconsideration]

3. Retention and Renewal: Retention is not a guarantee of subsequent reappointment

or the granting of tenure; the granting of tenure does not guarantee future

promotion. Probationary faculty are expected to concentrate primarily on

demonstrating effective teaching and establishing a record of professional and

scholarly activity during the probationary period, but also to make appropriate

contributions of service to the department, school, program, college and university.

By the time of the tenure decision, probationary faculty should have established a

clear record of accomplishment in all areas. Although major service roles for

institutional governance are normally the responsibility oftenured faculty,

probationary faculty will be expected to participate in general department, school or

program responsibilities. Particularly in the latter half of the probationary period,

probationary faculty can be expected to make significant university service

contributions as well. It is the chair or program director's responsibility to ensure

that any academic or administrative assignments given to a candidate do not

unnecessarily interfere with the candidate's progress in meeting expectations for

teaching and scholarship. The following guidelines will be used to guide Performance

Reviews.

a) Performance reviews are conducted annually for tenure track faculty and

lecturers. All other faculty performance reviews are conducted in the year the

FAP expires. Senior lecturers and tenured faculty not seeking promotion or merit

are to be continuing a constructive process with the goal of assisting faculty to

reach higher levels of professional competency.

b) Each department, school or program must have written policies, which specify

how student and peer evaluation of teaching for all faculty members will be

conducted. Departments, schools and programs are expected to provide the

faculty member with a copy of department, school or program peer review

24

procedures.

c) The faculty member is responsible for maintaining and making available the

proper documentation in the proper form on a timely basis.

d) Performance reviews of probationary faculty must include student evaluations of

a faculty member's classroom performance in each class taught as well as

appropriate peer classroom evaluations (with a minimum of two completed

annually).

e) The CP&P requires the administration ofteaching/course evaluation forms to all

classes taught by the faculty of the college during the four quarters prior to their

review regardless of tenure, rank or position status. Including full professors to

be evaluated either for merit or end of FAP review.

f) Performance reviews may include any stipulated conditions for improved future

performance by the individual, which will be considered in subsequent

evaluations.

g) The department chair or program director and chair of the unit personnel

committee will discuss the results of the performance review with the candidate.

The candidate must sign a certification stating that he/she has received copies of

his/her review.

h) Recommendations for any personnel actions will be forwarded to the Dean after

the performance review is discussed with the candidate.

i) The written evaluation, supporting documentation including a minimum of a

copy of student evaluations for each course for the prior four quarters and a

copy of one peer classroom observation since the last evaluation, a letter from

the department, school or program personnel committee and a letter from the

department chair or program director summarizing the consultation with the

candidate should accompany recommendations to the Dean.

j) For retention purposes, materials submitted should document only

accomplishments since the previous review. If the candidate deems it necessary

to establish continuity of activity, mention may be made of prior

accomplishments/ but these should be clearly labeled as originating prior to the

last review.

4. Tenure and Promotion from Assistant Professor to Associate Professor

a) Tenure is in part, a judgment of confidence in the future performance of a

faculty member. However, it can be based only on an assessment of the quality

and level of past performance over a faculty member's entire career. A high

level of expectation exists for promotion to associate professor which the

candidate must demonstrate as defined in the faculty members FAP:

(1) continuous evidence of excellence in teaching, curriculum development and

student advisement; and

(2) a record of superior or significant professional and scholarly accomplishment

which is predictive of ability to achieve future superior or significant

recognition through appropriate external review processes; and,

(3) superior or significant service achievements

25

b) Excellence and superior or significant levels of performance are defined in the

following section entitled "Standards, Criteria and Evidence Considered for

Retention, Tenure and/or Promotion."

c) Normally, maximum weight will be placed on the candidate's performance since

appointment to the College. If previous accomplishments are to be considered

from before appointment to EWU, it must be specified in the letter of

appointment and FAP. In the event that a faculty member is hired with an

advanced rank, the tenure decision reflects the evaluators' judgment that the

individual's performance is consistent with the standards for that rank.

d) A recommendation for or against tenure and promotion to the rank of associate

professor should be anticipated, in most cases/ by the candidate, based on

previous annual evaluations. These policies emphasize the importance of careful

and conscientious effort by all concerned in making timely personnel evaluations

and recommendations.

5. Promotion from Associate Professor to Full Professor

(1) The rank of professor signifies the highest level of professionalaccomplishment. A higher level of expectation exists for promotion from

associate to full professor than that of assistant to associate professor. The

decision to promote an associate professor is based on the candidate

fulfilling expectations in his/her Faculty Activity Plan. The qualifications for

promotion to full professor and program needs, a continuous record of

excellence in teaching, curriculum development and student advisement/

and evidence predictive of continuing excellence in teaching;

(2) a record of superior or significant professional and scholarly contributions to

the discipline or professional field, appropriate external peer recognition for

professional and scholarly achievement, and evidence predictive of

continuing contributions through research or creative work; and

(3) leadership in service and superior or significant service achievements, and

evidence predictive of continuing service contributions.

a) Excellence and superior or significant levels of performance are defined in the

following section entitled "Standards, Criteria and Evidence Considered for

Retention, Tenure and/or Promotion."

b) There is no maximum time limit for a faculty member to achieve the rank of full

professor. However, only in rare cases will a faculty member be considered for

promotion to full professor without four years of experience at EWU at the rank

of associate professor. Normally, maximum weight will be based on an

assessment of performance since the last EWU promotion or appointment to the

College.

E. General procedures for retention, tenure and/or promotion [CBA 5.1].

1. Each department must establish specific written standards/ criteria and expectations

for faculty excellence in the context of its discipline and college policy. The CSHE

standards that follow will be used in preparing department and faculty activity plans

26

and in retention, promotion and tenure.

2. The application of the evaluation criteria stated below in detail is understood to be a

guideline. Judgment is to be used in determining how well faculty members meet

the established criteria. The evaluation process should ensure that performance will

be evaluated in terms of quality and that achievements are not merely enumerated.

The factors given below will be considered in evaluating all candidates for retention,

tenure and/or promotion in the college.

3. The specific examples of evidence given below are not meant to be exclusive; in fact,

many things not mentioned might be highly relevant in one or another of the

criteria. Conversely, not all types of evidence suggested here might or could be

found in the single dossier of a particular candidate; the disciplines are simply too

diverse.

4. The material submitted in each candidate's file should document only

accomplishments since appointment to EWU/ unless indicated in the letter of

appointment and the FAP, or the previous promotion at Eastern whichever is most

recent. If the candidate deems it necessary to establish continuity, mention may be

made of prior accomplishments, but these should be clearly labeled as originating

prior to appointment or the last promotion.

5. In weighing the evidence, the CPC will take into account the candidate's plan,

his/her self-evaluation in each area, and letters from the department chair and

department personnel committee describing and assessing the candidate's specific

duties and achievements within each area. Specific/ concrete references should be

considered very important. It should not be assumed that all of the evidence

included in the candidate's file is equally important.

6. Excellence in teaching is the most important element in retention, tenure and/or

promotion decisions. Student evaluations and peer review of classroom instruction

will be used to evaluate teaching effectiveness. Professional and scholarly activity

shall normally be considered more important than service to the university and/or

the community. However/ expectations for professional and scholarly activity and

service may be tailored to the unique skills, interests or assignments of an individual

faculty member providing they meet the criteria for scholarly activity as stated in the

Faculty Activity Plan Guidelines (APPENDIX H).

7. Evaluation of Teaching with Release Time:

It is the policy of the College that probationary faculty members who are on track for

tenure and promotion to Associate Professor must teach a minimum of 50% during

that time period. This allows faculty members some flexibility when pursuing

research opportunities (such as large grants that take the faculty member away from

campus for extended periods of time) but also ensures that probationary faculty

members can meet the teaching effectiveness requirements of their faculty activity

plans allowing adequate time for student and peer evaluations and observations.

27

8. Evaluation by the Dean and Notification of Candidate

In arriving at a recommendation the dean will consider, all evidence submitted

including the following and make an independent decision for or against tenure

and/or promotion:

a) The recommendations of the DPC;

b) The recommendations of the department chair;

c) The recommendations of the CPC, and

d) Other information as appropriate.

9. The Dean shall forward a recommendation and all evidence submitted to the chief

academic officer. Evidence shall include but is not limited to:

a) the candidate's vita and faculty activity plan

b) the candidate's summary/self-evaluation and evidence to support

accomplishments in each of the three areas of teaching effectiveness,

professional and scholarly activity, and service to the university and/or the

community

c) letters from the department personnel committee, the department chair, and

the college personnel committee, each of which evaluates the candidate's

accomplishments in each of the three areas.

F. Standards, Criteria and Evidence Considered for Retention, Tenure and/or Promotion:

1. Faculty, at the time of appointment will be informed of the performance

expectations and criteria for performance for retention, tenure, and promotion. All

personnel actions involving retention, tenure and/or promotion will be preceded by

rigorous evaluation of the faculty member meeting all his/her faculty activity plan

expectations for a positive recommendation.

2. All faculty promotion and tenure decisions are based on a rigorous evaluation of

performance in three areas:

a) teaching effectiveness

b) professional and scholarly activity

c) service to the university and/or the community.

3. College standards for each of the three areas listed above are detailed below. The

Department Policies &Procedures shall clearly identify specific requirements and

qualifications appropriate to their discipline for retention, tenure and/or promotion

and merit.

4. Many additional specific policies and procedures relative to appointment, retention/

tenure and/or promotion are also contained in the CBA. All faculty and others who

participate in personnel evaluation are responsible for reading and complying with

these policies and procedures as well as other approved statements at the college

and departmental levels.

5. The Dean will consider the recommendations of the Department Personnel

28

Committee (DPC), the Department Chair, the College Personnel Committee (CPC)

and other appropriate sources in arriving at a recommendation for or against

retention, tenure and/or promotion of a faculty member and forward it to the chief

academic officer with all the other recommendations.

G. Teaching Effectiveness - General Overview

1. The college faculty is committed to instruction excellence. As stated above, each

department must establish standards for how the quality of instruction will be

evaluated and establish standards for what constitutes excellence in teaching for

retention, tenure and/or promotion. In general, effective teaching requires mastery

of the subject coupled with organizational and communication skills necessary to

share this knowledge with students in a manner that facilitates their learning.

Effective teaching requires faculty members to continually update course subject

matter and instructional techniques. Effective teaching may involve diverse

pedagogical approaches and may take place in many settings; some removed from

the classroom. Effective teaching may require collective as well as individual efforts

in developing or revising a curriculum or carrying out cooperative instructional

activities.

2. Student evaluations shall be compiled through use of a standardized university

assessment instrument and the data compiled from that instrument be used as one

measure of teaching effectiveness [CBA 5.4.3 (d)]. The student evaluation form will

be configured with a scale where 1= poor and 5= excellent. Evaluation Forms are to

be administered within the last two weeks of classes:

3. Departments, schools and programs have the option to determine the number and

specific language of questions asked beyond the four standard questions now being

used, which are:

a) The course as a whole was...

b) The course content was...

c) The instructor's contribution to the course was...

d) The instructor's effectiveness in teaching the subject matter was...

e) Additionally, the evaluation process must include a space for students to write

comments

H. Standards and Evidence of Teaching Effectiveness shall be divided into two general sub-

areas, student evaluations and peer evaluations. A discussion of specific criteria follows:

1. Student Evaluations: Student evaluations should be subdivided into three types:

evaluation forms/ written comments by students from class, and letters from former

students, if any. These three types of evidence are listed in general rank order of

importance. However/ the degree to which one type of evidence reinforces another

should be considered more important than general rank order.

a) The candidate must maintain at least a mean score of 3.0 or more for questions

1,2,3,and 4 (of the Student Evaluation) for all courses taught during the

29

academic year (i.e. academic year average). If this mean score is not met by the

end of the academic year (three quarters, Fall through Spring), the department

chair (or program director) and DPC will assess his/her progress and give a

written recommendation for retention.

b) For Retention and Annual Evaluations: Complete tabulated results of the student

evaluation responses to at least the four standard questions from each class

taught in the four most recent consecutive quarters (excludes 1st to 2nd year

retentions and summers) will be submitted to the DPC. Tabulated results of

responses to additional questions may be included. If results from any class

duringthis time period are missing, an explanation must be provided.

Tabulations from additional periods (including summer teaching) may be

included.

c) For Promotion: Complete tabulated results of the student evaluation responses

to at least the four standard questions from each class taught in the four most

recent consecutive quarters (excluding summers) should be included. Tabulated

results of responses to additional questions may be included. If results from any

class during this time period are missing, an explanation must be provided.

Tabulations from additional periods (including summer teaching) may be

included. Sets of entire student course evaluation forms may be submitted only

for the last four quarters of teaching (excluding summer) prior to consideration

for promotion.

d) Policies documenting the manner in which student evaluations are administered

must be included in the department P&P. In all cases, student anonymity shall

be protected. The instructor shall not be present at the time the evaluations are

administered, collected or collated. Evaluations will be made available to faculty

members following the submittal of their grades to the registrar.

e) Student Comments:

(1) It is recommended that departments provide an opportunity for students to

write comments. The evaluation form should also include spaces for the

date, course number and course title.

(2) Student comments from each class will be preserved and if transcribed will

be without editing or deletion/ and all comments from each class taught

during the previous four quarters, excluding summer unless this quarter was

part of the normal full-time contract year, must be included in the promotion

file.

(3) Letters from Former Students: Letters from former students may be included

in the candidate's promotion file. However, their solicitation is not

encouraged.

2. Peer Evaluations:

a) Peer evaluation of the teaching effectiveness, including 1 or more classroom

observations, of alt probationary faculty and lecturers will be performed

annually, beginning during the faculty member's first year of employment. These

observations must be discussed with the faculty member and a copy provided

30

for their record.

b) For tenured faculty seeking promotion there must be at least 2 peer reviews

conducted during the last four quarters of their FAP.

c) Tenured faculty not seeking promotion and tenured faculty seeking merit must

have at least 2 peer reviews conducted during the last four quarters of their FAP.

3. Testimonial Evidence: Each candidate's file must include letters from the

department chair and the department personnel committee. It may also include

letters from a variety of other professionals (e.g., colleagues within the department,

colleagues in other departments, colleagues at other institutions both within and

outside the discipline) and lay persons who have direct knowledge of the candidate's

classroom performance, scholastic expertise or professional community service. The

solicitation of such letters by the candidate should not be encouraged, but those

that are volunteered should be welcomed.

4. Documentary Evidence: Documentary evidence is that generated by the candidate.

It may include materials directly relevant to the preparation, instruction, or

evaluation of the candidate's classes and the department's program. For the

purposes of the promotion file, it should not include routine instructional aids, but

rather significant innovations or reorganizations (e.g./ new course proposals that

have been fully approved, illustrative course outlines in which the course has been

substantially changed/ new programs/ video production, computer software, etc.)

Considering the differences among various disciplines, it is not desirable to have a

college rank ordering of the types of documentary evidence. Departments may wish

to do so/ however.

Professional and Scholarly Activity-General Overview

1. Professional and scholarly activity requires active engagement with one's discipline

or field. It includes the search for new knowledge, the expression of creative talent,

and the application or dissemination of existing knowledge to one's discipline or to

issues and problems within our society.

2. Professional and scholarly activity enables faculty members to acquire and maintain

expertise within their disciplines and, where appropriate, across disciplines. It

enhances their abilities to engage students both in gaining knowledge of their

disciplines and in developing the skills by which that knowledge is acquired.

Professional and scholarly activity takes diverse forms depending upon each faculty

member and upon each discipline. For the purpose of retention/ tenure and/or

promotion, the common criterion for all faculty members is that professional and

scholarly activity must be demonstrated in such a manner that it can be observed

and evaluated by their peers including copies or links to all publications, books,

abstracts, reports etc...

31

J. Standards and Evidence for Professional and Scholarly Activity for Promotion from

Assistant to Associate Professor

1. At the time of review/ the candidate for tenure and promotion to Associate

Professor will be expected to provide evidence of research and scholarly activity that

includes significant scholarly contribution to his/her discipline or professional field.

All tenured and tenure-track faculty are expected to engage in scholarship or

creative achievement, the result of which is disseminated and subject to peer

evaluation in a manner appropriate to the field of study.

a) For categories 1-6 below, a minimum of 8 activities for tenure and/or promotion

to associate professor is required in at least three different categories. Of these

activities, a minimum of at least two refereed publications as deemed

appropriate by the department; and submission of an external grant with faculty

member as Pl or Co-PI is expected. Twice the minimum number of publications

(or creative works) or twice the minimum number of activities would be viewed

as exceptional scholarly productivity.

(1) Two refereed publications (or accepted for publication) or creative works as

deemed appropriate by the department (for multi-authored publications

please specify your contribution to the paper).

(2) Presentations (oral or poster) at regional, national or international

professional meeting.

(3) Submission of one external grant proposal with faculty member as Pl or Co-PI

for instructional improvement and/or research.

(4) Author or co-author of a textbook or textbook chapter (one of which could

substitute for a referee d publication).

(5) Development and/or delivery of short courses or workshops (face-to-face or

on-line) in one's discipline.

(6) Additional scholarly written work, including abstracts for journals, co-

authored or multi-authored abstracts as a non-presenter at professional

conferences, internal grant awards, book reviews, technical reports or

patents.

b) In addition to significant scholarly contributions/ external peer recognition of

scholarly achievement and evidence predictive of continuing contributions to the

profession are expected for tenure and/or promotion. Evidence should include 5

achievements from at least three of the following 15 categories for tenure

and/or promotion to associate professor.

(1) Citation of published research by other researchers.

(2) Editor or member of an editorial board of a professional journal.

(3) Invitations to review manuscripts for professional journals or book chapters

for professional texts.

(4) Invitations to review grant proposals for funding agencies.

(5) Invitations to review abstracts for professional society meetings.

(6) Election to membership in selective professional societies.

(7) Election to office in professional societies.

32

(8) Appointment to membership on committees that utilize professional

expertise.

(9) Invitations to chair sessions at professional society meetings.

(10) Invitations to speak at professional meetings or guest lectures at other

universities.

(11) Awards or letters of recognition from outside the university.

(12) Membership on regional/ state, or national professional boards.

(13) Invitation to mentor or serve as consultant for professional boards, societies,

or individuals.

(14) Co-authorship or mentorship on student presentations at the EWU Research

and Creative Works Symposium and at regional and national undergraduate

research conferences.

(15) Other evidence of achievement as defined by the department

K. Standards and Evidence of Professional and Scholarly Activity for Promotion from

Associate to Full Professor

1. At the time of review, the candidate for promotion will be expected to provide

evidence of research and scholarly activity that includes significant4 scholarly

contribution to his/her discipline or professional field. All tenured and tenure-track

faculty are expected to engage in scholarship or creative achievement, the result of

which is disseminated and subject to peer evaluation, which is in a manner

appropriate to the field of study.

a) For categories 1-6 below, a minimum of 12 activities for promotion to full

professor is required in at least three different categories. Of these activities, a

minimum of at least two refereed publications, books or book chapters as

deemed appropriate by the department; and submission of one external grant

application is expected since the previous promotion.

(1) Two refereed publications (or accepted for publication) as deemed

appropriate by the department (for multi-authored publications please

specify your contribution to the paper).

(2) Presentations (oral or poster) at regional, national or international

professional meeting.

(3) Submission of one external grant proposals with faculty member as Pl orCo-

Pl for instructional improvement and/or research.

(4) Author or co-author of a textbook or textbook chapter (one of which could

substitute for a refereed publication).

(5) Development and/or delivery of short courses or workshops (face-to-face or

on-line) in one's discipline.

(6) Additional scholarly written work/ including abstracts for journals, co-

authored or multi-authored abstracts as a non-presenter at professional

• Significant is defined by each individual department and the DPC. These guidelines should be statedin the department policies and procedures.

33

conferences, internal grant awards, book reviews, technical reports or

patents.

b) In addition to significant scholarly contributions, external peer recognition of

scholarly achievement and evidence predictive of continuing contributions to the

profession are expected for promotion to full professor. Evidence should include

8 achievements from at least five of the following 15 categories for tenure

and/or promotion to associate professor.

(1) Citation of published research by other researchers.

(2) Editor or member of an editorial board of a professional journal.

(3) Invitations to review manuscripts for professional journals or book chapters

for professional texts.

(4) Invitations to review grant proposals for funding agencies.

(5) Invitations to review abstracts for professional society meetings.

(6) Election to membership in selective professional societies.

(7) Election to office in professional societies.

(8) Appointment to membership on committees that utilize professional

expertise.

(9) Invitations to chair sessions at professional society meetings.

(10) Invitations to speak at professional meetings or guest lectures at other

universities.

(11) Awards or letters of recognition from outside the university.

(12) Membership on regional, state, or national professional boards.

(13) Invitation to mentor or serve as consultant for professional boards/ societies,

or individuals.

(14) Co-authorship or mentorship on student presentations at the EWU Research

and Creative Works Symposium and at regional and national undergraduate

research conferences.

(15) Other evidence of achievement as defined by the department.

c) As previously stated, each department P&P is required to:

(1) identify what specific types of professional and scholarly activities will beconsidered as evidence in the evaluation process

(2) describe how the quality of professional and scholarly activities will beevaluated

(3) establish the standards of performance that must be met as a necessary

condition for consideration of retention, tenure and/or promotion.

d) In general, the broader the professional scrutiny of the work, the more highly it

is regarded. However, this general principle may very well be outweighed by

other factors of quality or quantity of work. In all cases however, refereed work

will be considered of greater weight than non-refereed work. In all types of

professional and scholarly activity, concrete indication should be made of its

national, regional or local status.

e) In order to obtain tenure and/or promotion, evaluators must rate professional

and scholarly activity of the candidate. Criteria for evaluative judgment must be

clearly defined in the department P&P and FAP and may include, but are not

34

limited to:(1) The quality and quantity of professional and scholarly activity.

(2) Contributions to the field; extent and nature of recognition.

(3) Extent and nature of participation in professional organizations.

(4) Creative professional/scholarly activities related to teaching and program

development.

L. Standards and Evidence of Professional and Scholarly Activity for Continuing Full

Professors

The CSTEM standard for research and creative works requires that Full Professors be

active and productive scholars who are engaged with their students and with

disciplinary colleagues in rigorous exchange. The work that is valued most highly in this

category is that which undergoes the most rigorous scrutiny by faculty peers; other

appropriate scholarly activity is recognized as being valuable, and scholarly/research

activity in conjunction with EWU students is encouraged, as is presentation by mentored

students at the EWU Research and Creative Works Symposia as well as other local/

regional/ and national conferences. Thus, Full Professors are expected to develop FAPs

that reflect and are consistent with the values here expressed and the values of their

disciplines and Department or Program.

Examples of this standard include but are not limited to the following benchmarks:

1. Scholarly written work, including books, journal articles, book chapters, published

abstracts, poster presentations, educational exhibits, book reviews, technical reports,

unpublished studies or scholarly works, software, newsletters, recruitment materials

deemed appropriate by the DPC,

2. Attendance at professional conferences/

3. Evidence of active engagement in one's field.

These standards and benchmarks may be made more specific and discipline appropriate

in Department/Program P&Ps and will define minimum requirements for scholarly

activity.

M. Standards for Service to the University and/or the Community

1. Service activities can fall into three general categories; university, public and

professional. University service is work for the department, the college or the

university as a whole. Faculty members have an obligation to accept their share of

responsibilities for the governance of the institution. Committee membership by

itself is not a primary indicator of service; active participation in the committee's

work is the standard for evaluation. Examples of this type of service are university,

college and departmental committees; support to student clubs and student co-

curricular activities; and contributions to other university organizations.

35

2. Public service relates to the non-academic community, especially that public directly

related to one's professional expertise. Examples might include contributions as a

consultant in a professional setting, speaking engagements, service on advisory

boards and committees, and other similar activities.

3. Service to the profession includes activities that contribute to an academic discipline

but do not require scholarly/creative preparation and performance and, therefore,

are not justifiably listed under professional and scholarly activity. Community

service contributions that are not related to the public role of the university will not

be considered. The following list contains suitable types of service activities:

a) All contributions in terms of service to the university and the community not

more appropriately looked upon in terms of professional activity or teaching

effectiveness shall be considered as evidence within this category.

b) A candidate's file should include as much specific information about the

contributions as possible, and this information should be terse and well

organized. For example:

(1) All committee memberships within the university governance structure

should be listed in reverse chronological order. Each entry should include

dates of service/ descriptive labels or phrases (standing or ad hoc, duties or

role, level—university, college, senate, council, committee, subcommittee),

personal role (e.g., chair, member, etc.), and a list of any position papers or

reports written by the candidate and if officially adopted.

(2) All statewide higher education and inter-institutional committees should be

listed separately. This should include representation of the institution to any

state or political group.

(3) All official departmental duties should be listed in a similar manner. These

duties might include departmental budgeting, scheduling, etc.

(4) Community service should also be listed separately, with dates and

description of duty, role, and actual achievement. Relevant service might

include serving as a professional representative to charitable causes or

governmental units, work with commissions/ adviser to student groups on

campus, or any official role in promoting the public's awareness of academic

programs at EWU.

(5) Some candidates may have served on few committees as members but may

have done much work with committees in the way of presenting reports or

course and program proposals. Such work should be itemized, with a brief

description and an indication of time spent.

(6) Some candidates may have performed special assignments or in some way

given individual service to the administration or to their department. Such

service should be adequately described, supported and recognized.

c) Although normally more weight shall be given to a candidate's contributions

made at a higher hierarchical level of the university's governance structure,

primary emphasis shall be given to the quantity, quality, and, above all, the

specific impact of the services to the university, regardless of level.

36'

Commendatory letters testifying to a candidate's special achievements may be

included in the file.

4. In order to obtain tenure and/or promotion, faculty must actively engage in service

activities. Evaluators must rate a candidate's service to the university and/or

community. Criteria for evaluative judgments may include, but are not limited to:

a) Regular participation in department, college and/or university wide committees or

councils.

b) External service in the area of one's discipline requiring significant time commitment.

c) Participation in a leadership role(s) externally or at the university level.

d) Creative service activities related to teaching, program development and professional

and scholarly activities.

N. Other Evidence

1. Teaching effectiveness, professional and scholarly activity, and service to the

university and/or community are not meant to be inclusive because of the diverse

disciplines found in the college. In fact/ many forms of evidence not mentioned in

one of the criteria areas may be highly relevant.

0. Review for Associate Professor and Full Professor if not seeking promotion:

1. Tenured faculty not seeking promotion will be evaluated in the final year of their

FAP. The review of faculty's portfolio will be by the Department Personnel

Committee, Chair, Dean and Chief Academic Officer. The timelines for such reviews

will be established by the Chief Academic Officer. [CBA 7.5]. Tenured faculty up for

review will be provided with a checklist of required material from the Dean's office

at the start of the final academic year of their FAP.

P. Standards and Evidence for Post Tenure Review and Full Professor Merit Salary

Increases - General Statement

1. [CBA 7.5.5] states that effective with post-tenure reviews conducted during the

2015-16 academic year. Full Professors will be eligible for merit salary increases

associated with their post-tenure reviews. The evaluation process for full professor

post tenure review and salary merit increase will be performed by the DPC, the

Chair, the CPC, the Dean and the Chief Academic Officer.

2. The following outlines expectations from the College. Department Policies and

Procedures may establish additional expectations.

a) Expectations for Teaching Effectiveness: Full professors are judged to have

exceeded the teaching expectations in their FAP by meeting all expectations in

their FAP and(see section V. Personnel Policies G. Standards for Teaching

Effectiveness) by meeting the criteria in at least three (3) of the eight (8)following categories one of which must be (1) below:

(1) Achieving or exceeding 3.5 on student course evaluations in at least three

37

quarters of the upper division, (and graduate or clinical courses, if applicable)

taught during the period of the FAP, and on at least half of the lower division

courses taught during the period of the FAP.

(2) Receiving better than satisfactory remarks in a majority of written comments

from students on course evaluations in at least half of all courses taught

during the period of the FAP, as judged by those in the normal review

process.

(3) Receiving excellent evaluations in the department peer review process

completed by the end of the FAP period.

(4) Demonstrations of best practices or innovative pedagogical practices in

teaching as noted in students' course evaluations, peer reviews, or other

evidence.

(5) Development of an innovative course that is either a new course and/or

refinement of an existing course that clearly demonstrates the application of

current scholarship on teaching and learning and/or other innovative

pedagogical practices, as judged by those in the normal review process. The

application of this scholarship and/or these practices to any given course

shall be clearly demonstrated in the syllabus, in the faculty member's

teaching methods, and/or in a written statement by the faculty member

detailing the scholarship, methods, and practices used to apply it.

(6) Mentoring students in the completion and presentation of research projects

at such events as national, state, and local professional organizations, the

EWU Student Research and Creative Works Symposium, the National

Conference of Undergraduate Research (NCUR), the Spokane Intercollegiate

Research Conference (SIRC), Inland Northwest Research Symposium or other

similar events; OR mentoring students by serving as a McNair Scholars

faculty advisor; OR mentoring students in the completion of independent or

directed studies projects in at least three courses taught during the period of

the FAP.

(7) Development and/or delivery of short courses or workshops in the discipline

beyond the requirements stipulated in the FAP.

(8) Serving as an advisor to more than 150% of the average number of advisees

assigned to faculty in an academic department, without release from

teaching.

b) Expectations for Professional and Scholarly Activity: Full professors are judged to

have exceeded the professional and scholarly activity expectations in their FAP

by meeting the expectations of their FAP and completing three (3) of thefollowing activities. One (1) of the three (3) activities to exceed expectation must

include at least one (1) peer reviewed publication or creative work.

38

(1) Publication of at least one (1) peer-reviewed journal article or creative work

as deemed appropriate by the DPC.

(2) Publication of at least one (1) peer-reviewed academic book as deemed

appropriate by the DPC.

(3) One (1) presentation of original research at a local, regional, national, or

international academic conference. Multiple presentations of the same

project cannot count more than once.

(4) Serve twice as a panel member at a local, regional, national, or international

academic conference.

(5) The submission receipt for funding of one (1) external grant proposal for

instructional improvement and/or research.

(6) Additional scholarly written work, including abstracts for journals, co-

authored or multi-authored abstracts as a non-presenter at professional

conferences, internal grant submissions, educational exhibits, book reviews,

technical reports or patents.

(7) Scholarship of engagement (also known as outreach scholarship, public

scholarship, scholarship for the common good, community-based

scholarship, and community-engaged scholarship) as deemed appropriate by

those in the normal review process.

c) Expectations for Service: Full professors are judged to have exceeded the service

expectations in their FAP by meeting the expectations in their FAP and

completing two (2) of the following activities.

j (1) Serving in a leadership role on at least two (2) Department committees

! during the period of the FAP.

(2) Serving in a leadership role on at least one (1) committee at the College or

University level during the period of the FAP.

(3) Serving in a leadership capacity in a professional organization.

(4) Serving on a committee or participating in a group external to the University

that utilizes the professional expertise of the faculty member or significantly

contributes to the faculty member's professional reputation or to the public

stature and reputation of the Department, College, or University.

(5) Serving as a faculty advisor to a student group.

(6) Special uncompensated assignments or individual service to the

administration or to departments, such as promoting the public's awareness

of academic programs at Eastern, recruiting, or public speaking.

(7) Membership on or contributions to statewide higher education, professional

societies and inter-institutional committees.

(8) Community service (with dates and description of duty, role/ and actual

achievement), as deemed appropriate by those in the normal review process.

(9) Activities not specifically identifiable as scholarly or creative activity, such as

professional consulting, speaking engagements, and/or service on advisory

boards and committees/ as deemed appropriate by those in the normal

review process.

39

Q. Committee Procedures for Review of Faculty Activity Plans for Retention, Tenure and/or

Promotion

1. Department Personnel Committee

a) Each department will develop procedures for the selection of a DPC with a

minimum of three members for the purpose of evaluating, reviewing and

recommending faculty activity plans and faculty members for retention, tenure

and/or promotion. It is recommended that only tenured faculty serve on the

DPC for the review oftenured and tenure track faculty and for the promotion of

lecturers to senior lecturer. However, for the review of lecturers the DPC may

include tenure track faculty or senior lecturers. The Committee members should

abstain from a recommendation in cases such as a conflict of interest. The terms

of committee members should overlap. The department chair will make

separate independent evaluations for retention, tenure and/or promotion and/

like the department personnel committee, will discuss all recommendations with

the candidate.

b) It is the responsibility of the DPC to prepare the peer review of each candidate's

materials, to obtain additional evidence as the committee deems necessary, to

ensure that candidates have assigned their accomplishments to the appropriate

areas, to write formative and informative letters of evaluation and to forward

the completed files for consideration by the CPC. The candidate must provide

the DPC with a current vita and activity plan for inclusion in the promotion file.

Candidates for promotion have the responsibility for keeping their files current

and assigning each of their accomplishments to the appropriate area of

evaluation. Candidates should also provide the DPC a summary and self-

evaluation for each of the three areas: teaching effectiveness, professional and

scholarly activity, and service to the university and/or the community. These

materials, if submitted, must become part of the promotion file. The statements

should provide the DPC with a clear understanding of the significance of the

candidate's accomplishments in each area and should explain any anomalies.

Meeting with the candidate should help clarify problems of interpretation that

might arise.

c) It is the task of the DPC to provide peer judgment of the candidate in each of thethree areas. This involves classroom visitations to evaluate teaching

effectiveness. It means a careful examination of the candidate's publications

and other scholarly/creative efforts. The DPC should not hesitate to solicit

opinions regarding the candidate from colleagues in other departments or

individuals from other institutions, businesses or agencies, who might be in a

position to provide evaluative comments. This might be particularly helpful in

assessing committee service.

d) In addition, department personnel committees should adhere to the following

general guidelines:

(1) Open and frequent communication with the candidate should be

encouraged.

40

(2) The DPC should ensure that the candidate has provided student evaluations

for each course taught during the previous four quarters. Any exceptions

must be approved and explained.

(3) If there are omissions of documentation/ information or recommendations in

the material submitted for review, or if justifications for the

recommendation made are considered insufficient or internally inconsistent,

material shall be returned, through regular organizational channels, to the

original preparerforamplification. Such amplification shall be provided in a

timely manner.

e) The promotion portfolio folders placed on the s drive shall be organized as

shown in [APPENDIX K1. The DPC should ensure that each portfolio is organized

in this format and that all links are working. The DPC and Chair will submit

independent recommendations that include the following 3 categories:

Teaching, Professional & Scholarly Activity and Service with appropriate material

highlighted or otherwise marked for ease of review.

f) The candidate may respond to factual errors in the recommendations from DPC

and chair within three (3) working days following receipt of thoserecommendations. The same.three (3) working days apply to response following

recommendations from the CPC and the Dean where the candidate may write a

brief rebuttal to these recommendations [CBA 5.4.4 (e)] If a negative

recommendation is forwarded regarding tenure and/or promotion, the faculty

member may file a request for reconsideration as outlined in [CBA 5.5].

Q, Faculty Recognition

1. Faculty Development Allocation

a) Each department will make available the minimum development allocation as

stated in [CBA 8.12] per probationary and tenured faculty member.

b) Departments are encouraged to make an appropriate allocation for special

faculty as well. As stated in [CBA 8.12.1a], these funds will be distributed in

accordance with guidelines contained within the department's P&P.

Departments may wish to pool allocation money then review and judge merit of

individual requests for funding.

2. Faculty Awards:

a) The College recognizes the value to students in having the opportunity to work

with professors who have attained regional, national and international

reputations in their fields. Outstanding faculty achievements are recognized in a

variety of ways.

(1) Merit awards for faculty as described in [CBA 7.5.5] and in DP&P.

(2) College faculty members are eligible for the Trustees' Medal for achieving a

reputation for exce llence h teach hg(3) The College also honors faculty and staff achievements with the Dean's

Excellence Award and the Chairs' Excellence Awards where funds are set

aside for the purpose of faculty and staff recognition. These Awards are

41

presented annually to outstanding faculty and staff within the college. A

plaque is presented to each individual who has shown an outstanding

commitment or made a significant contribution to the college over the past

year and an award of $500 is presented to the special faculty and

outstanding staff recipients. Nominations may be made by one's self or

others (peers, students, practitioners, etc.). Criteria for these awards are

available in the Dean's office.

(4) Emeritus/Emerita Status: Retiring full professors, who have provided

exceptionally distinguished service and contributed greatly to the mission

and goals of the university, may be awarded emeritus status. [EWU Policy

401-05. December 3/ 2013.

http://cfweb.ewu.edu/policy/PolicyFiles/EWU_401_05.pdf

VI. Student Policies and Recognition

A. Policies Related to Student Rights and Responsibilities

http://access.ewu.edu/osrr/osrrpolicies.xml

1. Student Conduct Code

2. Family Educational Rights and Privacy Act

3. Academic Integrity Policy

4. Alcohol Policy

B. Recognition of Student Excellence

1. Dean's Honor List: Each quarter, undergraduate students who achieve a GPA of 3.5

or better will be named to the Dean's Honor List and will be personally

acknowledged by a letter or congratulations from the dean.

2. Frances B. Huston Awards: The College selects several outstanding graduates each

year to receive the Frances B. Huston Award. Graduating senior nominees have

demonstrated outstanding academic achievement (accumulative GPA of 3.75 or

higher over the previous 4 quarters)and demonstrated leadership through service

to the university and/or service to the community. Selection of awardees is made by

department chairs through a majority vote based on nominations put forth by each

department. Awardees are given a medallion and are formally recognized at the

university commencement and Honors convocation ceremonies.

3. Departmental Awards: Departments honor their students' excellence in a variety of

ways, including scholarships/ membership in honor societies, or special achievement

awards. During the college's honors reception, departments will distinguish their

outstanding graduates and present them with certificates, plaques or other awards.

42

VII. External Funding

A. Development/Fund Raising: The College continues to play a major role in the

university's constituent fund raising program, the primary focus of which is to generate

major gifts. The incorporation of alumni programs in the overall development plan is

designed to strengthen friendships and develop an environment conducive to fund

generation. The main components of the decentralized/development program in place

at EWU are annual giving and major and planned giving, all complimented by alumni

related activities. In concert with the other university development officers, the college

development officer, the dean, and the associate dean will establish fund raising

priorities, the major gift prospect list, the cultivation and solicitation strategy and

timeline for the college. Effective development efforts will occur when a strong team

works together: the dean, the college development officer, department chairs/ faculty/

staff, alumni and friends. [APPENDIX I] Components of the fund raising program]

B. Grants and Contracts: The College encourages the participation of its faculty, staff and

students in externally-funded grants and contracts that are compatible and consistent

with, and beneficial to, the university's academic role, mission and vision. The college is

committed to the free exchange and development of new ideas/ information/ materials

and technologies, which support the freedom of its faculty to vary the mix of academic

duties. Grant and research development are also promoted by allowing for assigned

time and flexible teaching schedules to maximize time for non-teaching activities and by

making available state-of-the-art equipment and facilities for externally funded projects.

[APPENDIX J1 Grants and Contract] The Office of Grants and Research Development

(Showalter Hall room 210; Telephone: 509-359-6567; http://access.ewu.edu/grants

assists faculty in finding opportunities/ writing proposals and applying for external

funding opportunities.

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