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Along with academic freedom and tenure, all faculty members recognize certain concomitant responsibilities to their students, their colleagues, to the University, and to the state and broader community.
To students, faculty members have a responsibility for:
1. Keeping abreast of current developments in their disciplines, continuously updating course content, improving the method of instruction, and regularly evaluating the effectiveness of their instruction;
2. Maintaining in their classrooms and elsewhere an intellectual and attitudinal environment in which students are stimulated to learn, to ask questions, and to explore alternative approaches to problems;
3. Respecting students as persons, being concerned about their progress, and being willing to hear their points of view without prejudice;
4. Informing students at the beginning of each semester of the objectives of each course and organizing the method of instruction and time allocation so as to meet those objectives;
5. Informing students as early as possible concerning term paper and other requirements for the course and the basis on which grades will be determined. Examinations and papers which are used for determining a course grade should be available to students for inspection and discussion. Students' grades should be based on recognized academic standards. Students should also be informed early in the course of the policy concerning attendance;
6. Holding classes and examinations as scheduled and, in the event of necessary absence, informing the students in advance of changes in schedule and making suitable alternative arrangements;
7. Being readily available to students for individual conferences relating to course work or other matters of concern and interest to students. Faculty should post a schedule indicating times when they will be available for consultation.
With respect to their colleagues, faculty members are responsible for:
1. Avoiding conduct which intentionally and substantially obstructs or disrupts teaching or other lawful activities on the University campus;
2. Respecting the rights of free inquiry and expression of opinion by their colleagues in accordance with the University's statement on academic freedom;
3. Acknowledging in their publications, the contribution which colleagues have made their research and other endeavors;
4. Evaluating or commenting fairly and objectively on the work of colleagues when peer evaluation is required for the purposes of promotion, curriculum assessment, and the like.
With respect to the University, faculty members have a responsibility
for:
1. Participating in the committee work and other channels of self-governance on departmental, college, and University levels;
2. Observing the regulations of the University, which are designed to promote freedom for teaching and research, and participating through orderly means in seeking modification in these regulations when these are considered inappropriate;
3. Indicating that when they are speaking as a private person they are not speaking for or representing the University.
Faculty members are encouraged to participate in endeavors for improvement of the economic, social, and cultural life to the community, especially when they have an expertise which may make their contribution particularly valuable, and when such a contribution can be made without interfering with their primary obligations for teaching and scholarly endeavor.
Approved: UND Senate,
SEE ALSO: UND Senate Minutes,
Scholarly Activities), UND Faculty Handbook, III -
5.7 (Ethical Conduct)
1.2 ADMINISTRATOR RESPONSIBILITIES
The term "administrator" as used in this statement applies to
the following positions at the
The University administrator has responsibilities in most of the following areas: Financial administration, faculty and personnel administration, administration of the educational program, relationships with students, responsibilities as a teacher, responsibilities with his or her colleagues for the committee work of the University, the promotion of extracurricular activities within the area of his or her concern, and the provision of services to his or her profession and to the public. In order to discharge these responsibilities, two essentials must prevail: The administrator has the responsibility for defining in writing and publishing where appropriate the scope of work and the duties of those who are responsible to him or her. Authority to discharge these duties must be commensurate with the responsibilities assigned.
Each administrator with faculty status continues and maintains (1) his or her responsibilities as a teacher and (2) his or her awareness of the nature of the student body and of the faculty's pedagogic concerns. Each administrator with faculty status should teach or advise as appropriate.
The University administrator should adhere to the following principles
of democratic administration:
1. Respect for individuals
2. Faith in the power of human intelligence to solve problems
3. The right of each individual affected by policy formation or alteration to have an equitable part in the determination of that policy
4. The right to act through his or her chosen representatives
5. The right to equality of opportunity
6. The exercise of fairness
7. The right of each individual to appeal decisions and actions affecting him or her and the right of the individual to be informed of avenues of appeal
In the exercise of these basic principles, the administrator should nurture an atmosphere of mutual trust and honesty based on good communication.
The administrator also has a unique responsibility to keep abreast of the developments in his or her administrative field and to exercise leadership, which encourages innovation and the development of receptivity to new ideas. As a leader the administrator functions within his or her group as its spokesperson, harmonizer, planner, executive, educator, and symbol of its ideals.
Approved: UND Senate,
1.3 COMMUNICATIONS PROFICIENCY
Each institution shall establish a process for verifying communication skills, including the verbal and written English language proficiency of all personnel whose appointments include classroom instruction. The process must include procedures ensuring compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act and prohibit discrimination against a qualified individual with disabilities. The process must also guarantee protection against discrimination in violation of other rights protected under federal and state constitutions or laws and Board policies. Each institution shall:
A. Develop the process and standards for validating and assessing proficiency through an inclusive process, which recognizes the needs of departments, programs, students, and faculty;
B. Determine proficiency prior to employment;
C. Provide a means of continuously improving communication proficiency of all instructors to meet or exceed defined standards;
D. Establish a mechanism for students and personnel affected by this policy to register concerns related to the provisions of this policy;
E. Periodically review the effectiveness
of the policy and provide reports to the Board upon request; and
F. Establish procedures to ensure
compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities
Act, as well as federal and state constitutions and laws. The procedures shall
include a mechanism to identify otherwise qualified personnel who may be unable
to demonstrate requisite proficiency due to a disability or because of race,
religion or other protected characteristic.
State Board of Higher Education Policy Manual, 11-19-99 , Section 609
SEE ALSO:
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Every member of the academic staff at university system institutions, before entering upon the discharge of their duties, shall execute the oath or affirmation required by N.D.C.C. section 15-10-13.2. The oath shall be executed in duplicate and one copy shall be filed at the institution and one copy given to the academic staff member.
State Board of Higher Education Policy Manual,
SEE ALSO:
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3.1 INITIAL APPOINTMENT PROCEDURES
3.1.1 Faculty Recruitment
and Appointment Procedure (For Medical School Procedures see II.3.1.2)
1. The department initiates and completes a REQUEST TO RECRUIT and forwards to the Vice President for Academic Affairs and Provost through the appropriate dean, with documents prescribed by the form attached. The Provost forwards documentation to Affirmative Action Officer (AAO).
2. The AAO reviews for affirmative action compliance. When affirmative action compliance has been approved, the complete set is returned to the Provost.
3. The Provost reviews the REQUEST TO RECRUIT for appropriate rank, title, salary level, position authorization (including funding and tenure-related status), and proposed advertisement contents. When approved, the Provost files one copy and distributes copies to appropriate offices.
4. Upon receipt of the approved REQUEST TO RECRUIT, the department proceeds to advertise, receive applications, send applicant control cards, interview, and screen candidates. When a preferred candidate is identified, the department initiates and completes a REQUEST TO APPOINT and forwards the set plus supporting documentation according to the AA/EEO Faculty Appointment Hiring Procedures Checklist to the Provost through the appropriate dean. The Provost forwards documentation to AAO.
5. The AAO reviews for affirmative action compliance. When approved, the complete set is returned to the Provost.
6. The Provost reviews the entire file, consulting with the President as necessary. When approved, the Provost files one set and forwards copies to appropriate offices.
7. Upon receipt of the approved REQUEST TO APPOINT, the department initiates a JOB DATA HIRE form and forwards it to the dean with the original approved letter of understanding and vita.
8. The dean signs the JOB DATA HIRE form and, for ranked fulltime positions, prepares a contract. All copies of both forms are forwarded to the Provost along with all copies of the letter of understanding. (Note: Steps 7 and 8 can be done along with Step 4.)
9. The Provost reviews and, when approves, (a) signs the contract, (b) mails the contract, ACADEMIC RECORD, and three (3) copies of the letter of understanding to the candidate.
10. The signed contract, letters of understanding, and ACADEMIC RECORD are returned to the Office of the Provost. The Provost then forwards the copies of the appointment form, the ACADEMIC RECORD, the signed letter of understanding, and the contract to the appropriate offices.
11. Initial call staff appointments start with the REQUEST TO APPOINT. They must be accompanied by a payroll form, a letter of understanding, and vita. Renewal lecturer and call staff appointments require a payroll form and a letter of understanding. In accordance with Senate action in March 1984, lecturers and non-ranked persons may be reappointed indefinitely. Ranked persons can be reappointed only up to three years.
Vice President for Academic Affairs and Provost,
3.1.2
1. The department initiates and completes the REQUEST TO RECRUIT form and forwards the form along with attachments to the Academic Affairs/Executive Associate Dean’s Office.
2. The Executive Associate Dean (after consultation with the Dean/Vice President for Health Affairs and the Associate Dean for Administration and Finance) verifies the proposed rank, title, salary level, position authorization (including funding and tenure-related status) included on the REQUEST TO RECRUIT and reviews the proposed advertisement procedures.
3.
The Executive Associate Dean reviews and forwards all paperwork to the Affirmative Action Office (AAO) for affirmative action compliance. When approved, AAO files one copy and returns the signed form to the Academic Affairs/Executive Associate Dean’s Office for distribution to the originating department.
4. Upon receipt of the approved REQUEST TO RECRUIT, the department proceeds to advertise, receives applications, sends out release form and applicant control cards, screens applicants’ materials, and interviews candidates. When a preferred candidate is identified, the department initiates/completes a REQUEST TO APPOINT form and forwards it along with all supporting documentation including the letter of understanding to the Academic Affairs/Executive Associate Dean’s Office. When appropriate, the applicant’s file is reviewed by the Committee on Promotion and Tenure (CPT). The Committee forwards its recommendation to the Executive Associate Dean.
5. After final review of the REQUEST TO APPOINT packet by Academic Affairs and the Executive Associate Dean, the file is forwarded to the Dean/Vice President for Health Affairs for review and approval. After the Dean’s signature, the packet is forwarded to AAO for confirmation of affirmative action compliance.
6. The approved packet is returned to Academic Affairs/Executive Associate Dean’s office for distribution to the appropriate offices. A copy of the REQUEST TO APPOINT must be sent to International Programs, if the appointment involves a foreign national.
7. Upon receipt of the approved REQUEST TO APPOINT, the department initiates the JOB DATA HIRE and POSITION FUNDING forms and forwards them to Administration and Finance along with letter of understanding signed in triplicate by the Department Chair.
8. After approval by Administration and Finance, the packet is sent to the Academic Affairs/Executive Associate Dean’s Office complete the appropriate items on the appointment forms; prepare a contract; and forwards the appointment forms, the signed letter of understanding, and the contract to the Dean/Vice President for Health Affairs for approval, and signature.
9.
The signed contract, letter of understanding and appointment form are returned to Academic Affairs. The contract and the letter of understanding are mailed to the candidate for signature.
3.2 SUMMER TEACHING APPOINTMENT
The Summer Session student enrollment is approximately one-third that of a regular academic semester. However, the composition of the student body differs substantially with a larger proportion of students enrolled in the upper undergraduate and graduate courses. Efforts are made to provide variety in courses from summer to summer, insofar as departmental and University needs permit. The basic full-time teaching load is 12 credits. Most departments elect to provide a wider scope of offerings by using partial appointments. The salaries are established on a flat rate for each academic rank and number of credits taught.
Formal appointments are usually issued in March. Appointment for summer is premised on continuing employment in the fall semester, unless the needs of the department and the University indicate exceptions. Faculty having nine-month contracts may be employed for up to three full months' salary providing the employment and/or salary payments do not violate state and/or federal regulations, University regulations, or the sponsoring agency's regulations.
Director of Summer Sessions,
A courtesy appointment is an academic appointment granted to a person who has been requested by the faculty to participate in the academic or research program of the college or University because of his unique qualifications and capabilities. A courtesy appointment is a non-tenure appointment and involves no remuneration.
In requesting a courtesy appointment, the faculty must show substantial evidence of the academic qualifications of the candidate, and the specific and unique need for the candidate's special qualifications in the college or University program.
State Board of Higher Education Policy Manual,
Courtesy appointments will not normally last longer than two years. Exceptions to this must be approved by the Vice President for Academic Affairs.
Vice President for Academic Affairs and Provost,
Institutions may confer emeritus status upon professors who have retired,
or who are about to retire, pursuant to institution policies and procedures.
Criteria for emeritus status may include, but are not limited to, length of
service to the institution, significant contributions to the institution and
the State of
State Board of Higher Education Policy Manual,
3.4.1 UND Nomination Procedure
The Office of the Vice President for Academic Affairs calls for documented nominations from department/college offices for faculty to be considered for emeritus title. A documented nomination means that a paragraph should be included on each person (1) describing why the individual merits this distinction and (2) including dates of initial appointment and retirement. The Board has requested this information. Nominations will be reviewed and accumulated into a single list, which will be submitted to the President for approval and transmission to the State Board of Higher Education.
Vice President for Academic Affairs and Provost,
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4.1 PERFORMANCE EVALUATIONS: BENEFITED EMPLOYEES
1. All benefited university system employees shall have an annual written and verbal performance development review that includes evaluation of performance based upon mutually agreed upon development plans or goals. Procedures governing faculty shall be consistent with requirements stated in Policy 605.1. Requirements for employees included within the broadbanding system are stated in Section 17 of the NDUS Human Resource Policy Manual; those requirements shall also apply to all other employees except faculty.
2. All merit pay increases must be supported by current written performance reviews and consistent with a salary administration plan adopted under policy 702.4
State Board of Higher Education Policy Manual, 06-21-01 , Section 604.3
4.2 UND PROCEDURES AND GUIDELINES FOR THE EVALUATION
OF TENURED AND NON-TENURED FACULTY
Procedures and guidelines for the evaluation of tenured and non-tenured faculty are established to provide the means whereby the performance of individual faculty members and their contributions to the University community may be equitably assessed and documented.
The uniqueness of individual faculty members, and the departments of which they are a part, has been acknowledged in the development of these guidelines and procedures; and because of that uniqueness, the main responsibility for implementation of evaluation procedures has been placed in the departments. Review of the departmental procedures by the college and the Council of Deans has been established to provide equity of assessment throughout the University community.
Evaluation instruments are the means whereby information is gathered to
provide a basis for evaluation. They do not constitute an evaluation in themselves. "Evaluation" in
the terms of these guidelines is the process whereby the information acquired
by evaluation instruments, i.e., peer and student evaluation questionnaires,
administration and external comments, etc., are analyzed and evaluated to determine
the quality of performance by an individual faculty member, as measured against
the criteria and objectives set by the department.
UND Senate,
4.3
UND POLICY ON EVALUATION
OF TEACHING
The evaluation of teaching as two distinct purposes: formative
and summative. Formative evaluation is that which gathers
information for the use of the instructor in improving his or her own teaching. Summative
evaluation gathers information to be used by colleagues and administrators
for the purpose of making decisions about retention, tenure, promotion, and
merit salary increases.
Although the policy set forth here applies only
to summative evaluation of teaching, the information collected in the course
of the evaluation process may also be used for formative evaluation when
appropriate. It is important to note,
however, that information gathered solely for purposes of formative evaluation
is intended only for the use of the faculty member, and should be used in
summative reviews only with his/her permission.
1. Frequency
and Extent of Evaluation
The teaching performance of all instructors, regardless
of their academic rank or tenure status, is subject to evaluation annually.
* All faculty, regardless of status (probationary,
tenured, and non-tenure track), must be evaluated as part of the annual review
process, as well as for decisions regarding tenure and promotion. In each case, the faculty member being evaluated
is expected to provide evidence of effective teaching in the form of at least
three sources of data, one of which must be students. (See below for a list of potential sources
of data.)
* Graduate teaching assistants must be evaluated
annually as well, in a manner appropriate to their teaching assignment.
2. Aspects
of Teaching to be Evaluated
The evaluation process should reflect the full
range of teaching activities, including classroom teaching, mentoring, course
and curriculum development, laboratory, clinical, or studio supervision,
direction of independent research projects, scholarly/grant activity related
to teaching, learning assessment activity, advising, etc.
Although it is important to acknowledge the unique
nature of each individual's teaching situation, and to set flexible standards
accordingly, it is expected that all instructors will be able to show evidence
of these five basic hallmarks of good teaching:
respect for students
command of the subject matter
careful preparation
effective communication
continuing professional
growth.
3. Roles
of the Various Parties
Role of the College. It is the role of the college to ensure that
evaluation of teaching is conducted in a fair and reasonable manner, and
with as much consistency as possible across the college. In addition to the expectations outlined here,
each college may specify other aspects of teaching to be evaluated and other
sources of data on teaching to be supplied by the department and/or faculty
member.
Role of the Department. It is the role of the department to set reasonable
expectations in regard to teaching, to communicate those expectations clearly,
and to assist and support faculty in their professional development as teachers. Toward
this end, each department shall develop a written statement of expectation
for effective teaching within the department. At
minimum, this statement should address the basic expectations outlined in
(2) above. In addition to university
and college expectations, each department may specify other aspects of teaching
to be evaluated, additional expectations to be met, and additional documentation
materials to be supplied by the faculty member. The
department's statement on teaching evaluation policy should be kept on file
in the department, distributed to each department member, and attached to
all recommendations regarding retention, tenure, promotion, and reward going
beyond the department. The department
should also be prepared to assist faculty in meeting departmental expectations,
and/or to refer them to appropriate campus resources to support their teaching.
Role of the Faculty Member. It is the role of the faculty member, in collaboration
with the department chair, to take an active part in his or her evaluation
by providing materials that give a complete picture of his/her teaching,
by organizing those materials in an accessible manner, and by making herself/himself
available for discussion of those materials with peers and administrators. In
addition to materials required by the department, college, and university,
the individual faculty member may submit any additional materials deemed
appropriate to the evaluation process.
4. Potential
Sources of Data
As noted earlier, each faculty member being evaluated
is expected to provide evidence of effective teaching in the form of at least
three sources of data in consultation with the chair, one of which must be
students.
Student-Provided Data - may be gathered using
the USAT or other student feedback forms, and/or by carefully documenting
student feedback gathered by the department chair or immediate teaching supervisor. All
student data will be offered voluntarily.
The other two sources of data to be used in the
evaluation of teaching may vary from one department to the next. They include:
Instructor-Provided Materials/Portfolios - may
include reflective statements on teaching, syllabi, descriptions of class
activities, writing assignments, tests, videotapes, evidence of scholarly
activity related to teaching, lists of classes taught, independent projects
or theses supervised, graduate committees served on, reports on course
or curriculum development work, written responses to student feedback, etc.
Documented Evidence of
Student Learning or Performance – student work samples, performances,
test results, etc.
Documented Data
from Peers - based on formal observation of classroom teaching, review of
teaching materials/portfolios, or observations of other teaching-related
work (in graduate committees, curriculum planning sessions, etc.)
Documented Data from the Chair - based on formal
observation of classroom teaching, review of teaching materials/portfolios,
or observations of other teaching-related work (in graduate committees, curriculum
planning sessions, etc.)
5. Use
of Student Feedback
NDUS policy states that "evaluations of all
teaching faculty must include significant student input" (Section: 605.1.6 - Academic Freedom and Tenure; Academic
Appointments). In order to present
a broad and accurate view of teaching, summative data should be gathered
regularly, from a wide range of classes over several semesters. It is the responsibility of the department
and/or college, to create appropriate mechanisms for gathering student input.
Informal Feedback. In addition to soliciting formal feedback for
summative purposes, faculty are encouraged to solicit
frequent informal feedback for purely formative purposes--that is, for the
sole purpose of improving teaching and learning. Informal
feedback may take the form of SGIDs, informal surveys,
or other classroom assessment techniques and may be used by the individual
teacher as he or she sees fit. Unless
and until the instructor chooses to offer such data to evaluators, it should
not be part of the evaluation process.
Mixed Data. When formal numerical data is mixed with informal
written data, as is often the case with student feedback forms, only the
numerical data will be reported to the chair and dean. However, because it is important that teaching
not be reduced to a numerical rating, it is recommended that faculty share
student written comments with evaluators as well. At the same time, because written student comments
represent only the perspective of those who choose to make them, it is also
recommended that department and college evaluators recognize the limitations
of such data and seek to corroborate it using other sources. Because written data provided by students on
anonymous end-of-semester questionnaires is protected by FERPA (Family Educational
Rights and Privacy Act), all reasonable care must be taken to see that such
data is not traceable to individual students.
Aggregate Data. Aggregate data from the USAT forms will be
compiled by the Office of Institutional Research and distributed to individual
faculty members, department chairs, and deans. Any
other aggregate data used for comparison purposes in the evaluation of individual
faculty members should also be made available to those faculty members.
UND Senate,