CARLOW UNIVERSITY FACULTY HANDBOOK

Revised: July 2015

TABLE OF CONTENTS

INTRODUCTION page 3

VISION AND MISSION STATEMENTS page 4

PART I FACULTY GOVERNANCE

A. The University Faculty Assembly page 6

B. The Faculty Senate page 6

C. Academic Organizational Structure page 7

D. Standing Committees of the University Faculty Assembly page 7

PART II FACULTY

A. Contract Types page 8

B. Recruitment, Expectations, and Dismissal page 13

C. Faculty Performance Evaluation Process page 14

D. Professional Growth and Responsibilities page 16

E. Promotion in Rank page 25

F. Academic Freedom page 25

G. Professional Expectations page 25

H. Emeriti and Sabbatical Statuses page 27

I. Faculty Grievance Procedure page 30

PART III ACADEMICPOLICIESANDPROCEDURES

A. Academic Integrity page 36

B. Fundraising page 41

C. Research Policies page 42

APPENDICES

Appendix A

Professional Growth and Development Plan

page 43

Appendix B

Faculty Peer Teaching Observation Form (Face-to-Face Teaching)

page 45

Appendix C

Faculty Evaluation Form

page 47

3

INTRODUCTION

The purpose of the Carlow University Faculty Handbook is to present, in a convenient form, the most

important University policies and practices as they apply to the members of the University faculty. The

policies included in and referred to in this Handbook form part of the essential employment

understandings between members of the faculty and the University.

The Handbook is meant to inform and serve members of the administration as well as the faculty. It is

available on the Carlow University Portal: www.carlow.edu/portal

The text of the Handbook includes links to University policies and resources available on Carlow

University websites.

4

MISSION AND VISION STATEMENTS

MISSION STATEMENT

Carlow University, rooted in its Catholic identity and embodying the heritage

and values of the Sisters of Mercy, offers transformational educational

opportunities for a diverse community of learners and empowers them to excel

in their chosen work as compassionate, responsible leaders in the creation of a

just and merciful world.

VISION STATEMENT

Carlow University will be a preeminent, innovative, Catholic university, renowned for providing

transformational learning experiences in which students realize their full potential and become career-

ready, ethical leaders committed to a just and merciful world

5

6

PART I: FACULTY GOVERNANCE

A. The University Faculty Assembly

The purposes of the University Faculty Assembly are to:

• Foster high standards in education and teaching;

• Promote an understanding of the academic programs and policies of the University; and

• Provide a vehicle for exchange of information between the faculty and the administration of the

University.

The functions of the University Faculty Assembly are to:

• Determine policy in matters related to academic affairs;

• Advise administration in matters related to University governance and administration;

• Receive information about plans and activities of the various University constituencies and

offices on campus which affect the academic program;

• Make recommendations to administration in regard to policies affecting the welfare of the faculty.

The responsibilities and authorities of the University Faculty Assembly are further delineated in AAUP

Policy Documents and Reports, 2006 edition, as follows:

The faculty has primary responsibility for such fundamental areas as curriculum, subject matter

and methods of instruction, research faculty status, and those aspects of student life, which relate

to the educational process. On these matters the power of review or final decision lodged in governing

board or delegated by it to the President should be exercised adversely only in exceptional

circumstances, and for reasons communicated to the faculty…

The faculty sets the requirements for the degrees offered in course (sic), determines when the

requirements for the degrees have been met, and authorizes the President and Board to grant the

degrees thus achieved. (AAUP, at p. 139)

August 1993. Revised: October 2010

B. The Faculty Senate

The Faculty Senate is a representative body of the faculty. It was created to:

• Interpret the thinking, mood, and position of faculty members on issues of serious concern to

them in their capacity as faculty

• Act as a sounding board for issues that relate to the faculty, as a whole, and to individual faculty

members

• Gather information and propose policy to the University Faculty Assembly and, with the approval

of the UFA, to negotiate with the President for the adoption of policies where such action is

appropriate

Members of the faculty, the administration, and the student body are encouraged to approach the Faculty

Senate in order to establish stronger communications on issues involving the constituencies of the Carlow

University academic community.

7

C. Academic Organizational Structure

D. Standing Committees of the University Faculty Assembly (UFA)

The following committees comprise the standing committees of the UFA:

• Promotion, Tenure, & Evaluation

• Policy, Assessment, & Curriculum

• Grievance

• Faculty Development Committee

• Faculty Senate

• Handbook Committee

8

PART II: FACULTY

A. Contract Types

Effective Date: This policy will take effect AY 2015-2016 upon approval of the President and the Board

of Trustees. Those faculty who are on the tenure track at the that time will have an additional 6 years

from the effective date of this policy in which to seek tenure pursuant to the language in this section,

regardless of their current time on the tenure track. Yearly faculty evaluations and institution of a

mentoring process will assist faculty in assessing their progress toward tenure.

Preamble:

The goal of a contract between a faculty member and Carlow University is to establish and maintain

transparent conditions of employment. In the creation of such a contract, there is mutual respect for the

concerns, rights, and dignity of both the faculty member and Carlow University. The University Faculty

Assembly of Carlow University endorses the guiding principles of the American Association of University

Professors (AAUP), which state, “the terms and conditions of every appointment to the faculty will be

stated or confirmed in writing, and a copy of the appointment document will be supplied to the faculty

member”.1

In order to assist with the development of faculty appointments, the following language attempts

to clarify the terms and conditions relevant to the various faculty contract types available at Carlow

University.

Types of Contract:

I. Tenured, Full-Time

• Definition: This contract is awarded to an Associate or Full Professor following the conferral of

tenure. A full-time contract is defined as 24 workload credits. The distribution of workload credits is

determined in collaboration with the Department Chair or Program Director, Dean of the appropriate

college, and the Provost.

• Initial appointment to this contract type: Initial appointment is made in the academic year following

conferral of tenure.

• Contract renewal and contract length: Tenured appointment contracts are for continuous service

unless the faculty member voluntarily resigns, retires, or the contract is revoked for cause or financial

exigency (as established in the Faculty Handbook) by the University. A full-time tenured faculty

member may be issued a 9-, 10-, 11- or 12- month contract.

• If a correct contract offer is not executed and returned 20 days of the date issued, the University shall

have the right to withdraw the offer or reject the contract, in which case the University shall have no

further liability or obligation to the individual to whom the contract was issued.

1 AAUP Policy Documents & Reports, 10

th Edition. 2006 American Association of University Professors

9

• Terms for promotion: This contract type is eligible for promotion from Associate Professor to Full

Professor based on the criteria and processes established by the Professional Growth & Development Plan.

Promotion beyond the rank of Associate Professor is not mandatory.

• Stopping out: Stopping out policies do not apply to this contract type.

• University Faculty Assembly (UFA) status: This contract type carries with it full participation and voting

privileges in the University Faculty Assembly. Faculty members serving in full-time administrative roles

at the level of Dean or higher do not have voting privileges.

• Termination: Written notice, with the exception of dismissal for cause or financial exigency (as established

in the Faculty Handbook), that a contract will not be renewed shall be given to a faculty member no later

than February 1 of the current academic year; it will become effective at the end of the current contract. If

the faculty member has not received a letter by February 1, the contract will be renewed. In the case of

financial exigency, every effort will be made to re-locate the faculty member to another position within the

University.

II. Tenure-Track, Full-Time

• Definition: This contract is awarded to a faculty member seeking a tenured appointment. A full-time

contract is defined as 24 workload credits. The distribution of workload credits is determined in

collaboration with the Department Chair or Program Director, Dean of the appropriate college, and the

Provost.

• Initial appointment to this contract type: Initial appointment can be made at the rank of Instructor, Assistant,

Associate or Full Professor. Such an appointment will be made for a probationary one-year period. Upon

initial appointment, a faculty member may be awarded years for prior service that may be counted toward

promotion and/or tenure. The initial appointment letter will state the years awarded for prior service, if

applicable, and the lengths for contracts issued after the probationary period and until application for

promotion.

• Contract renewal and contract length: After successful completion of the one-year probationary period,

subsequent contracts are issued for two 1-year periods, and then one 3-year period, until the time of

tenure decision. A full time tenure-track faculty member may be issued a 9-, 10-, 11- or 12- month

contract.

• If a correct contract offer is not executed and returned 20 days of the date issued, the University shall have

the right to withdraw the offer or reject the contract, in which case the University shall have no further

liability or obligation to the individual to whom the contract was issued.

• Terms for promotion: This contract type is eligible for promotion up to and including Full Professor.

• Promotion to Assistant Professor may be awarded as specified in the letter of appointment when the

Instructor attains a Ph.D. or accepted terminal degree. Application for promotion to the rank of Assistant

Professor must be made no later than the faculty member’s third year at the rank of Instructor. Exceptions

to this must be stated in the initial letter of appointment.

• A faculty member must apply for promotion to Associate Professor in the 6th

year of full-time collegiate

service, not including personal leaves of absence, and adjustments for years awarded for prior service.

Three of these teaching years must be at Carlow University. Promotion beyond the rank of Associate

Professor is not mandatory.

• Promotion to the rank of Full Professor can be made five years after promotion to Associate Professor.

• Terms for tenure: A faculty member who applies for tenure must hold (or simultaneously apply for) the

rank of Associate Professor. Application for tenure must be made in the 6th

year of full-time collegiate

service, adjusted for years awarded for prior service, not including personal leaves of absence. At least

three years of full-time service must be at Carlow University. A faculty member may request an

10

extension. Requests must be made to the Provost before April 15th

of the 5th

year of full-time service.

Up to two one-year extensions may be considered.

• Stopping out: Faculty may pause the promotion and tenure clock for up to 12 months for leaves of absence

(as defined in the Faculty Handbook) formally taken from the University without loss of time accumulated

toward the acquisition of tenure. Scholarly leaves of absences are an exception and do not necessitate

stopping the promotion or tenure clock. All requests for leaves (personal and scholarly) must be made to

and approved by the Provost in consultation with the Department Chair or Program Director and Dean of

the appropriate college.

• University Faculty Assembly status: This contract type carries full participation and voting privileges in the

University Faculty Assembly. Faculty members serving in full-time administrative roles at the level of Dean

or higher do not have voting privileges.

• Termination: Written notice, with the exception of dismissal for cause or financial exigency (as established

in the Faculty Handbook), that a contract will not be renewed shall be given to a faculty member no later

than February 1 of the current academic year; it will become effective at the end of the current contract. If

the faculty member has not received a letter by February 1, the contract will be renewed.

III. Non-Tenure Track, Full-Time:

• Definition: This contract is awarded based on departmental or program needs. A full-time contract is

defined as 24 workload credits. The distribution of workload credits is determined in collaboration with

the Department Chair or Program Director, Dean of the appropriate college, and the Provost.

• Initial appointment to this contract type: Initial appointment can be made at the rank of Instructor, Assistant,

Associate or Full Professor. Such an appointment will be made for a probationary one-year period. Upon

initial appointment, a faculty member may be awarded years for prior service that may be counted toward

promotion. The initial appointment letter will state the years awarded for prior service, if applicable, and the

lengths for contracts issued after the probationary period and until application for promotion.

• Contract renewal and contract length: After the probationary period, subsequent contracts will be issued in

one-year periods. A full time non-tenure track faculty member may be issued a 9-, 10-, 11- or 12- month

contract.

• If a correct contract offer is not executed and returned 20 days of the date issued, the University shall have

the right to withdraw the offer or reject the contract, in which case the University shall have no further

liability or obligation to the individual to whom the contract was issued.

• Terms for promotion: This contract type is eligible for promotion, up to and including Full Professor.

• Promotion to Assistant Professor may be awarded as specified in the letter of appointment when the

Instructor attains a Ph.D. or accepted terminal degree as determined by the Department Chair or Program

Director, Dean of the appropriate college, and the Provost. Otherwise, applicants who have not yet

completed a terminal degree may be eligible for promotion to the rank of Assistant Professor.

This application may be made during the faculty member’s third year of full-time service at Carlow

University. Promotion beyond the rank of Instructor is not mandatory.

• A faculty member may apply for promotion to Associate Professor beginning in the 6

th year of full- time

collegiate teaching, not including personal leaves of absences and adjustments for years awarded for prior

service. Three of these service years must be at Carlow University.

• Stopping out: Faculty may pause the promotion clock for up to 12 months for leaves of absence (as

defined in the Faculty Handbook) formally taken from the University without loss of time accumulated

toward the acquisition of the subsequent rank. Scholarly leaves of absences are an exception and do not

necessitate stopping the promotion clock. All requests for leaves (personal and scholarly) must be made to

the Provost in consultation with the Department Chair or Program Director and Dean of the appropriate

college.

11

• University Faculty Assembly (UFA) status: This contract type carries full participation and voting

privileges in the University Faculty Assembly. Faculty members serving in full-time administrative roles

at the level of Dean or higher do not have voting privileges.

• Termination: Written notice, with the exception of dismissal for cause or financial exigency (as established

in the Faculty Handbook), that a contract will not be renewed shall be given to a faculty member no later

than February 1 of the current academic year; it will become effective at the end of the current contract. If

the faculty member has not received a letter by February 1, the contract will be renewed.

IV. Temporary Full-Time Contract:

• Definition: This is a temporary and terminal contract awarded when other types of contracts do not apply. In

order for this contract to be issued, need must be demonstrated in a particular area for faculty possessing

specific skills in a specialized discipline. Categories include, but are not limited to

Clinical/Practitioner/Artist-Writer-Scholar in Residence, Visiting Lecturer, Laboratory Instructor, or faculty

hired to handle specific administrative duties.

• Initial appointment to this contract type: This contract type is not a ranked appointment. The appointment

will be for one semester, one academic year, or longer as determined by the academic department in

consultation with the Dean of the appropriate college and the Provost.

• Contract renewal and contract length: This contract is expected to be at least one semester, but may be one

academic year or longer. The contract is eligible for renewal based on performance and the needs of the

academic department. Faculty having this type of contract will carry the equivalent of 24 or more workload

credits per academic year.

• If a correct contract offer is not executed and returned 20days of the date issued, the University shall have

the right to withdraw the offer or reject the contract, in which case the University shall have no further

liability or obligation to the individual to whom the contract was issued.

• Terms for promotion: This contract type is not eligible for promotion or tenure.

• Stopping out: Individuals in these temporary and terminal contracts are not covered by any stopping out

privileges or policies.

• University Faculty Assembly (UFA) status: This contract type does not carry voting privileges in the

University Faculty Assembly.

• Termination: No notice is necessary for termination as this contract is, by definition, granted on a

temporary basis as need dictates.

V. Temporary Part-time Contract:

• Definition: This is a temporary and terminal contract awarded when there is a demonstrated need for a

qualified individual to serve a particular, short-term need identified by a program or department.

• Initial appointment to this contract type: Initial appointment can be made to Adjunct Faculty Graduate

Teaching Assistants, Graduate Research Assistants, Clinical/Practitioner/Artist-Writer- Scholar in

Residence, Lab Instructors, Visiting Faculty, Lecturer, and any other temporary positions. Faculty having

this type of contract will carry the equivalent of no more than 12-workload credits per academic year.

Additional summer contracts may be offered as necessary and will not exceed 6 workload credits.

• Contract renewal and contract length: Subsequent contracts may be issued on a semester-by-semester

basis based on performance and continued needs of the program/department. There are no limitations on

the number of times the contract may be renewed.

• If a correct contract offer is not executed and returned 20days of the date issued, the University shall have

12 the right to withdraw the offer or reject the contract, in which case the University shall have no further

liability or obligation to the individual to whom the contract was issued.

• Terms for promotion: This contract type is not eligible for promotion or tenure.

• Stopping out: Individuals in these temporary and terminal contracts are not covered by any stopping out

privileges or policies.

• University Faculty Assembly (UFA) status: This contract type does not carry voting privileges in the

University Faculty Assembly.

• Termination: No notice is necessary for termination as this contract is, by definition, awarded on a

temporary basis as need dictates.

VI. Professor Emerita/Emeritus is not a contract type. Please see other governing documents

referring to policies regarding Emerita/Emeritus status.

VII. Change of Contract Type:

• Individuals may request a change in contract type, if there is a need for the new appointment and if the

individual fulfills the criteria for the new appointment. A change in contract type must be approved by

the Department Chair or Program Director, the Dean of the appropriate college, and the Provost. When

an individual transfers to another contract type, she or he must abide by the terms of the new contract

type.

• If seeking a permanent change (greater than one academic year) to a temporary full-time or temporary part-

time contract, a tenured faculty member must relinquish the rights and privileges of tenure. A non- tenure

track faculty member may seek a change of contract to a full-time tenure-track, temporary full- time or

temporary part-time contract when a position becomes available within a department or program.

• For transfer from a full-time, non-tenure track to a tenure-track contract, a faculty member must adhere

to the application process for the position. Years of service in a full-time, non-tenure track position

within Carlow University may be awarded toward promotion and tenure in the new tenure– track

contract. This should be specified in the letter of initial appointment from the Provost for the new

contract type.

• Tenure track faculty during the time that they are on the tenure-track, may seek a change to a non-tenure

track prior to the tenure decision. In addition, if application is made and tenure is denied, applicant may

request to move to a different contract type with the approval of the Department Chair or Program Director,

Dean of the appropriate college, and the Provost. Otherwise the faculty member will be awarded a one-year

terminal contract.

• Upon appointment to full-time contract from a part-time contract, a maximum of three years of service

may be awarded toward promotion for equivalent service in these part-time roles, as determined by the

Provost. Graduate Teaching Assistants and Graduate Research Assistants do not carry years of credit

for other contracts.

Submitted by the Committee on Rank & Tenure: Approved by UFA 26 August 2015

B. Recruitment, Expectations & Dismissal

NB: This section to be reviewed & proposed by the Committee on Rank & Tenure post 8/26/15 – UFA

Vote Expected 1/19/2016

Dismissal

1. Changes in Curriculum or Academic Programs

Termination of a ranked faculty member may occur as a result of discontinuance of a curricular requirement or a

significant and sustained drop in total enrollment in an academic program or department in whole or in part.

Decisions on such layoffs shall be made by the President in consultation with the Provost, appropriate Dean and

13 Department Chair/Program Director.

2. Financial Exigency

a. Financial Exigency is a rare and serious institutional crisis. It is defined as the critical, pressing, or

urgent need of the University to reorder its monetary expenditures in such a way as to remedy and

relieve the state of urgency within the University created by its inability to meet its annual monetary

expenditures with sufficient revenue to prevent a sustained loss of funds.

b. Before any faculty are terminated because of financial exigency, the Board of Trustees must officially

declare that financial exigency exists. Subsequently, the faculty shall be represented in administrative

processes relating to academic program reorganization or the curtailment or termination of

instructional programs due to financial exigency through the PAC and Faculty Promotion, Tenure,

and Evaluation Committees. In the case of financial exigency, every effort will be made to relocate

the faculty member to another position within the university. Faculty shall not necessarily be

represented in individual personnel decisions. The President and the Board of Trustees shall have

final authority in all matters related to financial exigency.

3. Dismissal for Cause

a. Dismissal for Cause is a severance action by which Carlow University terminates its contract with the

faculty member for just cause. Any teaching contract is subject to action under this section. Just cause

for dismissal must be directly and substantially related to the fitness of a faculty member to continue in

his/her professional capacity as a teacher, and shall be determined in each instance by the Provost in

accordance with the procedures outlined below.

b. Dismissal will not be used to restrain a faculty member’s academic freedom or other rights as a citizen.

c. Dismissal proceedings may be instituted on the following grounds, including but not limited to:

i. Professional incompetence

ii. Continued neglect of academic duties despite oral and written warnings.

iii. Actions that, in the judgment of the University, could result in serious consequences to

the operations of the University.

iv. Violation of the rights and freedom of students, fellow faculty members, administrators, or

staff.

v. Conviction of a crime directly related to the faculty member’s fitness to practice

his/her profession.

vi. Serious failure to follow the canons and professional ethics of one’s discipline or disciplines.

vii. Falsification of credentials and experience.

viii. Failure to follow standards of the institution with respect to guidelines within this

Handbook after oral and written warnings.

ix. Failure to maintain required licensure/credential in profession.

4. Dismissal Procedure

a. When it has been determined that there is cause for dismissal, the University will abide by the

following procedures:

i. Written notice will be given to the faculty member by the Provost that there is a pending

dismissal. The notice shall contain the grounds upon which the dismissal is to made, and a

brief summary of the information supporting the grounds.

ii. The faculty member will be given reasonable opportunity to meet with the Provost to present

a defense to the pending dismissal prior to the final decision. The Grievance Coordinator

may be present, if requested by the faculty member.

iii. The final decision is made by the Provost. The faculty member may file a grievance with

the Grievance Committee, who will make a recommendation to the President.

Recruitment

1. Faculty positions may be requested by the department chair or program director, approved by the appropriate

dean, and sent to the Provost each year as part of the budget request. The completed request will include:

a. Completed New Faculty Request Form

b. Supportive information including:

i. Minimum of 3 years of enrollment data for the program/courses/major for which the faculty

member is being requested.

14 ii. Minimum of 3 years of adjunct usage data for the courses covered in the program/courses major

for which the faculty member is being requested.

iii. Narrative outlining the linkage between the request and the strategic plan objective or initiative.

iv. Minimum of 3 years of overload data for full-time faculty in the program/courses/major for

which the faculty member is being requested.

v. Any other supporting information. For example, faculty member is needed to meet

accreditation guidelines or student survey data.

2. A decision regarding the request will be made in the fall following the request. If the request is granted, the

department chair/program director will work with the dean to create a search committee, a position

description, and a timeline and search process.

Expectations of Faculty Members

1. The faculty appointment year is determined by the beginning and ending dates specified in the

annual Letter of Appointment. Nine month teaching appointments run from August 15th

- May

15th

and faculty members should plan to be available during this period. Some Department

Chairpersons,

Program Directors, or faculty may have a ten or eleven month contract or a summer contract for

credit. The working days for these extended periods may be determined by the Chair/Director and

the Dean as needed to facilitate the completion of necessary administrative and other work such as

hiring, assessment, admissions events, monitoring of schedule and enrollment and planning.

2. Faculty members are primarily responsible for quality teaching, service and leadership, and

scholarship as outlined in the Professional Growth and Responsibilities document in this

Handbook. In addition, full-time faculty are expected to:

a. Attend faculty meetings, department/program meetings, committee meetings, faculty

workshops, Commencements, and formal events such as Opening Convocation and

Honors Convocation.

b. Participate in departmental attendance at admissions, orientation, and other University

events as requested to support enrollment retention efforts.

3. Faculty members must maintain reasonable accessibility and availability including office

hours (minimum of 5/week), email and/or other communication.

a. Faculty members are obligated to submit grades on time as instructed by the Registrar.

b. Faculty members have a responsibility to meet classes (if in person) or provide

instruction (if online) for the full time allotted for each class and for the academic

semester or session.

c. Faculty members are responsible for developing and submitting course syllabi in

accordance with requirements published by the University Policy, Assessment and

Curriculum Committee and by the Department Chair/Program Director or Dean.

d. Faculty members are required to post all course syllabi on Blackboard.

e. Faculty must adhere to all University policies and regulations as published in the

Employee Handbook.

C. Faculty Performance Evaluation Process

Introduction

The process involved in evaluating full-time faculty is one that assumes an open and collegial atmosphere

based upon the mutual trust of faculty, peers, supervisors and administrators. The ultimate goal is to encourage

the evolution of faculty credentials and accomplishments to a level appropriate for a university that wishes to

be recognized for its academic excellence. Therefore, the evaluation is formative in that it will provide

useful information to the faculty member regarding teaching and learning in the classroom. In addition, this

process will provide summative review that will assist faculty seeking to document achievement of

benchmarks necessary for promotion and contract renewal. To facilitate this evolution, the University Faculty

Assembly has adopted a Growth and Development Template, which outlines pathways for incremental growth in

the three areas of faculty development: teaching, service, and scholarship.

15 For the purpose of conducting the overall annual performance evaluation, Deans will review and discuss

three items: the Growth and Development Plan discussing teaching, service, and scholarship, Chair and/or

peer observations and evaluations of teaching, and student evaluations of teaching.

1. Process

In order to ensure high professional standards and quality, all faculty will be formally evaluated by their

Department Chairs/Program Directors or Deans on an annual basis. The evaluation will be conducted during the

Spring Semester of each year. The “Faculty Evaluation Form” will be used to record the overall evaluation.

Where appropriate, a narrative evaluation covering the essential elements as indicated on the “Faculty

Evaluation Form” may be used in conjunction with the form itself. New faculty members are to be evaluated

twice during their first year by their department or program director–once in the Fall Semester and once in

the Spring Semester.

The faculty member and the Chair/Director or Dean should discuss the evaluation and the faculty member

will have the opportunity to provide a response if desired. In any event, the faculty member should sign the

evaluation. The Evaluation Form will have space for a written response and signature. This process is designed

not only to facilitate an authentic evaluation but to also ensure that faculty progress through the incremental

stages of growth and development. This review, along with the faculty member’s response, is documented in

the member’s file located in the Academic Affairs Office. All materials (evaluation and response) must be

received in the Academic Affairs Office by May 15th.

2. Growth and Development Plan

Each spring, by March 15th, faculty will list their goals in each of the three growth and development areas as

outlined in the template. These goals will be recorded on a Professional Growth and Development Plan

document, which is designed to correspond to the template topics and domains. The Plan outlines the

member’s long and short-term professional goals and specifies the steps he/she will take during the next

academic year to facilitate the accomplishment of those goals. For example, it might address methods to

remain current in content/discipline, clinical skills, or methods to improve teaching, such as integration of

technology, use of Blackboard, teaching strategies and assessment, and plans for service to the University. In

addition to goals, faculty will report on the status of previous goal achievement and/or adjustment. This

would also be the appropriate place for the faculty member to reflect on peer and/or the IDEA teaching

evaluations. Specifically, the faculty member can discuss data and/or comments reported from peers and/or

students in classes and discuss any plans for modification to course syllabi, activities, pedagogy, etc. The

Report should be no more than 5-10 pages.

This Plan should be submitted by faculty to the respective Chair/Director by March 15th

so that he/she can

review the Plan, the Report on previous goals, and the reflection on teaching with any plans for improvement as

the evaluation is prepared.

Department Chairs and Program Directors will be evaluated by their respective Deans during the same

timeframe. The Chairs/Directors will meet with faculty and submit their evaluations to the Deans by April

15th

. The Deans will review the evaluations and submit to the Provost/VP for Academic Affairs by May

15th

. There will also be an analogous process for Deans to be evaluated by the Provost/VP of Academic

Affairs.

3. Teaching

Teaching effectiveness can be demonstrated in a variety of ways. For the purpose of the year-end performance

evaluation, a Chair or Dean will consider the following: the evaluation reports generated from IDEA, any

peer evaluations, any observation/evaluation reports completed by the Chair and/or Dean, and faculty self-

reflections contained in the Growth and Development Plan, including thoughts on the reported data and any

plans for adjustments, etc. to courses, syllabi, methods, etc.

a. Idea

The Individual Development and Educational Assessment (IDEA) instrument will be an assessment tool for

students to provide evaluation of instruction. The form is used by the students and is based on instructional

16 research about best practices. It addresses instructor behaviors that support selected instructional goals and

student progress towards these goals. In addition, the form may include questions about progress towards

institution-wide goals. The IDEA survey form scores are adjusted for student motivation, class size, student

effort, course difficulty and student work habits since these are factors that influence student ratings data.

For Academic Years 2014-2015 and 2015-2016, all faculty, full and part- time, will ask their students to

complete these surveys in all sections. Beginning in Academic Year 2016- 2017, an analysis of the two-year

data will be discussed to determine future administration of the evaluation instrument.

Particular attention should be paid to coordinating revisions to the yearly Professional Growth and

Development Plans with what is learned from the survey. All faculty members should use the IDEA

survey to improve and refine teaching skills and should address the qualities highlighted in the survey when

they are writing self-reflections and designing and reviewing their Professional Growth and Development

Plans so that modifications in instruction and/or content are based on the feedback which is intended to

improve learning and outcomes.

Instructions on how to administer the evaluation forms will be provided by Academic Affairs. The IDEA

reports will be sent electronically to Academic Affairs and distributed to Deans for review and distribution to

Chairs/Directors and faculty.

4. Peer Evaluation

Faculty may be evaluated by a peer with equivalent or more years of service as follows:

• First three years of employment – Faculty may be evaluated once a year by a peer evaluator in

accordance with established university policy.

• Fourth and Fifth years of employment – Faculty may choose to be evaluated by a peer as

additional evidence of teaching effectiveness to be included with the year-end Growth and

Development Plan/Report.

• Sixth year of employment and beyond – Faculty may choose to be evaluated by a peer as

additional evidence of teaching effectiveness to be included with the year-end Growth and

Development Plan/Report.

5. Dean/Chair/Director Observation

• First three years of employment- Faculty will be observed by either by a program director,

department chair, and/or dean once each semester.

• Returning faculty may be observed while teaching by a Dean/Chair/Director. The

Dean/Chair/Director will complete an observation of teaching form and will share with the faculty

member. This may be included in the year end Professional Growth and Development Plan/Report.

D. Professional Growth and Responsibilities

Preamble

Stevens (2003) writes of the four hallmarks of Mercy education as: 1) Regard for the dignity of the person;

2) Academic excellence and life-long learning; 3) Education of the whole person (body, mind, and sprit); and

4) Through action and education, promotion of compassion and justice toward those with less, especially

women and children. These hallmarks offer a solid framework for faculty professional growth at Carlow

University and resonate with themes of self-improvement and reflection of one’s role as an educator and agent

of change in the community; however, it is not expected that each specific hallmark will apply to the

developmental growth of every faculty member.

1. Professional Growth and Responsibility

It is expected that faculty members will develop and hone a teaching philosophy that evolves and informs their

17 efforts with students as they navigate the development of their own skills associated with all areas of faculty

responsibility. All faculty have an obligation to maintain a high level of professional competence in their

respective disciplines while generating evidence of service and leadership, as well as scholarship.

Carlow University faculty acknowledges that their professional responsibilities include increasing

effectiveness as one navigates through the professorial ranks in the following areas:

The development of these responsibilities may be facilitated through the Carlow faculty mentoring system: as

“mentee” early in one’s career as instructor and Assistant professor, and later as “mentor” (as Associate and

Full Professor).

a. Teaching Excellence

Teaching Excellence and all of its sub-dimensions are considered the most essential to the faculty role and

therefore require the greatest effort. Faculty members should attempt to balance the responsibilities of Service

& Leadership with that of Scholarship according to one’s interests and abilities, but never at the expense of

Teaching Excellence. The following guidelines and criteria serve as indicators that a faculty

member is meeting responsibilities in these areas and documentation of the faculty member’s development in

each area of responsibility will be used to support an application for promotion and/or tenure.

Example Definitions:

Areas of Faculty Responsibilities

1. Teaching Excellence

2. Service & Leadership

3. Scholarship

Teaching Excellence Sub-Dimension Expectations

1. Knowledge of both the specific subject matter and the greater disciplinary field of study

2. Creation and maintenance of an effective learning environment

3. Effective communication with students

4. Evidence of educational innovation

5. Fair and diligent evaluation of student learning outcomes

6. Effective advising

i. Knowledge of both the specific subject matter and the greater disciplinary field of study:

The faculty member will have command of the subject matter by displaying awareness of current developments

in the field, demonstrating breadth and depth of the subject material, and relating the subject to other areas of

learning and practice.

ii. Creation and maintenance of an ethical & effective learning environment

The faculty member will plan and create a course environment that fosters student engagement, is conducive to

learning, and enhances student motivation. Characteristics of an engaging learning environment include:

respectful relationships, a balance of compassion and rigor, the prioritization of student progress and wellbeing,

and the overall empowerment of students in their own learning.

iii. Effective communication with students:

The faculty member will communicate regularly with students and have regular time available to discuss

course expectations, questions and other student concerns. The faculty member will be approachable,

responsive, and receptive to student feedback, concerns, questions and comments while engaging in respectful

relationships as valued by the Mercy Tradition.

iv. Evidence of educational innovation

The faculty member is encouraged to engage in the development of new courses or substantive additions and

updates to existing courses. Additionally, faculty may show innovation through teaching delivery

advancements such as online applications, clinical/lab simulations, and community-classroom collaborations,

as well as the utilization of varied teaching methods, exercises, reading materials, and technology where

18 applicable.

v. Fair and diligent evaluation of learning outcomes

The faculty member has clear expectations for assignments, examinations and other student work. Students are

graded fairly and consistently in line with stated expectations. Attention to student development and progress is

given in the evaluation procedures and the faculty member shows a consistent pattern of reflection on pedagogy

in relation to objective analysis of course tasks. Additionally, faculty are expected to engage in assessment of

student learning outcomes from a departmental and university level when needed.

vi. Effective advising

The institution regards advising as a form of the teaching/learning relationship between students and faculty.

Student progress and wellbeing is a high priority in the advising relationship. Excellent advising implies

respectful learning environments and ethical relationships. The faculty member may both plan and participate in

curricular-related enrichment activities beyond course requirements. This relationship includes advising students

to effectively meet the curriculum requirements and their academic goals and helping them find alternatives as

they try to negotiate academic and professional goals. Advising also encompasses post-educational planning in

regards to professional development in various communities of practice.

b. Service & Leadership

While recognizing that each faculty member brings his or her own values and understandings to the

responsibilities of service, there are basic expectations of faculty involvement.

Carlow faculty are members of the university community and of communities beyond the boundaries of the

campuses. As members, they have responsibilities to each, responsibilities that result from a particular discipline,

but also from the special commitment to people that motivates them as educators and members of the Mercy

community. Because the faculty of Carlow expects those who are part of it to use their energy, knowledge and

values to enrich the quality of life in their communities, it includes evaluation of service among the criteria of

professional achievement.

Leadership is included in this domain as it represents a separate aspect of service and often speaks of the time

commitment and overall responsibility in providing direction and a definable product during the term of

service. Faculty assume critical leadership roles in guiding department, university, discipline, and community

interests.

The following guidelines and criteria serve as indicators that a faculty member is meeting responsibilities in

these areas and documentation of the faculty member’s development in each area of responsibility will be used

to support an application for promotion and/or tenure.

Example Definitions:

i. Service and leadership to the university

Faculty members are encouraged to participate in service to the university as a whole in areas such as

university committees, mentoring of faculty outside of one’s school, division or department, and

professional discipline. The extension of leadership and service to the greater university is especially

important for those faculty that have achieved the level of Associate Professor.

ii. Service and leadership to the school, department, or division

Faculty members may engage in service opportunities through school, division, or department-level

committees. In these roles, faculty may participate in the process of governance and assist in creating an

environment that promotes academic achievement and professional responsibility, while advancing program

development and policymaking. The extension of leadership and service to the school, department, and division

is especially important for those faculty that have achieved the level of Associate Professor.

iii. Service and leadership to the discipline & profession

19

In this role, the faculty member may participate in programs designed to improve the level of knowledge,

competence, and ethical behavior within a discipline/profession. The extension of leadership and service to the

discipline and profession is especially important for those faculty that have achieved the level of Associate

Professor.

iv. Service and leadership to the community

Faculty members are encouraged, in a manner consistent with their own values and understanding of the

responsibility of service, to participate in their community and professional organizations, especially when

performed in a manner that draws upon the professional expertise of the faculty member. As examples, the

faculty member may participate in efforts to improve the effectiveness or fairness of the law, institutions, or the

community of practice system as a whole; may provide educational opportunities for members of the public or

for faith-based or other non-profit organizations about their discipline or community of practice; or may provide

education or services to the poor and disadvantaged or non-profit organizations. Service and Leadership that

integrate the Mercy values of respect, integrity, justice, and compassion are particularly valued and are evidence

of the required commitment to the mission and vision of Carlow University.

v. Service and leadership with others (Faculty Mentorship)

Given the commitment to Carlow University’s Mercy values of regard for the dignity of the person, academic

excellence, and life-long learning, mentorship of newer faculty is a vital form of service that is encouraged by

more experienced faculty members. Both mentor and mentee are viewed as partners in this endeavor, which may

take different forms at different points in the professional life of faculty.

Service & Leadership Sub-Dimension Expectations

1. Service to and Leadership in the University

2. Service to and Leadership in the School, Department, or Division

3. Service to and Leadership in the Discipline & Profession

4. Service to and Leadership in the Community

5. Service to and Leadership with Others (Faculty Mentorship)

c. Scholarship

Specific expectations related to scholarship include active involvement in the creative, intellectual and research

development of the individual’s discipline across contract types and ranks. Types of acceptable scholarship are

in keeping with the Boyer Model (1990), which suggests teaching, discovery, artistic creation, integration, and

application as the primary forms of scholarship for the purpose of promotion and tenure at Carlow University.

Departments are responsible for determining the types of scholarship that are most relevant to their disciplines,

yet these sub-dimensions are described below to provide structure across disciplines to aid in evaluation.

Departments are also responsible for determining, in collaboration with individual faculty, the expected

progression of development within and across these sub-dimensions as the faculty member navigates through

the professorial ranks. Examples are further outlined not as an exhaustive list, but to offer a broad framework

for the university in determining the myriad ways in which scholarship can be pursued at Carlow University

within the Boyer Model.

The following guidelines and criteria serve as indicators that a faculty member is meeting responsibilities in

these areas and documentation of the faculty member’s development in each area of responsibility will be

used to support an application for promotion and/or tenure. These five sub-dimensions are considered equally

valid forms of scholarship in regard to faculty promotion in keeping with the Boyer Model.

Example: Definitions as supported by Boyer (1990), Scholarship reconsidered: Priorities of the professoriate.

Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching:

i. Scholarship that aims to improve teaching and dissemination of the discipline (Teaching)

This form of scholarship, according to Boyer (1990), is a “dynamic endeavor involving all the analogies,

metaphors, and images that build bridges between the teacher’s understanding and the student’s learning.

Pedagogical procedures must be carefully planned, continuously examined, and related directly to the

20 subject taught” (p. 23-24). Teaching communicates new understandings and insights and includes new

course and/or program development, introductions of current methodologies in teaching, pursuing

accreditation for an academic program, and extending the learning environment through technology and

innovation.

ii. Scholarship that adds knowledge to the discipline (Discovery)

This form of scholarship generates new knowledge and understanding and develops and refines methods that

enhance the intellectual climate of the university. It is often the form of scholarship that is most closely aligned

with traditional “research” and includes peer-reviewed publications in the form of books, chapters, articles,

chaired dissertations, patents, and invited presentations.

iii. Scholarship that applies knowledge of the discipline in direct practice outside the university

and artistic products or performance. (Artistic Creation):

This form of scholarship includes exhibitions, readings, and performances of the

Scholarship Sub-Dimension Expectations

1. Scholarship that aims to improve teaching and dissemination of the discipline (Teaching)

2. Scholarship that adds knowledge to the discipline (Discovery)

3. Scholarship that applies innovation of the discipline through artistic products or performance (Artistic

Creation)

4. Scholarship that integrates new understandings of current knowledge within the discipline and across

disciplines (Integration)

5. Scholarship that leads to or results from action aimed at engaging with the greater community

(Application)

6. Fine arts, as well as the expansion of innovative skills applications in these fields into the community at

large through entrepreneurial efforts and the delivery of new services and processes.

iv. Scholarship that integrates new understandings of current knowledge within the discipline and

across disciplines (Integration)

This form of scholarship focuses on completely new areas of knowledge generation, considers the meaning of

prior research in an attempt to arrive at alternative applications, insights, and understandings of existing

discovery-driven research. This type of scholarship may also occur in an interdisciplinary context through

practice efforts in which faculty integrate alternative applications, insights, etc., both in their vocational

practice arena with students and in their teaching arena with professional colleagues. Additionally, this form of

scholarship includes editing peer-reviewed journals and involves demonstration of connections with and

across disciplines, as well as coordinating colloquia, forums, conferences, and panel discussions.

v. Scholarship that leads to or results from action aimed at engaging with the greater community

(Application)

This form of scholarship examines how knowledge can be applied to important societal issues and across

divergent community constituencies. Such scholarship includes designing or directing a project of substantial

scope that shows demonstrable impact on the community, as well innovative applications of clinical and

pragmatic skill sets that flow from the expertise in a given specialty.

d. Development Trajectories Based on Rank & Contract Type

Faculty at Carlow University, though a process of professional development and ongoing proficiency in the three

aforementioned responsibility domains, will participate in the process required for rank advancement. It is

critical that specific disciplines define what constitutes excellence in teaching, service & leadership, and

scholarship in keeping with the expectations of their departments and frameworks of colleague evaluation. In

this, Carlow University expects that individual faculty members expand their areas of expertise within the three

domains by acquiring skills in additional sub-dimensions as they navigate the rank and tenure process at each

new level.

21

This system allows for greater flexibility for faculty to carefully focus on areas of interest and expertise,

while also reinforcing that there are greater expectations of proficiency within each domain through the

advancement of rank and the acquiring of tenure.

Lastly, this developmental model afforded by these sub-dimensions permits specific and targeted guidance to

newer faculty through mentorship, and demonstrates a more accurate portrait of cumulative and sequential

faculty development through the rank and tenure processes at the university.

Within each domain, sub-dimensions that faculty have shown clear proficiency and expertise would be

considered the specific areas of development described below. This is not to say that faculty should attend to

only the prescribed number of dimensions within each domain, particularly if this is an area of strength and

professional focus. Instead, faculty should use these ranges of sub-dimension qualities in Teaching Excellence,

Service & Leadership, and Scholarship to guide their individual energies at Carlow University into domains

that require greater attention in their development as a well-rounded faculty member.

e. Focal sub-dimensions vs. developmental sub-dimensions

These are a key addition to this developmental model of faculty advancement and allow every member to

consider her or his key areas of growth with each review process. Focal sub- dimensions within the three

domains of responsibility are those aspects where individual faculty members feel that they have shown proven

proficiency and expertise. Faculty are encouraged to select these focal sub-dimensions to support advancement of

rank, as well as to contemplate areas where greater future development might occur. Developmental sub-

dimensions are considered areas for growth and are not utilized to show deficiency, but to aid in the promotion

of a faculty member’s career goals within the university as referenced by the Mercy educational hallmark of

academic excellence and lifelong learning.

Listed below are the developmental expectations of domain and sub-dimension advancement by rank type, as

well as four descriptive examples in how this process is utilized for faculty members at the instructor, assistant,

associate, tenured associate, and professor ranks. It should be noted that, as Teaching Excellence is the most

central responsibility for the vast majority of faculty at Carlow, the baseline expectations and comprehensive

sub-dimension attainment through advancing rank is higher than the other two domains.

Example 1: Instructor

Snapshot: Instructor W is currently responsible for maintaining field placements for her elementary education

undergraduate students. In addition she teaches three classes in fall and spring semesters. At her evaluative

review she reflects across the three domains and finds that she has clear proficiency and expertise in 4 sub-

dimensions of Teaching Excellence, 2 sub-dimensions in Service and Leadership, and 1 sub-dimension in

Scholarship.

In terms of Teaching Excellence, Instructor W has created an electronic evaluation system for student

teachers (TE-5), has been noted for superior advising by her Department Chair (TE-6), has enhanced faculty

mentorship relationships within the department with emergent student teachers (TE-2), and has stayed current

with her knowledge of teaching English as a second language, as well as the pedagogy required to maximize

student performance in this area (TE-1). From a Service & Leadership perspective, Instructor W has been the

contact person for the student teaching placements and has collaborated with other colleges in the area to create

an advising group on this topic that meets monthly to address issues

(SL-3), and has served on the Undergraduate Curriculum Committee for the past 2 years (SL- 1). Lastly, in

Scholarship, earlier this year Instructor W was invited to present a paper on the dilemmas of student teacher

placement at a regional conference (SC-4).

Developmental Plan: In considering her developmental trajectory, Instructor W has achieved all of her

expected benchmarks, but she feels that she would like to expand her focus in the Scholarship domain

through the development of a qualitative research project that examines the types of school leadership styles

that negatively or positively impact student teaching performance (SC-2).

Example 2: Assistant Professor

22 Snapshot: Assistant Professor X is currently teaching three Master’s courses a semester in the School of

Business. He is well regarded in the community for his twenty years of experience in corporate accounting, and

has a robust scholarship agenda that predates his being hired by the university. At his evaluative review, he

reflects across the three domains and finds that he has clear proficiency and expertise in 2 sub- dimensions of

Teaching Excellence, 2 sub-dimensions in Service and Leadership, and 2 sub-dimensions in Scholarship.

Assistant Professor X has struggled with teaching over the past two years. His course evaluations are average at

best, and he has numerous grading decisions brought to the Graduate Dean for review. He believes that he has

mastery over the content areas he teaches (TE-1), and that he has designed innovative teaching methods that have

engaged students in real-world accounting projects that have been well regarded (TE-4), but issues related to

advising, overall communication, and evaluation of student performance have been problematic. In relation to

Service & Leadership, he has established himself on the Graduate Colloquium and Graduate Policies &

Procedures Committees (SL-1). He is also an active member on a Board of Directors for a non-profit agency

where he acts as a financial advisor (SL-4). Assistant Professor X is strong in the Scholarship domain. In the last

three years he has contributed chapters to two separate leading graduate Accounting textbooks (SC-2), is the

editor of a respected quarterly journal in his discipline (SC-4), and has had an article based on original research

published by a peer-reviewed journal (SC-2).

Developmental Plan: Currently, despite his achievements in two of the three domains, his teaching proficiency

is below the desired threshold for an Assistant professor at Carlow (2 sub-dimensions, rather than 3-4). With

his promotion application two years away, Assistant Professor X believes that he would currently prefer to

focus on improving his Teaching Excellence sub-dimensions and develops a plan with his Department Chair to

enhance communication in the classroom environment (TE-3), as well as examine his evaluative processes

(TE-5).

Example 3: Associate Professor with Tenure

Snapshot: Associate Professor Y is currently teaching four undergraduate classes that are very well received by

students as documented by aggregate course evaluations (TE-1 & TE-2). She also recently co- developed an

interdisciplinary course with a professor in the history department (TE-4), which incorporated the cultural

dynamics of sculpture through the ages with an applied aspect of artistic student stone carving. Additionally, she

won the Advising Award in 2011 for noted excellence for her support of student development (TE-6). Every

other year, Associate Professor Y organizes a field trip of Carlow students to engage in a summer sculpture

workshop in Florence, Italy (TE-2 and SC-5). Lastly, her own stone sculpture pieces have appeared in a variety

of regional magazines (SC-3) and were presented with works from other local artists at a charity exhibition last

year to much critical praise (SL-4). After meeting with a mentor outside of her department, Associate Professor

Y reflects on her current sub-dimensions across the three domains and finds that she has clear proficiency and

expertise in 4 sub-dimensions of Teaching Excellence, 1 sub-dimension of Service and Leadership, and 2 sub-

dimensions of Scholarship.

Developmental Plan: Considering her developmental trajectory, Associate Professor Y feels that she needs

to take a greater leadership role at the University Level. With only 1 sub-dimension accounted for in any

substantial way in Service & Leadership, she plans to pursue nomination for Faculty Senate or Rank &

Tenure Committee during May UFA elections (SL-1). She believes that she has much to offer the

university and is confident that she will be able to bring that expertise to whichever university-level position

she holds. Additionally, she plans to be a mentor to a new incoming faculty member starting in the fall

2013 (SL-5).

Approved by University Faculty Assembly - May 13, 2013.

23

f. Checklist for Rank, Tenure, & Promotion Portfolios

NB: This section to be expanded upon by the Committee on Rank & Tenure post 8/26/15

Name

Application for promotion to (rank)

Application for Tenure Yes/No

A. Letter of Transmittal

This letter should include a statement verifying that all requisite requirements have been

met for the promotion and/or tenure application.

B. Current CV

CV should contain education, employment history, professional affiliations, publications,

scholarly presentations, service, and awards.

C. Narratives:

This is a reflective narrative assessment of your strengths and weaknesses in each of the

three major areas of evaluation:

1. Teaching excellence

2. Service and Leadership

3. Scholarship

Use the required number of sub-dimensions to focus each section of the narrative. You

should clearly indicate focal sub-dimensions (aspects where individual faculty members feel

that they have shown proven proficiency and expertise).

Faculty may add developmental sub-dimensions. These are “considered areas for growth and

are not utilized to show deficiency, but to aid in promotion of a faculty member’s career goals”

and may also be included. These will help the reader understand your professional

development goals in the three areas evaluated.

Address your request for promotion and/or tenure in the narrative. Describe yourself as a

teacher, as a scholar, and in relation to service and leadership performed.

Note: Evidence for all three areas should be placed in the appropriate appendix.

1) Teaching Excellence

a) Discuss your pedagogy, expertise, reflection on teaching, and philosophy as it informs your

teaching. Include examples of course materials and specific teaching/learning strategies to

support your proficiency and expertise with focal sub-dimensions you have chosen and

indicate the reasons you chose those particular sub-dimensions. You may also include your

choice of developmental sub-dimensions.

b) List courses taught in past 3 years. Assess your performance in different types of classes.

c) Refer to student evaluations, analyzing how evaluations and comments reflect your

teaching, how you have interpreted those evaluations, and how you have responded to the

evaluations. Numerical data and any summaries of evaluations should be in Appendix.

Include representative samples in the appendix demonstrating refinement of teaching and

aspects of development in a minimum of one course; maximum number of courses used

may not exceed number of sub-dimensions.

d) Refer to peer evaluations, analyzing how evaluations and comments reflect your teaching,

how you have interpreted these evaluations, and how you respond to the peer

evaluation(s) Actual peer evaluation(s) should be in the Appendix, including at least one

from the past year.

24

2) Service and Leadership

a) Discuss and reflect on your service using the required number of focal sub-dimensions.

Leadership means helping a group of people get something done, so include

reflection on the part you have played in accomplishing the goals of the service

examples you cite. This may include formal roles as Chair and informal leadership

where your work included significant contributions to the outcomes of the group.

b) Include description of where service is or has been performed.

c) Explain how service connects to your position as teacher, scholar, member of

Carlow community and the larger community we serve.

3) Scholarship

a) Discuss and reflect on your scholarship using required number of focal sub-dimensions.

Define or clearly describe characteristics of your scholarship that may be unique to

your particular discipline and to the level at which you are teaching, since everyone

on the Committee is not necessarily familiar with all scholarship possibilities and

how they relate to particular disciplines.

b) List recent scholarship, including accomplishments since the last promotion period

and long term goals.

c) Include specific examples and their relationship to Boyer sub-dimensions.

D. Letters of Recommendation –maximum 6 letters for all ranks except Professor; 9 letters are

permitted for applications to Professor rank to allow for the 3 required letters external to Carlow.

Letters should come from both inside the School/Division as well as from the broader Carlow

community. It is recommended that one letter come from the Dean or Program Director or Chair

of the department. Applicants for ranks other than Professor may also include a letter from the

external community, as one of their 6 letters, but this is not required.

E. Appendices

1) Teaching Excellence

2) Service and Leadership

3) Scholarship

Contract Type Rank Teaching Excellence Service &Leadership Scholarship

Domain(TE) Leadership Domain

(SL) Domain (SC)

Non-tenure Instructor 3-4 sub-dimensions 0-1 sub-

dimensions

0-1 sub-

dimensions

Non-tenure &

tenure-track

Assistant 3-4 sub-dimensions 1-2 sub-

dimensions

0-1 sub-

dimensions

Non-tenure &

tenure-track

Associate 4-5 sub-dimensions 2-3 sub-

dimensions

1-2 sub-

dimensions

Tenured Associate 4-5 sub-dimensions 3-4 sub-

dimensions

1-2 sub-

dimensions

Tenured Professor 5-6 sub-dimensions 3-4 sub-

dimensions

2-3 sub-

dimensions

25

E. Promotion in Rank

Application for Promotion

1. Only those faculty members holding the rank of Instructor, Assistant Professor, or Associate Professor shall

be eligible for promotion. Applications for promotion are reviewed by the Promotion, Tenure, and

Evaluation (PTE) Committee pursuant to the policies within this Handbook. The PTE Committee makes a

recommendation to the Provost who, along with the Deans, reviews the portfolios and forwards her/his

recommendation to the President for a final decision. Promotion to higher ranks is intended to be a

sequential process. Therefore, it is expected that candidates will have held the previous rank prior to

applying for a higher rank and will not “skip” a rank, even if a candidate meets the criteria for the higher

rank.

2. Criteria for promotion to Assistant Professor:

Assistant Professor: To be considered for promotion in rank to Assistant Professor, the candidate must

have been an instructor and:

a. Must have completed three years of full-time teaching, with two of those years at Carlow.

b. Hold either a Ph.D. or accepted terminal degree.

c. Application must be made no later than the third year at this rank.

d. Meets the criteria outlined in the Faculty Professional Growth and Responsibilities document (2013).

3. Criteria for promotion to Associate Professor:

Associate Professor: To be considered for promotion in rank to Associate Professor, the candidate must

have been an assistant professor and

a. Be in the sixth year of full-time collegiate teaching, not including personal leaves of absence and

adjustments for years awarded for prior service, and three of those years must be at Carlow.

b. Meets the criteria outlined in the Faculty Professional Growth and Responsibilities document (2013).

4. Criteria for promotion to Professor:

Professor: To be considered for promotion in rank to Professor, the candidate must have been an associate

professor and

a. Be in the tenth year of full-time collegiate teaching, not including personal leaves of

absence and adjustments for years awarded for prior service, and five of these years

must be at Carlow.

b. Meets the criteria outlined in the Faculty Professional Growth and Responsibilities document (2013).

F. Academic Freedom

Carlow University adheres to the policy as set forth by the American Association of University Professors

(AAUP) regarding academic freedom. The AAUP policy can be accessed at the following link:

http://www.aaup.org/report/1940-statement-principles-academic-freedom-and-tenure

G. Professional Expectations

Code of Ethical Conduct

All Carlow faculty are required to comply with the terms of the University’s Code of Ethical Conduct. The

Code of Ethical Conduct can be accessed at this link:

In addition, Carlow University follows the policy as set forth by the American Association of University

26 Professors (AAUP) for ethical conduct in performance of the duties as faculty. AAUP policy can be

accessed at the following link: http://www.aaup.org/reports-publications/publications/redbook.

Expectations of Faculty Serving as Department Chairs and Program Directors

The department chairs and program directors will work collaboratively with faculty and staff to create an

environment where innovation is encouraged and programs are continuously assessed to provide optimal

student learning and to prepare career-ready ethical leaders. As a group these leaders will work with the

deans and Provost to implement and fulfill the vision, mission, and strategic plan of Carlow University.

Department Chairs

The department chair will report to the dean of the College. Faculty who serve in the capacity of

department chair are required to:

• Provide leadership for faculty in the department to increase effectiveness in teaching excellence,

service and leadership, and scholarship and performs faculty evaluation.

• Ensure orientation and mentoring of new faculty to support advancement and retention.

• Communicate the strategic plan priorities and works to align departmental goals and initiatives

with these priorities.

• Provide direction, often with other chairs or deans, for development and implementation of new

curricula, programs, partnerships and/or modes of delivery that address areas of need.

• Interact and openly communicate with dean, faculty, appropriate university offices, and students.

• Collaborate with other chairs and deans to actuate the effective delivery of the curriculum through

coordination of rotations, schedules and management of the enrollment process.

• Demonstrate fiscal responsibility in the development of the course schedule, as well as personnel,

operational and capital budgets and monitoring of it in consultation with the dean of the College.

• Promote a culture of assessment and improvement, supports and assists in the development and

assessment of student learning outcomes.

• Provide direction and support for curriculum development and implementation including review of

course syllabi for appropriate rigor, level and alignment.

• Ensure effective advising and communication with all students regarding curriculum, academic

initiatives, connections to communities of practice, and other matters as needed.

• Assist in the recruitment and retention of faculty and students.

• Work with appropriate accrediting agencies to maintain approval of all accredited programs.

xiii. Assist with faculty and staff personnel issues in accordance with established policies and with

attention to due process and fairness.

• Represent the department to others outside of the university.

• Perform all other duties as requested or assigned.

Program Directors

The program director will report to both the department chair and the dean. The responsibilities for

individual program directors may vary depending on the program; specifics will be determined in

consultation with their chair and dean.

Deans

As chief academic and administrative officer of the College, the dean will lead the faculty, staff, students,

and others in implementing and fulfilling the vision, mission, and strategic plan of Carlow University. The

dean will work collaboratively with department chairs/program directors, faculty and staff to create an

environment where innovation is encouraged and programs are continuously assessed to provide optimal

student learning and to prepare career-ready ethical leaders. The dean shall be the academic and

administrative leader of the College and will report to the Provost/Vice President for Academic Affairs. All

27 faculty within the college’s various departments and programs will report to the dean through their

department chairs and program directors.

The roles and responsibilities of the dean are to:

• Lead and ensures the overall quality of the academic enterprise within the college.

• Represents the College to external constituencies and actively participates in donor

cultivation and fundraising.

• Collaborates with the Provost and other deans to achieve institutional and College goals.

• Interacts with students to create a positive learning environment in which policies are

implemented with fairness and attention to student development.

• Teach a course each semester.

• Oversee the preparation and monitoring of budgets for all academic units within the College,

ensuring that they are aligned with strategic priorities and fiscal realities.

• Promote and support the professional development of faculty including faculty engagement

with scholarship and research.

• Be responsible for selection and evaluation of faculty to ensure instructional effectiveness.

• Develop and implement new curricula, programs, partnerships and/or modes of delivery with

faculty that address areas of need in the fields represented within the College.

• Promote a culture of planning and continuous assessment to improve student learning and

ensure institutional effectiveness.

• Foster relationships and cultivate partnerships with colleagues in the local, regional, national,

and international areas to recruit students, remain current in educational trends, and to develop

Carlow’s academic and collegial reputation.

• Maintain compliance with accreditation requirements and ensures approval of all accredited

programs.

• Work in collaboration with appropriate offices to market programs and recruit students for all

academic departments and programs within the College.

• Handle all faculty and staff personnel issues in accordance with established policies and with

attention to due process and fairness.

• Promote communication and innovation across colleges, departments, and programs.

• Provide leadership for the integration of graduate and undergraduate programs.

• Oversee the development and regular review of program outcomes and course syllabi to

ensure appropriate rigor and alignment.

• Assist with mentoring of new faculty within the college.

H. Sabbatical & Emeriti Status

Sabbatical Leave

Carlow University, recognizing the necessity for faculty members to acquire new experiences to enrich

their teaching, or to secure uninterrupted time for research and writing, supports the principle of sabbatical

leave. The University desires to encourage professional growth and increased competence and

productivity among faculty members, subsidizing scientific and scholarly research, creative and

professional development, or a program which is judged to be of equivalent value such as an exchange of

teaching responsibilities with a faculty member at another college or university. A faculty member will be

limited to one sabbatical leave every seven years. Criteria for the evaluation of the proposal will include the

strength of the proposal and previous sabbatical leaves. The Board of Trustees grants the sabbatical leave.

A sabbatical leave does not constitute a break in service.

Eligibility

Any faculty member with a rank of Assistant Professor or higher and who has served seven or more

consecutive years at Carlow is eligible for consideration for sabbatical leave after completing the seventh

28 year of service. Faculty members are eligible for subsequent sabbatical leaves after an additional seven

consecutive years of service. A waiver of the consecutive year rule may be made by the President in

extraordinary circumstances, i.e., a leave of absence with pay. Sabbatical leaves are not granted

automatically upon the completion of the necessary period of service. The faculty member must

demonstrate, using the prescribed template, evidence of sound research, creative activity, or other academic

achievement to support the program of work planned for the sabbatical period, show that the proposed

program will accomplish one or more of the purposes set forth in the opening paragraph, and describe how

the proposed work will strengthen their current role or discipline. Requests for a sabbatical should be made

prior to October 1 of the year preceding the academic year in which the sabbatical leave will be granted.

The duration of the proposed leave (one semester or two) should be stipulated in the request.

Salary

Stipends for sabbatical leave are one semester at full salary and full benefits, or one academic year at one-

half of full salary each semester and with full benefits for the year. When faculty members are on

sabbatical leave, they continue their eligibility to purchase and participate in their fringe benefits and

normal full share toward retirement, group life, health, disability insurance, and federal programs to the

extent the University continues to offer such benefits to other similarly-situated faculty and to the extent

permitted by law. The University may also bill, if necessary and appropriate, the faculty member for the

normal share of these items. It is understood that if the faculty member does not return after the sabbatical

leave for a minimum of one year, he/she shall return the full salary and cost of benefits to the University. It

is further understood that the faculty member will not teach at another college or university during the

sabbatical year unless as part of a faculty exchange as described below or if permission is granted by the

Provost.

Guidelines for Preparation of Application

The guidelines for requesting a sabbatical leave are as follows:

• In a letter to the Provost, the applicant formally requests a sabbatical leave and demonstrates

eligibility under the provisions of this Handbook.

• A plan is submitted describing some project or program in artistic, scientific, literary, or

professional pursuits, which will demonstrate measurable progress or yield some demonstrable

results.

• A letter of support and recommendation is required from either the faculty member’s Dean,

Program Director, or Chair (as appropriate to the department structure) to the Provost.

• All of the application materials must be submitted to the Rank and Tenure Committee by

October 1.

Criteria for Review

a. Types of eligible projects:

• Scientific and scholarly research

• Creative development

• Pedagogical scholarship

• Acquisition of new techniques

• Development of outreach programs

• Alternative or exchange teaching or research experiences

b. Applications will be reviewed by the Rank and Tenure Committee to determine if the applicant has met

the eligibility criteria. Rank and Tenure members will forward eligibility findings to the Provost. The

Provost forwards recommendations to the President not later than November 1 of the year preceding the

leave. Approval is granted by the Board of Trustees.

29 c. At each level of the review, the following criteria should be considered:

• Clearly communicates purpose of the project

• Significance of the project to Carlow

• Describes how goals will be accomplished

• Describes applicant’s skills and background necessary to complete the project or a plan to acquire

the skills

• Lists plans for completion of the project during designated timeline

• Describes why the sabbatical leave is crucial to completion of the project

• Articulates benefits for the faculty member and the University

Obligations of Sabbatical Recipients

The faculty member granted a sabbatical leave assumes the following responsibilities to:

• Make every reasonable effort to fulfill the terms of the sabbatical.

• Return to the University for a minimum of one year following the completion of sabbatical leave.

• Send a two-page report of the results of the project to the department and Provost within thirty days

after the beginning of the semester following the sabbatical leave.

• Present the sabbatical work to peers within the academic year.

Carlow University Faculty Sabbatical Application

The application below, (not to exceed 1000 words), should be completed by faculty applying for sabbatical

leave:

1. Indicate which of the following criteria will be met during the sabbatical period:

Scientific and scholarly research

Creative development

Pedagogical scholarship

Acquisition of new techniques

Development of outreach programs

Alternatives or exchange teaching experiences

Program of equivalent value Describe:

2. Describe the program of work planned for the sabbatical period (<200 words):

3. Describe the purpose of the work in relation to the faculty member’s professional development, such as

research or scholarship agenda or teaching (< 200 words):

4. Describe the benefit of the work in relation to the Carlow University academic program or professional

discipline (< 200 words):

5. Describe the anticipated outcomes for the sabbatical work (< 200 words):

6. Describe the plans for dissemination to the Carlow University community and the broader scholarly

community (< 200 words):

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Emeriti Status

The committee on Academic Rank and Tenure recommends candidates to the President of the University for

formal conference of the distinguished status of Professor Emerita/us. The candidate must be a faculty

member who has retired at the rank of Associate Professor or Professor, tenured or non-tenured, after serving

Carlow for at least ten years in a full-time capacity and demonstrated commitment to the mission and values

of Carlow University. This designation is ordinarily conferred at commencement by the President of the

University. The status of Professor Emerita/us carries with it certain privileges.

Professors Emeritae/i have continuing access to the University’s library resources and research and study

space, if available. They have access to the University’s recreational and athletic facilities, bookstore,

campus parking permits, and its cultural, athletic, and educational events, subject to the current policies,

restrictions, and fees applicable to full- time faculty. They may attend meetings and other activities of the

former department by invitation and without voting privileges. The University reserves the right to revoke

this status and associated privileges for cause.

Approved: UFA May 2014

I. Faculty Grievance Policy

I. Faculty Grievance Policy Preamble: The Grievance Policy provides the procedures under which a

faculty member, as defined in Section II, below, who believes that she or he has been aggrieved as a

result of an administrative, department, or school action, as described in this policy, is able to seek a

remedy within the University. Faculty members are urged to take advantage of these procedures, with

regard to any grievance covered by this policy, before pursuing remedies outside of the University.

II. Applicability

A. Faculty Member Defined:

1. For purposes of this policy, a faculty member is a person, currently or formerly, appointed

by the University to teach and/or to conduct scholarly research on a part-time or full-time basis

and who is: tenured, tenure- eligible, or non-tenured;

2. Former faculty members, who were employed by the University in a capacity as described in Section II

(A) (1) at the time the alleged grievance took place, may file under this policy if their grievance meets

all other conditions of this policy.

B. University Administrators and Staff

University administrators and staff may be covered under this policy if they are subjected to any

disciplinary actions as a result of acting in their capacity as a faculty member as defined in Section II

(A) (1), above.

C. Matters Not Covered

1. This policy does not cover:

a. Conflicts between faculty members, except when a faculty member against whom a

grievance is lodged was acting in an administrative capacity in a manner described under

Section III, “Grievable Matters.”

b. The merits underlying decisions to deny tenure, promotion or reappointment, except

when tenure, promotion, or reappointment is denied for reasons that allegedly involve a

violation of academic freedom.

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c. Allegations of discrimination, including discrimination in the denial of tenure, promotion, or

reappointment. If discrimination is alleged at any point in a grievance proceeding under this

policy, the Chair of the Grievance Committee shall notify and consult with [the Director of

Human Resources]

D. Additional Remedies Available under Public Law

• The grievance procedures set forth in this Policy are administrative in nature. They are separate and

distinct from state and/or federal criminal and civil legal procedures. A faculty member who

pursues a remedy through the University’s grievance process is not precluded from taking civil or

criminal action.

• If the conduct in question is alleged to be a violation of both University policy and public

law, the University will proceed with its normal process, regardless of action or inaction by

outside authorities. Decisions made or sanctions imposed through these or other University

procedures are not subject to change because criminal or civil charges arising from the

same conduct are dismissed, reduced, or rejected in favor of or against the Respondent.

III. Grievable Matters

A. A grievable matter arises when any administrative, department, or school academic unit‘s

action involves a violation of:

• Academic freedom

• University procedures

• Any other faculty right, such as those outlined in individual faculty contracts, the Faculty

Handbook, or other authorized University document.

A. Examples of grievable matters may include actions such as:

• Recommendation of dismissal

• Suspension

• Recommendation of revocation of tenure

• Recommendation of reduction of academic rank

• Recommendation of reduction of individual salary

• Denial of tenure or promotion or reappointment.

IV. The Grievance Committee

A. Section 1. Composition of the Committee

All members of the Grievance Committee shall be tenured faculty members, as

follows:

a. Two faculty members elected from each of the three Colleges

b. Two faculty members elected by the University Faculty Assembly to serve as alternates.

In addition to the elected and appointed members, the Chair retains discretion to appoint administrative

and staff as consulting members, as needed. Administrative and staff consulting members will be non-

voting members of this Committee.

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B. Appointment of Grievance Coordinator

The Provost shall appoint a Grievance Coordinator by August 15 of each academic year. The

Grievance Coordinator will convene the Committee by September 15 of the academic year for

two purposes:

1. Orientation with legal counsel,

2. Election of a Chair.

The Grievance Coordinator shall have the following duties and responsibilities related to any

grievance filed:

1. Convening the Committee;

2. Arranging for orientation with legal counsel

3. Ascertain if the grievant and grievance are covered under Section II

4. Keeping records of grievances filed

5. Coordinating meetings of the Grievance Committee;

6. Preparing and mailing of notices; and

7. Performing various other tasks as requested by the Chair of the Grievance Committee.

Section 2. Term of Appointment

The term of appointment to the Grievance Committee is three (3) years. Members may be reappointed or re-

elected for an additional three (3) year term. No member may serve for more than two (2) consecutive

terms. Terms commence in August on the first day under contract and expire in May on the last day under

contract.

V. Confidentiality

Confidentiality is essential to the integrity of the grievance process. Therefore, members of the Committee,

the Grievance Coordinator and participants in all proceedings under this policy shall make every effort to

maintain the confidentiality of the proceedings to the extent consistent with these proceedings, unless

confidentiality is waived by the grievant. A breach of confidentiality, however, will not invalidate the

proceedings.

VI. The Grievance Process

A. Filing a Grievance: Who may File

A current or former faculty member, as defined in Section II A, who believes that she or he has a grievance

shall file with the Coordinator of the Grievance Committee a "Notice of Grievance."

B. Respondents

1. The respondent is the individual whose action gives rise to the grievance.

2. If that person is an administrator who has been replaced, the respondent is his or her successor in office.

If more than one administrative officer was responsible for the action, all current office-holders may be

named as respondents.

3. The Coordinator of the Grievance Committee shall determine at the outset whether the named

respondents are all “properly named respondents,” i.e., whether each is a properly named party in the action

that gives rise to the grievance.

C. Notice of Grievance: Instructions for Filing

1. The grievance must be filed, with the Coordinator of the Grievance Committee, on the form designated

as “Notice of Grievance.” The Notice of Grievance must be in writing, signed, and dated by the faculty

member.

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2. The “Notice of Grievance” must be filed within thirty (30) business days after the faculty member is

either notified of the action that gave rise to the grievance or discovers the action that gives rise to the

grievance. It is the responsibility of the aggrieved faculty member to properly file his or her grievance

within the specified time frame.

3. The Notice of Grievance must:

• Indicate specifically which policy was not followed

• Contain a concise and specific statement of the reasons for the grievance

• Include the name of the person/s whose action or inaction has given rise to the grievance

• Include a statement describing any efforts the faculty member has made to resolve this grievance

prior to filing the Notice of Grievance

• Include a statement of the faculty member’s desired remedy.

4. Within five (5) business days of receipt of the “Notice of Grievance,” the Coordinator of the Grievance

Committee will forward the Notice to the members of the Grievance Committee.

5. If the Coordinator of the Grievance Committee is not available, the faculty member may file the Notice

of Grievance with the Chair of the Grievance Committee.

6. If the deadline for filing a grievance occurs over the long break between fall and spring semesters or

over the summer, the deadlines within the Grievance Process will begin the first day of the next semester

(January or August).

D. Dismissal of the Grievance

The Coordinator of the Grievance Committee can dismiss a grievance if the faculty member is not a person

covered under Section II (A) (1) of this policy. Any such dismissal may be appealed to the full Grievance

Policy Committee.

VII. Grievance Review Process: Initial Review of the Grievance

A. Appointment of Grievance Panel

Upon receipt of a Notice of Grievance, the Chair of the Grievance Committee shall notify all faculty

members and alternates of the Grievance Committee, and a panel to hear the grievance will be appointed.

All voting members of the Grievance Committee are initially on the panel, then as challenges or recusals

occur, the alternates will replace the voting member removed. The quorum is a minimum of 5 faculty

members. One person on the Grievance Panel will serve as its Chair.

B. Conflict of Interest

1. The Chair of the Grievance Committee shall seek to assure that appointees to the Grievance Panel are

free of bias, conflict of interest, or such previous association with the issues raised by the grievance, as

would determine that the appointee not serve.

2. Both parties to the grievance shall be given the opportunity to challenge the appointment of a member or

an alternate to the Grievance Panel. The challenge must be submitted to the Chair of the Grievance

Committee within five (5) business days from the time the Grievance Panel is appointed.

C. Timetable

The Grievance Panel must meet to review the grievance within fifteen (15) business days after

appointment of the panel. The Grievance Panel shall endeavor to complete reviews of the grievance within

forty-five (45) business days from the date of its first meeting. However, nothing in this set of provisions

gives a faculty member a cause of action should the Grievance Panel miss a deadline.

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D. Mutual Resolution

The parties to the grievance may, at any time, reach a mutually agreed resolution. If the parties reach such

an agreement, they shall notify the Chair of the Grievance Committee in writing, signed and dated by both

parties, that the grievance has been resolved. The specific terms of the mutually agreed resolution need not

be shared publicly. The Chair of the Grievance Committee shall inform the Grievance Panel of the

resolution. The Grievance Panel shall cease its work upon receipt of such notification and shall have no

obligation to enforce the parties’ mutually agreed resolution.

E. Access to Information

In order to complete its review of the grievance, the Grievance Panel may seek additional information or

evidence that may pertain to resolution of the grievance from appropriate, informed, and relevant sources.

The Grievance Panel shall assess the accuracy, credibility, and relevance of any information it collects. In

soliciting information from any third party, rights of privacy and confidentiality shall be protected. This

paragraph applies to all decisions the Grievance Panel is called upon to make.

F. Attorneys and Advisors

Advisors for the parties are not permitted to participate in the initial review of the grievance.

VIII. Grievance Review Process

A. A grievance hearing is not a formal judicial proceeding. Its ultimate purpose is to evaluate the fairness

of the action that gave rise to the grievance. To achieve that end, the Grievance Panel Chair can exclude

irrelevant issues or evidence, and can place reasonable limits on argument and the questioning of witnesses.

B. The Grievance Panel can decide when it has enough information to decide the merits of the grievance,

except that the Grievance Panel cannot decide the merits of a case without holding a hearing, unless both

parties waive their right to a hearing in writing.

C. Either party may, at any time, waive his or her right to a hearing and elect to proceed on the basis of

written submissions. Any such waiver must be in writing, must have the agreement of both parties, and

must be submitted to the chair of the Grievance Panel. Written submissions regarding the merits of the

grievance must be submitted to the Grievance Panel Chair in accordance with the schedule prescribed by

the panel chair.

D. If the right to a hearing is not waived, the Grievance Panel Chair shall, within ten (10) business days of

receiving the notice of grievance, notify the parties of the time and place of the hearing. The parties may

submit written evidence or documentation before the hearing.

E. Each party shall notify, in writing, the Grievance Panel Chair and the opposing party, of the names of

the witness(es) he/she intends to call no later than ten (10) business days before the hearing. Each party

has the responsibility for arranging the attendance of any witness he/she intends to call.

F. At the hearing, each party to the grievance may, subject to restrictions set by the Grievance Panel Chair:

• Call witnesses or present other evidence

• Examine any evidence submitted to the Grievance Panel

• Question witnesses he/she has not called.

G. The grievance hearing shall be electronically recorded and will be retained for 12 months beyond the

requisite date for appeal and will then be destroyed. Upon appeal, a transcript of the record copy of the

recording shall be furnished to both parties. The party requesting a transcript of the hearing shall bear

the cost of transcription services for all copies. Deliberations will not be recorded.

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IX. Decision and Report of the Grievance Panel

The grievance panel shall complete a written report detailing its findings and its decision within thirty (30)

business days following the conclusion of the grievance hearing or of written submissions in lieu of a

hearing. The report shall be signed and dated by the Grievance Panel Chair and delivered, within the

timeframe above, to the Chair of the Grievance Committee.

The Chair of the Grievance Committee shall send a copy of the report to the parties and the Provost within

five (5) business days from receipt of the grievance panel’s report.

X. Appeal from the Grievance Panel’s Decision

A. Appeal to the Grievance Committee

1. Either party may appeal a decision of the Grievance Panel. The appeal must be filed, with the Chair of

the Grievance Committee, in writing on the form designated as “Notice of Appeal from the Grievance Panel

Report,” within fifteen (15) business days from receipt of the decision. If the Grievance Committee Chair

is not available, the Notice of Appeal may be filed with the Coordinator of the Grievance Committee. The

“Notice of Appeal from the Grievance Panel Report” must state the specific reasons for the appeal.

2. Within fifteen (15) business days after receipt of the “Notice of Appeal from the Grievance Panel

Report”, the Grievance Committee Chair will convene the full Grievance Committee, who will deliberate

and decide whether or not to hear the appeal. The Grievance Committee may uphold the decision of the

grievance panel, reverse the decision of the grievance panel or may remand the grievance to the grievance

panel with appropriate instructions. These actions will be taken on the basis of the existing record and

without further hearing or fact gathering.

3. A quorum (5) of members or alternates of the Grievance Committee must be in attendance. The

Grievance Committee’s decisions shall be made according to the majority of members in attendance and

voting. The Chair of the Grievance Committee shall report the Committee's decision to the Provost and to

the parties.

B. Appeal to the University President

1. Either party who desires to appeal the Grievance Committee's decision to the University President must

file a "Notice of Appeal from the Grievance Panel Report" within fifteen (15) business days from the date

of receipt of the Grievance Committee’s decision. The party shall file the Notice with the Chair of the

Grievance Committee and send a copy of the notice to the adverse party.

2. The “Notice of Appeal from the Grievance Panel Report” shall contain a specific and concise written

statement of the reasons that lead the party making the appeal to believe that the Grievance determinations

were erroneous. The Grievance Committee Chair will forward the file to the University President within

seven (7) business days of receipt of the “Notice of Appeal from the Grievance Panel Report”.

3. Within thirty (30) business days after receipt of the file, the University President may elect to either:

(i) Remand the matter to the Grievance Committee for further deliberations. If the matter is

remanded, the Chair of the Grievance Committee has an additional thirty (30) business days to

report to the President on the outcome of the Committee's further deliberations.

(ii) Accept or reject the findings of the Grievance Committee. This decision to accept or to reject

the findings of the Grievance Committee will be made in writing. Review by the University

President shall be confined to evidence considered by the Grievance Committee.

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4. If the President is unavailable to act within the time provided in this section, then the Provost shall

fulfill these duties.

5. In the extraordinary event that the President or other officer designated above does not act within the

time limits imposed by this section, then the Grievance Committee’s decision shall become final and

shall be immediately implemented by the appropriate University authorities.

XI. Amendment of the Grievance Policy

The Grievance Policy may be amended only after a vote of the majority of the University Faculty

Assembly.

PART III: ACADEMIC POLICIES & PROCEDURES

A. Academic Integrity Policy

Preamble:

Carlow University’s values and vision are founded in the Sisters of Mercy’s mission of cultivating

lifelong learners through a learner-centric approach. It is in this tradition that Carlow University aims to

educate and challenge students to reach their highest potential; to that end, we guide students along a

path of honesty and integrity throughout their intellectual pursuits. Carlow University expects its

constituencies to understand the various forms of academic dishonesty and to uphold the highest

standards of academic integrity.

FORMS OF ACADEMIC MISCONDUCT

Cheating

Any coursework, such as (but not limited to) quizzes, tests, exams (in-class, online, or take-home), homework

or other assignments, lab work, presentations, and both creative and scholarly forms of expression such as projects

and papers, computer programs, artistic, musical, or any audiovisual or multimedia work, is presumed to represent

a student’s individual, original work (or the original work of all members of a group, in the case of group

assignments). Cheating thus involves completing coursework by providing or receiving inappropriate assistance

from a person or reference, or using unauthorized material such as (but not limited to) notes of any form, texts, test

banks, wireless devices such as cell phones, tablets, or smart watches, calculators, formulas, or computers, unless

otherwise directed or permitted by the course instructor.

Plagiarism

Plagiarism refers to the unauthorized use of copyrighted material or misrepresentation of someone

else’s work as one’s own in any coursework, such as (but not limited to) quizzes, tests, exams (in-

class, online, or take-home), homework or other assignments, lab work, presentations, and both creative

and scholarly forms of expression such as projects and papers, computer programs, artistic, musical, or any

audiovisual or multimedia work. Plagiarism can occur in many ways, including:

1) Submitting another’s work as one’s own.

2) Not properly citing sources, using exact wording without quotations or proper attribution,

paraphrasing without proper citation, or improper paraphrasing.

3) Attributing citations to inaccurate or misleading sources.

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Self-Plagiarism

Unless otherwise permitted by the course instructor or the nature of the assignment, each submitted

work is presumed to be original. Self-plagiarism thus involves the unauthorized use of one’s own work or part

of a work, either from the same course or from another course, in more than one assignment.

Academic Deceit

Academic deceit involves the intentional use of false or altered information or the withholding of

information critical to the processes of the University such as grade changes, course withdrawals, or

other academic procedures. Academic deceit also entails providing false information or documentation

with the intent to obtain an exemption, extension or exception to assignments, exams, presentations, and

other coursework. In addition, academic deceit involves signing other students into classes or on group

reports.

Fabrication of Data

Fabrication of data involves the use of distorted data through either falsification or fabrication, or any

sort of forgery or unsanctioned use of documents for research or other coursework.

Interference with Other Students’ Learning or Achievement

The interference with the classroom learning or scholarly products of other students is a violation of

academic integrity. Examples include, but are not limited to: sabotaging (including failing to contribute

to) group projects or laboratory work, disrupting in---­‐•-­‐class work including tests and quizzes, altering

computer files or online posts, or making educational materials such as equipment or texts unavailable

to others.

Unauthorized Acquisition or Exchange of Coursework

Unauthorized acquisition or exchange of coursework involves not only purchasing, borrowing,

stealing, or otherwise obtaining material (such as, but not limited to, exams, test bank questions,

papers, projects, assignments, and presentations) with the intent to use or represent part or all of the

material as one’s own coursework, but also selling, lending, or otherwise offering one’s own

coursework to others with the intent of allowing the recipient to use or represent part or all of the

purchased or borrowed work as one’s own. In addition, unauthorized acquisition or exchange of

coursework entails obtaining a copy of one’s own completed tests and exams (either a physical copy,

an electronic image, or a screenshot) without explicit permission from the course instructor.

Other Forms of Academic Misconduct

Carlow University reserves the right to act upon other actions that a reasonable person would

consider academic dishonesty that may not be listed specifically above.

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VIOLATIONS OF ACADEMIC INTEGRITY

When academic misconduct is suspected, the faculty should contact the Provost to inquire about

previous academic integrity violations by the student.

If the alleged misconduct is the student’s first offense of a similar nature, and the faculty believes the

misconduct is minor or the result of an honest mistake, the faculty should contact the student within

five business days of discovering the violation to arrange a meeting (the meeting may be in person or

online or via electronic communication) and attempt to resolve the matter with the student directly.

The faculty member may impose a sanction at his/her discretion. Also, in the spirit of helping guide the

student’s learning process, the faculty should refer the student to such resources as the Center for

Academic Achievement, as appropriate. Once a resolution is achieved, the faculty and the student must

sign an agreement detailing the misconduct and the sanction imposed to be kept on record at the

Provost. This agreement only kept as a means of tracking and is not meant to become part of a

student’s permanent academic record. The student may not contest the sanction or appeal to a higher

level.

If the faculty and the student are unable to reach a resolution, or if the student denies responsibility

for the alleged academic integrity violation, the matter is forwarded to the Academic Integrity

Council for a judicial hearing, as described below.

If the alleged misconduct is not the student’s first offense of a similar nature, or if the faculty believes

the misconduct is serious, blatant, or warrants consideration by a higher authority, the matter is

forwarded to the Academic Integrity Council for a judicial hearing, as described below. The Council

may collaborate with the faculty to impose further sanctions following the hearing.

Judicial Hearing Procedure

The faculty will contact the Chair of the Academic Integrity Council at least 72 hours prior to the next

regular meeting of the Council in the fall or spring semesters to begin the judicial hearing process. The

Chair will then notify Dean of the College that houses the accused student’s major(s) and the Office of

the Registrar of the pending case.

The Academic Integrity Council shall convene a Judicial Hearing Panel for the case at its next regularly

scheduled meeting. The faculty and the student are both expected to appear at the hearing and present

their evidence in front of all parties in attendance. If the faculty and/or the student is unable to attend the

hearing in person, they may present their case in a written statement to be provided to the Chair of the

Academic Integrity Council prior to the hearing. Barring any extenuating circumstance, the faculty is

expected to attend the meeting or provide a written statement of evidence; otherwise, the case is

dismissed. If the student does not attend the meeting and fails to provide a written statement of his/her

case, the hearing will continue with the evidence available.

Only members of the Judicial Hearing Panel, the faculty alleging the misconduct, and the accused

student may attend the hearing; no other personnel shall be permitted. The faculty and student may be

excused from the room during the Panel’s deliberation.

During the judicial hearing process, the student may not withdraw from the course. If the matter is not

resolved by the final grade due date, an incomplete grade is assigned until the Judicial Hearing Panel

rules on the matter. The student will not be conferred a degree or certificate if there are outstanding

academic misconduct charges.

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If the Judicial Hearing Panel finds the student guilty of violating the academic integrity policy, the

Panel will have three business days to consult with the faculty alleging misconduct and the

program(s)/department(s) that houses the student’s major area of study for a decision on

appropriate sanctions. In collaboration with the faculty and the program(s)/department(s), the

following grade sanctions may be applied:

• Zero credit on the assignment

• Failure of the course

For serious cases of academic misconduct, the Panel may recommend that the Provost apply the

following sanctions:

• Suspension from the University

• Dismissal from the University

In the case of suspension from the University, if the ruling occurs past the course withdrawal date, the

suspension will begin at the end of the current semester so that the student will not incur financial aid

penalties. If a student is dismissed from the University due to violation of the academic integrity

policy, he/she cannot be readmitted to the University in the future.

The Panel’s ruling may be appealed, following the procedure described below.

The Chair of the Academic Integrity Council will notify the student, the faculty alleging the misconduct,

the Dean of the College that houses the student’s major(s), and the Office of the Registrar regarding the

outcome of the Panel’s ruling.

All records of academic integrity violations will be kept permanently in the Provost. Dismissals from

the University as a result of academic misconduct will be noted on the student’s transcript.

Cases of academic integrity violation that take place over the summer months shall be directed to the

Provost, which will convene an ad hoc panel consisting of faculty who are available to serve within ten

business days from the time the academic integrity violation is reported. The Provost will also notify the

Dean of the College that houses the student’s major(s) and the Office of the Registrar regarding pending

cases and the outcome of the ad hoc panel’s ruling.

Composition of the Academic Integrity Council

The Academic Integrity Council is a standing committee that is available to meet once per month

during the fall and spring semesters. This committee shall consist of three faculty members from each

college (nine total), serving staggering three-year terms, along with three undergraduate and three graduate

students. The Academic Integrity Council shall work with the Office of Student Affairs to identify

eligible students to serve.

Judicial Hearing Panels shall be convened as needed to take place during the Council’s scheduled

meeting time. Each Panel shall consist of five members, as follows:

• Three faculty members from the Council (one from each College).

• One member from the accused student’s major discipline. This member may be the Dean, Chair,

or Program Director, or a faculty designee from the major.

• One student. An undergraduate student will serve if the accused is an undergraduate

student, while a graduate student will serve if the accused is a graduate student.

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In addition, one staff member may serve as a consultant if such expertise is deemed necessary.

Members serving on a Judicial Hearing Panel must not have taught the accused student in the past or

have personal ties to the student. In the case of small departments where no faculty is eligible to serve

under this condition, the Dean or the Chair of the department may seek a representative from a closely

related department.

Appeals

Following the Judicial Hearing Panel’s ruling, both the faculty alleging misconduct and the accused

student may appeal the decision in writing detailing the grounds of the appeal. Appeals must be

submitted to the Vice President of Academic Affairs within ten business days of the Panel’s ruling. The

decision of the Vice President of Academic Affairs is final and a written record of the decision shall

be kept on file. Should the Vice President of Academic Affairs reverse the ruling of the Panel,

he/she shall explain the rationale for the reversal, in writing, to the Panel.

1. Academic Integrity Council

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2. Academic Integrity Process

B. Fundraising

All campus fundraising activity must be cleared through the Advancement Office. Advancement

will work with faculty and staff seeking funding for institutionally approved projects that align

with University Strategic Plan 2014-2019 and that directly impact student-learning outcomes. For

projects of

$10,000 or more, University Advancement will assist in locating potential sources of

funding and administer the process of grant submissions. Faculty are encouraged to work

with the Director of Corporate and Foundation Relations.

1. Projects with an Identified Potential Funding Source: Vetting and Approval

At least 60 days prior to submission deadline, vet project concept with supervisor/Vice President

(staff) or department chair and college dean (faculty). If the project is approved, complete the

following form no less than 40 days prior to submission deadline and send to the Director of

Corporate and Foundation Relations (DCFR) who will work with you on next steps.

2. Preparation and Submission of the Proposal

a. At least 30 working days prior to submission deadline, Project Director (PD) to provide a draft of

proposal, including budget, to supervisor/chair and dean and to DCFR. Working with DCFR,

determine who is responsible for assembling other required materials.

b. At least 10 days prior to submission deadline, PD to provide final proposal to DCFR who will

obtain required signatures and submit proposal along with other required materials with copy to

all parties.

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3. Grant Reporting

a. When notification is received indicating approval for funding, PD will be the primary

party responsible for coordinating and writing required grant reports.

b. DCFR will provide 60 days notice of grant report deadline to PD.

c. PD to provide draft grant report to supervisor/chair, dean and to DCFR 30 days prior to deadline.

d. PD to incorporate edits provided, and submits final report to DCFR 10 days prior to

report deadline.

e. DCFR will obtain required signatures and submit report.

*Note: Additional approval from the Institutional Review Board is required for any research project that

involves human or animal subjects. Take into consideration the time to complete the IRB application,

wait for the decision and make changes if required by the IRB.

4. Projects without an Identified Potential Funding Source

At least 3 months prior to date funding is needed, vet project with supervisor/Vice President (staff) or

department chair and college dean (faculty). This process will include consideration of whether proposed

project should be included with annual departmental budget requests as opposed to a stand-alone project

for which one-time funding sought.

If the project is approved, complete the following form and submit to Director of Corporate and

Foundation Relations (DCFR) who will guide you on next steps.

C. Research Policies

Federal law has created a series of rules about the conditions under which institutional researchers may

conduct research that involves using human subjects. These rules are premised on principles concerning

individuals’ rights to privacy and the protection of citizens from harm. Carlow University maintains an

Institutional Review Board (IRB) to ensure the advance review by responsible, knowledgeable peers of

all research that involves the use of human subjects.

Carlow University is committed to these laws on moral, ethical, and legal grounds. All research that comes

under the aegis of the University must meet the procedures established to ensure the privacy and protection

of human subjects. These procedures are followed by: faculty in their own research, staff members who

are engaged in scholarly research, and by students in any research they conduct, regardless of where it is

actually conducted. Therefore, all students, staff, and faculty who engaged in research with human

participants must obtain approval from Carlow's IRB before starting a research project. Additional

information, the process for obtaining IRB approval, and the requisite forms, are available on the Carlow

University portal.

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III. APPENDICES

Appendix A: Professional Growth and Development Plan

Professional Growth and Development Plan

The completed plan should be no more than 5–10 pages.

Please refer to the Professional Growth and Development Template located on the UFA Blackboard site

as needed for definitions and examples of the sub-dimensions by rank and years of service.

1. TEACHING EXCELLENCE

Teaching Excellence and all of its sub-dimensions are considered the most essential to the faculty

role and therefore require the greatest effort. Faculty members should attempt to balance the

responsibilities of Service & Leadership with that of Scholarship according to one’s interests and

abilities, but never at the expense of Teaching Excellence.

The following guidelines and criteria serve as indicators that a faculty member is meeting

responsibilities in these areas and documentation of the faculty member’s development in each area of

responsibility will be used to support an application for promotion and/or tenure.

Teaching Excellence Sub-Dimension Expectations

1. Knowledge of both the specific subject matter and the greater disciplinary field of study

2. Creation and maintenance of an effective learning environment

3. Effective communication with students

4. Evidence of educational innovation

5. Fair and diligent evaluation of student learning outcomes

6. Effective advising

a. GOALS: Discuss your overall goals with regard to Teaching Excellence including, where

appropriate, the status of previous goal achievement. Please specify your goals for the

upcoming academic year and note the connections to the applicable sub-dimension

expectations.

b. Reflection on evaluation: Please provide reflections on your student evaluations and any

peer evaluations or observations. Please also include any specific plans for adjustments,

additions, deletions, etc. to courses that are intended to improve outcomes.

2. SERVICE & LEADERSHIP

While recognizing that each faculty member brings his or her own values and understandings to the

responsibilities of service, there are basic expectations of faculty involvement.

Carlow faculty are members of the university community and of communities beyond the boundaries

of the campuses. As members, they have responsibilities to each, responsibilities that result from a

particular discipline, but also from the special commitment to people that motivates them as educators

and members of the Mercy community. Because the faculty of Carlow expects those who are part of

it to use their energy, knowledge and values to enrich the quality of life in their communities, it

includes evaluation of service among the criteria of professional achievement.

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Leadership is included in this domain as it represents a separate aspect of service and often speaks of

the time commitment and overall responsibility in providing direction and a definable product during

the term of service. Faculty assume critical leadership roles in guiding department, university,

discipline, and community interests.

The following guidelines and criteria serve as indicators that a faculty member is meeting

responsibilities in these areas and documentation of the faculty member’s development in each area of

responsibility will be used to support an application for promotion and/or tenure.

Service & Leadership Sub-Dimension Expectations

1. Service to and Leadership in the University

2. Service to and Leadership in the College or Department

3. Service to and Leadership in the Discipline & Profession

4. Service to and Leadership in the Community

5. Service to and Leadership with Others (Faculty Mentorship)

a. GOALS: Discuss your overall goals with regard to Service and Leadership including, where

appropriate, the status of previous goal achievement. Please list your goals for the upcoming

academic year and note the connections to the appropriate sub-dimension expectations.

3. SCHOLARSHIP

Specific expectations related to scholarship include active involvement in the creative, intellectual

and research development of the individual’s discipline across contract types and ranks. Types of

acceptable scholarship are in keeping with the Boyer Model (1990), which suggests teaching,

discovery, artistic creation, integration, and application as the primary forms of scholarship for the

purpose of promotion and tenure at Carlow University.

Departments are responsible for determining the types of scholarship that are most relevant to their

disciplines, yet these sub-dimensions are described below to provide structure across disciplines to aid

in evaluation. Departments are also responsible for determining, in collaboration with individual

faculty, the expected progression of development within and across these sub-dimensions as the faculty

member navigates through the professorial ranks. Examples are further outlined not as an exhaustive

list, but to offer a broad framework for the university in determining the myriad ways in which

scholarship can be pursued at Carlow University within the Boyer Model.

The following guidelines and criteria serve as indicators that a faculty member is meeting

responsibilities in these areas and documentation of the faculty member’s development in each area of

responsibility will be used to support an application for promotion and/or tenure. These five sub-

dimensions are considered equally valid forms of scholarship in regard to faculty promotion in

keeping with the Boyer Model.

Scholarship Sub-Dimension Expectations

1. Scholarship that aims to improve teaching and dissemination of the discipline (Teaching)

2. Scholarship that adds knowledge to the discipline (Discovery)

3. Scholarship that applies innovation of the discipline through artistic products or performance

(Artistic)

4. Scholarship that integrates new understandings of current knowledge within the discipline and

across

5. Scholarship that leads to or results from action aimed at engaging with the greater community

(Application)

45 a. GOALS: Discuss your overall goals with regard to Scholarship including, where

appropriate, the status of previous goal achievement. Please list your goals for the

upcoming academic year and note the connections to the applicable sub-dimension

expectations.

Appendix B: Faculty Peer Teaching Observation Form: Used for classroom observation of faculty

Faculty Peer Teaching Observation Form For

Face to Face Instruction

Note: The faculty member being observed should provide access to the course syllabus and other course

materials that may help situate the observed class for the observer.

Faculty Member being Observed Observation Date

Course Number _ Course Name __

I. For each category below, please provide formative comments.

(1) Instruction was appropriate to the learning objectives.

Presents a developmentally appropriate class in a coherent manner; provides transitions between

learning experiences; uses complementary materials skillfully; assesses student learning

Comments:

(2) Adapts instruction during class.

Monitors student learning and adapts instruction accordingly to diverse needs

Comments:

(3) Establishes appropriate rapport with and among students.

Promotes a constructive learning environment (inclusiveness, mutual respect); communicates high

positive expectations; uses appropriate management strategies

Comments:

(4) Actively engages students.

Provides opportunities for creative and critical thinking, decision making, higher order questioning

and reflection

Comments:

(5) Utilizes effective communication strategies.

Demonstrates enthusiasm for teaching; stimulates student discussion/debate; allows disagreement as

appropriate; uses verbal/ non-verbal techniques effectively

Comments:

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II. Please provide narrative feedback in the categories below.

A. Areas of Strength:

B. Suggestions for Growth:

C. Other comments and observations

Signature of Observer Date

I have had the opportunity to discuss this observation with the observer,

Signature of Faculty Member Date

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Appendix C: Faculty Evaluation Form: Used by chair/program director to evaluate full-time faculty

Carlow University

Faculty Evaluation Form

Effective February 2015

Name of faculty being evaluated

Period _

Evaluation

Department

College

Evaluator’s Name

Date

Each block is derived from Chapter 2 of the Faculty Handbook on the Boyer Model of Expectations for

Faculty Excellence. The sub-dimensions of teaching, service and scholarly expectations should be

reviewed annually for formative assessment and personal professional development. Please provide

observation on this year and suggestions, if any for the coming year, based on materials provided and

observations of faculty.

TEACHING EXCELLENCE Comments, observations and feedback

Knowledge of both the specific subject matter and the

greater disciplinary field

Creation and maintenance of an effective learning

environment

Effective communication with students

Evidence of education innovation

Fair and diligent evaluation of student learning

outcomes

Effective advising

Utilizes feedback from students, peers, and

chairpersons to improve student learning

Has set and updated appropriate goals

Other:

Service Comments, observations and feedback

Service to and leadership in the University

(i.e aids in student recruitment/retention)

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Service to and Leadership in the College or

Department

(i.e. effective communication, cooperation,

willingness to accept assignments)

Service to and Leadership in the Discipline and

Profession

Service to and Leadership in the Community

Service to and Leadership with Others (Faculty

Mentorship)

Has set and updated appropriate goals

Other:

Scholarship/Professional Development

Comments, observations and feedback

Demonstrates professional growth

Engaged in appropriate discipline based scholarship

Scholarship that aims to improve teaching and

dissemination of the discipline (Teaching)

Scholarship that adds knowledge to the discipline

(Discovery)

Scholarship that applies innovation of the discipline

through artistic products or performance (Artistic

Creation)

Scholarship that integrates new understandings of

current knowledge within the discipline and across

disciplines (integration)

Scholarship that leads to or results from action aimed

at engaging with the greater community (Application)

Has set and updated appropriate goals

Other:

Recommendations: Evaluator should provide recommendations based on the review of the Professional

Development Plan and the ratings supplied herein. The evaluator should specifically include whether the

faculty member is making progress that is appropriate for rank and plan for promotion and/or tenure.

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Faculty member’s comments:

As the faculty member, I have had the opportunity to discuss the evaluation with evaluator

Faculty Member’s Signature Date

Evaluator’s signature _ __ Date

Dean’s Signature __ Date

Provost’s Signature __ Date