105p.document resume. he 031 817. facing change: building the faculty of the future. american...

54
ED 426 661 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS ABSTRACT DOCUMENT RESUME HE 031 817 Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of Community Colleges, Washington, DC. 1999-00-00 105p. American Association of State Colleges and Universities, 1307 New York Avenue, NW, Fifth Floor, Washington, DC 20005-4701; Tel: 202-293-7070; Fax: 202-296-5819 ($15 members, $18 nonmembers). Opinion Papers (120) Reports Evaluative (142) MF01/PC05 Plus Postage. Change Strategies; *College Faculty; Educational Planning; *Educational Policy; Faculty College Relationship; *Faculty Development; Faculty Evaluation; Higher Education; *Needs Assessment; Nontenured Faculty; Organizational Change; Policy Analysis; Policy Formation; Position Papers; Self Evaluation (Groups); *State Colleges; Tenured Faculty This report, sponsored by a coalition of District of Columbia-based higher education associations and public higher education systems, examines a wide range of faculty employment policies. The project was undertaken to encourage a proactive approach to preparing the higher education workforce for the 21st century and to address concerns of parents, students, and policymakers about the efficiency, effectiveness, and affordability of public higher education institutions. The report is organized under three broad categories: (1) faculty employment, including terms of employment (tenure and nontenure track, probationary periods, contracts, compensation, faculty tasks), recruitment and diversity, and separations (retirement, layoffs, separation for cause); (2) faculty development and faculty reward structures (tenure and promotion, awards and incentives, sabbaticals, instructional technology); and (3) faculty review policies. Each section looks at the current range of policies, takes notes of public perceptions, and offers a number of policy recommendations. In all, the report makes 49 policy recommendations, which are separately appended to the report. (Contains approximately 180 references, organized by topic.) (CH) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************************

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Page 1: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

ED 426 661

TITLEINSTITUTION

SPONS AGENCYPUB DATENOTEAVAILABLE FROM

PUB TYPEEDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

HE 031 817

Facing Change: Building the Faculty of the Future.American Association of State Colleges and Universities,Washington, DC.American Association of Community Colleges, Washington, DC.1999-00-00105p.American Association of State Colleges and Universities,1307 New York Avenue, NW, Fifth Floor, Washington, DC20005-4701; Tel: 202-293-7070; Fax: 202-296-5819 ($15members, $18 nonmembers).Opinion Papers (120) Reports Evaluative (142)MF01/PC05 Plus Postage.Change Strategies; *College Faculty; Educational Planning;*Educational Policy; Faculty College Relationship; *FacultyDevelopment; Faculty Evaluation; Higher Education; *NeedsAssessment; Nontenured Faculty; Organizational Change;Policy Analysis; Policy Formation; Position Papers; SelfEvaluation (Groups); *State Colleges; Tenured Faculty

This report, sponsored by a coalition of District ofColumbia-based higher education associations and public higher educationsystems, examines a wide range of faculty employment policies. The projectwas undertaken to encourage a proactive approach to preparing the highereducation workforce for the 21st century and to address concerns of parents,students, and policymakers about the efficiency, effectiveness, andaffordability of public higher education institutions. The report isorganized under three broad categories: (1) faculty employment, includingterms of employment (tenure and nontenure track, probationary periods,contracts, compensation, faculty tasks), recruitment and diversity, andseparations (retirement, layoffs, separation for cause); (2) facultydevelopment and faculty reward structures (tenure and promotion, awards andincentives, sabbaticals, instructional technology); and (3) faculty reviewpolicies. Each section looks at the current range of policies, takes notes ofpublic perceptions, and offers a number of policy recommendations. In all,the report makes 49 policy recommendations, which are separately appended tothe report. (Contains approximately 180 references, organized by topic.) (CH)

********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

********************************************************************************

Page 2: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

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Page 3: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Con

tent

s

Let

ter

from

the

Cha

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Facu

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olic

y R

evie

w P

artic

ipan

ts5

Exe

cutiv

e Su

mm

ary

7

Facu

lty P

olic

ies

8

Prea

mbl

e10

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ms

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ruitm

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Sepa

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Facu

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ures

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evie

w P

olic

ies

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Rep

orts

and

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omm

enda

tions

36

Polic

y R

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men

datio

ns44

Ref

eren

ces

47

Page 4: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Spo

nsor

ing

Ass

ocia

tions

and

Con

trib

utin

g S

yste

ms

Am

eric

an A

ssoc

iatio

n of

Sta

te C

olle

ges

and

Uni

vers

ities

Am

eric

an A

ssoc

iatio

n of

Com

mun

ity C

olle

ges

Am

eric

an C

ounc

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Edu

catio

n

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ocia

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over

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part

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this

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may

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repr

oduc

ed, s

tore

d in

a r

etri

eval

sys

tem

, or

tran

smitt

ed in

any

for

m o

r by

any

mea

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roni

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ing,

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Am

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an A

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.7

Page 5: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Let

ter

from

the

Cha

ir

I)ub

lic s

uppo

rt o

f hi

gher

edu

catio

n co

inci

des

with

the

publ

ic f

aith

that

edu

catio

n is

the

key

to b

ette

r liv

es a

nd b

ette

r co

mm

uniti

es in

the

Uni

ted

Stat

es.

Facu

lty a

nd th

e ad

min

istr

ator

s of

our

col

lege

s w

ork

hard

to m

ake

thes

e be

liefs

a r

ealit

y. W

e do

not

al-

way

s su

ccee

d. W

e of

ten

do n

ot e

xpla

in o

ur s

ucce

sses

or f

ailu

res

wel

l. W

e ar

e of

ten

defe

nsiv

e ab

out c

ritic

alin

quir

ies

into

wha

t we

do a

nd th

e re

sults

of

our

ef-

fort

s. I

t is

clea

r th

at b

uild

ing

trus

t mus

t be

high

on

all u

nive

rsity

and

col

lege

age

ndas

.

Am

eric

an h

ighe

r ed

ucat

ion

has

achi

eved

a w

orld

-cl

ass

repu

tatio

n fo

r its

acc

essi

bilit

y to

the

bacc

alau

-re

ate

degr

ee, r

esea

rch

and

grad

uate

edu

catio

n. I

n-cr

easi

ngly

, col

lege

s an

d un

iver

sitie

s ar

e be

ginn

ing

to f

ocus

mor

e on

lear

ning

out

com

es a

nd to

exp

eri-

men

t with

dif

fere

nt w

ays

to p

rodu

ce s

ucce

ss. T

o bu

ildpu

blic

trus

t, w

e ne

ed to

exa

min

e w

hat w

e ha

ve d

one

wel

l and

wha

t may

nee

d to

cha

nge

to g

ener

ate

the

resu

lts v

alue

d by

all

of o

ur p

ublic

s.

The

ach

ieve

men

t of

wor

ld-c

lass

lear

ning

out

com

esin

Am

eric

an h

ighe

r ed

ucat

ion

has

been

ear

ned

8

4

thro

ugh

the

hone

st to

il of

thou

sand

s of

fac

ulty

. The

sam

e fa

culty

hav

e th

eir

criti

cs to

o. B

ooks

suc

h as

Prof

scam

and

The

Clo

sing

of

the

Am

eric

an M

indt

and

as s

tingi

ng c

ritic

ism

of

the

facu

lty. B

ecau

se f

acul

tyar

e bo

th c

entr

al to

our

suc

cess

and

mag

nets

for

cri

ti-ci

sm, t

he ti

me

seem

ed r

ight

for

a r

evie

w o

f in

stitu

-tio

nal p

olic

ies

that

aff

ect f

acul

ty. A

gro

up o

f W

ash-

ingt

on D

.C.-

base

d hi

gher

edu

catio

n as

soci

atio

ns a

ndpu

blic

hig

her

educ

atio

n sy

stem

s to

ok u

p th

e ch

al-

leng

e. A

rep

rese

ntat

ive

wor

king

gro

up r

evie

wed

fac

-ul

ty p

olic

ies

in li

ght o

f th

e ne

ed to

bui

ld tr

ust a

ndhe

lp c

olle

ges

and

univ

ersi

ties

impr

ove

thei

r fl

exib

il-ity

to r

espo

nd to

the

chal

leng

es o

f th

e 21

st c

entu

ry.

The

rep

ort t

hat f

ollo

ws

is a

thou

ghtf

ul lo

ok a

t a w

ide

rang

e of

fac

ulty

pol

icie

s. T

here

are

thre

e re

port

s th

atad

dres

s em

ploy

men

t, fa

culty

dev

elop

men

t, an

d ot

her

facu

lty p

olic

y m

atte

rs. Y

ou w

ill f

ind

subj

ect m

atte

rov

erla

p (e

.g. t

enur

e) a

nd u

niqu

e m

ater

ial a

mon

g th

ese

ctio

ns. T

he p

olic

y re

com

men

datio

ns d

irec

tly a

d-dr

ess

such

con

trov

ersi

al m

atte

rs a

s po

st-t

enur

e re

-vi

ew, s

abba

tical

s, a

nd is

sues

of

dive

rsity

.

Ado

ptio

n of

any

of

thes

e po

licy

reco

mm

enda

tions

,

how

ever

, is

the

resp

onsi

bilit

y of

the

colle

ges

and

univ

ersi

ties.

Thi

s re

port

set

s fo

rth

a fu

ll ag

enda

of

issu

es to

exp

lore

and

res

olve

. Its

nat

iona

l per

spec

-tiv

e w

ill r

equi

re lo

cal m

odif

icat

ion,

but

it p

rovi

des

abr

oade

r im

port

ance

to is

sues

that

oft

en s

eem

pro

-vi

ncia

l.

We

thin

k it

is th

e be

ginn

ing

of a

n an

swer

to "

So, w

hat

shou

ld w

e do

now

?"

Cha

rles

B. R

eed

Cha

ir, F

acul

ty P

olic

y R

evie

w P

roje

ctC

hanc

ello

r, C

alif

orni

a St

ate

Uni

vers

ity 9

Page 6: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Facu

lty P

olic

y R

evie

w P

artic

ipan

ts

Spo

nsor

ing

Ass

ocia

tions

and

Con

trib

utin

g S

yste

ms

Am

eric

an A

ssoc

iatio

n of

Sta

teC

olle

ges

and

Uni

vers

ities

Am

eric

an A

ssoc

iatio

n of

Com

mun

ity C

olle

ges

Am

eric

an C

ounc

il on

Edu

catio

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ssoc

iatio

n of

Gov

erni

ng B

oard

sof

Uni

vers

ities

and

Col

lege

sC

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a St

ate

Uni

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te U

nive

rsity

of

New

Yor

k

Pol

icy

Wor

k G

roup

#2

Dev

elop

men

t Pol

icie

sD

erek

J. H

odgs

on, W

ork

Gro

up L

eade

r, V

ice

Cha

ncel

lor

for

Aca

dem

ic A

ffai

rs, U

nive

rsity

of

Neb

rask

a, O

mah

aL

inda

Bae

r, S

enio

r V

ice

Cha

ncel

lor,

Aca

dem

ican

d St

uden

t Aff

airs

, Min

neso

ta S

tate

Col

lege

san

d U

nive

rsiti

esB

etty

Bus

h, C

hair

, Cur

ricu

lum

and

Ins

truc

tion,

Nor

thw

est M

isso

uri S

tate

Uni

vers

ityB

rend

a D

édé,

Dir

ecto

r, F

acul

ty R

esea

rch

Dev

elop

men

t and

Coo

rdin

ator

of

Gra

duat

eSt

udie

s, C

lari

on U

nive

rsity

of

Penn

sylv

ania

115

Page 7: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

6

Dou

glas

D. F

ried

rich

, Pro

vost

Em

eritu

s an

dU

nive

rsity

Pro

fess

or, U

nive

rsity

of

Wes

t Flo

rida

Jane

M. H

arm

on, P

resi

dent

, Adi

rond

ack

Com

mun

ity C

olle

geJo

hn W

. Ka

las,

Spe

cial

Ass

ista

nt to

the

Pres

iden

t,E

mpi

re S

tate

, Sta

te U

nive

rsity

of

New

Yor

kPa

ul K

inca

id, A

ssoc

iate

Vic

e Pr

esid

ent f

orU

nive

rsity

Adv

ance

men

t/Dir

ecto

r of

Uni

vers

ityR

elat

ions

and

Coo

rdin

ator

of

Gov

ernm

enta

lR

elat

ions

, Sou

thw

est M

isso

uri S

tate

Uni

vers

ityA

nn M

aior

off,

Dir

ecto

r, N

orth

Cou

nty

Hig

her

Edu

catio

n A

llian

ce, P

alom

ar C

olle

geR

hond

a M

alon

e, A

ssis

tant

to th

e A

ssoc

iate

Prov

ost f

or F

acul

ty A

ffai

rs, U

nive

rsity

of

Mar

ylan

dK

aren

L. S

mith

, Dir

ecto

r, F

acul

ty C

ente

r fo

rT

each

ing

and

Lea

rnin

g, U

nive

rsity

of

Cen

tral

Flor

ida

Patr

icia

B. S

wan

, Vic

e Pr

ovos

t, R

esea

rch,

Adv

ance

d St

udie

s an

d G

radu

ate

Dea

n, I

owa

Stat

e U

nive

rsity

Gar

y E

. Whi

teho

use,

Pro

vost

and

Vic

e Pr

esid

ent

for

Aca

dem

ic A

ffai

rs, U

nive

rsity

of

Cen

tral

Flor

ida

12

Pol

icy

Wor

k G

roup

#3

Rev

iew

Pol

icie

sB

etha

ny O

bers

t, W

ork

Gro

up L

eade

r, E

xecu

tive

Dir

ecto

r, I

nter

natio

nal E

duca

tion,

Jam

esM

adis

on U

nive

rsity

L. T

hom

as B

arbe

r, C

hief

Ins

truc

tiona

l Off

icer

,C

entr

al V

irgi

nia

Com

mun

ity C

olle

geB

etsy

V. B

oze,

Dea

n, S

choo

l of

Bus

ines

s,U

nive

rsity

of

Tex

as a

t Bro

wns

ville

Rob

ert S

. Cas

wel

l, E

xecu

tive

Dir

ecto

r, M

edia

and

Com

mun

ity R

elat

ions

, Uni

vers

ity o

fSo

uthe

rn M

aine

Jam

es R

. Cof

fman

, Pro

vost

, Kan

sas

Stat

eU

nive

rsity

Judi

th H

ain,

Ass

ista

nt to

the

Pres

iden

t for

Spec

ial P

roje

cts

The

Ric

hard

Sto

ckto

n C

olle

geof

New

Jer

sey

and

Exe

cutiv

e Fe

llow

- T

he J

ohn

S. W

atso

n In

stitu

te f

or P

ublic

Pol

icy,

Tho

mas

Edi

son

Stat

e C

olle

geB

ette

G. M

idga

rden

, Vic

e Pr

esid

ent,

Aca

dem

icA

ffai

rs, M

oorh

ead

Stat

e U

nive

rsity

S. V

iann

e M

cLea

n, A

ssoc

iate

Vic

e Pr

ovos

t,A

cade

mic

Aff

airs

, Ari

zona

Sta

te U

nive

rsity

, Wes

tL

inda

H. S

catto

n, A

ssis

tant

Pro

vost

, Aca

dem

icPl

anni

ng, P

olic

y an

d E

valu

atio

n, S

tate

Uni

vers

ity o

f N

ew Y

ork

Dav

id S

. Spe

nce,

Exe

cutiv

e V

ice

Cha

ncel

lor,

Cal

ifor

nia

Stat

e U

nive

rsity

Mic

hael

H. S

uess

, Ass

ocia

te V

ice

Pres

iden

t,A

cade

mic

Per

sonn

el, C

alif

orni

a Po

lyte

chni

cSt

ate

Uni

vers

ity, S

an L

uis

Obi

spo

Gar

y T

hom

as, P

rovo

st, N

ew J

erse

y In

stitu

te o

fT

echn

olog

y

13

Page 8: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Exe

cutiv

e Su

mm

ary

Rec

aptu

ring

the

oblig

atio

ns o

f te

nure

, add

ing

mor

e ac

coun

tabi

lity

to s

abba

tical

s,an

d in

corp

orat

ing

part

-tim

e fa

culty

mem

bers

into

the

fabr

ic o

f ca

mpu

s lif

e ar

e am

ong

the

reco

mm

en-

datio

ns o

f th

e Fa

culty

Pol

icy

Rev

iew

Pro

ject

, a c

om-

preh

ensi

ve s

tudy

of

facu

lty e

mpl

oym

ent,

deve

lop-

men

t pol

icie

s, a

nd r

evie

w p

olic

ies

that

add

ress

es th

ene

w p

arad

igm

fac

ulty

in U

.S. h

ighe

r ed

ucat

ion

will

face

in th

e 21

t cen

tury

.

In a

ll, th

e Fa

culty

Pol

icy

Rev

iew

Pro

ject

led

to n

earl

y50

rec

omm

enda

tions

in th

ree

criti

cal a

reas

: fac

ulty

empl

oym

ent p

olic

ies,

fac

ulty

dev

elop

men

t pol

icie

s,an

d fa

culty

rev

iew

pol

icie

s. T

he p

roje

ct in

volv

ed r

ep-

rese

ntat

ives

fro

m a

cros

s th

e sp

ectr

um o

f pu

blic

ly-

fund

ed c

olle

ges

and

univ

ersi

ties,

eac

h of

who

m w

asas

sign

ed to

a w

ork

grou

p fo

r on

e of

thes

e to

pica

l ar-

eas.

The

wor

k gr

oups

beg

an th

eir

revi

ew in

Nov

em-

ber

1997

and

com

plet

ed th

e re

port

in la

te s

umm

er19

98.

The

pro

ject

was

spo

nsor

ed b

y a

coal

ition

of

Was

h-in

gton

-bas

ed h

ighe

r ed

ucat

ion

asso

ciat

ions

led

by th

eA

mer

ican

Ass

ocia

tion

of S

tate

Col

lege

s an

d U

nive

r-

14

sitie

s (A

ASC

U).

In

addi

tion

to th

e po

licy

wor

k gr

oups

,a

polic

y co

unci

l tha

t inc

lude

d m

embe

rs f

rom

legi

s-la

tive,

gov

erni

ng b

oard

s, a

nd h

ighe

r ed

ucat

ion

lead

-er

ship

pos

ition

s w

as f

orm

ed to

pro

vide

gui

danc

e an

dov

ersi

ght.

The

Pol

icy

Cou

ncil

was

cha

ired

by

Cha

rles

B. R

eed,

cha

ncel

lor

of C

alif

orni

a St

ate

Uni

vers

ity.

The

pur

pose

of

the

proj

ect w

as tw

ofol

c(1)

for

hig

her

educ

atio

n its

elf

to ta

ke a

pro

activ

e ap

proa

ch in

pre

-pa

ring

the

high

er e

duca

tion

wor

kfor

ce a

nd w

ork-

plac

e fo

r th

e 2

1 ce

ntur

y, a

nd(2

) to

add

ress

the

grow

-in

g co

ncer

n of

par

ents

, stu

dent

s, p

olic

y-m

aker

s an

dot

hers

who

hav

e ra

ised

ser

ious

que

stio

ns a

bout

the

effi

cien

cy, e

ffec

tiven

ess

and

affo

rdab

ility

of

publ

ichi

gher

edu

catio

n in

stitu

tions

.

In th

is e

ra o

f gr

eate

r ac

coun

tabi

lity,

man

y of

thos

eco

ncer

ns h

ave

focu

sed

on th

e w

orkl

oad

and

empl

oy-

men

t con

ditio

ns o

f fa

culty

. Whi

le th

e Pr

ojec

t's th

ree

wor

k gr

oups

rea

ffir

med

mos

t phi

loso

phie

s an

d m

any

prac

tices

reg

ardi

ng f

acul

ty, t

hey

also

rec

omm

ende

dm

any

new

app

roac

hes.

A s

umm

ary

of th

e re

com

men

-da

tions

for

eac

h of

the

wor

k gr

oups

fol

low

s.

157

Page 9: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

8

Facu

lty P

olic

ies

Fac

ulty

Em

ploy

men

t Pol

icie

sA

qua

lity

facu

lty w

orkf

orce

is e

ssen

tial i

f hi

gher

edu

-ca

tion

is to

mee

t soc

iety

's d

eman

ds a

nd e

xpec

tatio

ns.

But

the

circ

umst

ance

s in

whi

ch h

ighe

r ed

ucat

ion

find

s its

elf

pose

sig

nifi

cant

cha

lleng

es.

Facu

lty e

mpl

oym

ent p

atte

rns

are

in f

lux.

Inst

itutio

ns a

re f

aced

with

dec

linin

g fi

nanc

ial r

e-so

urce

s w

hile

stu

dent

enr

ollm

ents

incr

ease

.

Soci

ety'

s w

orkf

orce

nee

ds a

re r

apid

ly c

hang

ing.

Facu

lty te

nure

con

tinue

s to

be

scru

tiniz

ed a

nd it

sva

lue

ques

tione

d.

A p

rim

ary

focu

s fo

r hi

gher

edu

catio

n is

to d

evel

op a

facu

lty w

orkf

orce

that

enh

ance

s in

stitu

tiona

l fle

xibi

l-ity

, mee

ts s

tude

nt n

eeds

, ins

pire

s pu

blic

con

fide

nce,

mai

ntai

ns in

stitu

tiona

l int

egri

ty a

nd a

chie

ves

valu

eded

ucat

iona

l out

com

es. T

his

is th

e co

ntex

t in

whi

chem

ploy

men

t pol

icy

reco

mm

enda

tions

wer

e as

sess

edan

d de

velo

ped.

A s

umm

ary

of e

mpl

oym

ent p

olic

y re

com

men

datio

nsin

clud

es:

Facu

lty te

nure

sho

uld

be r

etai

ned.

How

ever

, the

awar

ding

of

tenu

re c

arri

es w

ith it

obl

igat

ions

that

mus

t be

clea

r to

fac

ulty

and

to th

e pu

blic

they

serv

e. I

nstit

utio

ns m

ust b

e vi

gila

nt to

ens

ure

in-

tegr

ity in

the

conc

ept a

nd p

ract

ice

of te

nure

thro

ugh

rigo

rous

eva

luat

ion

and

inno

vatio

n.

16

Gra

ntin

g te

nure

bas

ed p

rinc

ipal

ly o

n le

ngth

of

serv

ice

shou

ld b

e el

imin

ated

.

Form

al in

stitu

tiona

l pol

icie

s sh

ould

gov

ern

re-

crui

tmen

t, se

lect

ion,

app

oint

men

t and

eva

luat

ion

of n

on-t

enur

e tr

ack

facu

lty. P

art-

time

facu

ltysh

ould

be

com

pens

ated

on

the

sam

e ba

sis

aseq

uiva

lent

ful

l-tim

e fa

culty

.

Inst

itutio

ns s

houl

d de

term

ine

facu

lty m

ixbo

thby

pos

ition

and

em

ploy

men

t cat

egor

ybas

ed o

nm

issi

on, e

duca

tiona

l obj

ectiv

es a

nd f

inan

cial

re-

sour

ces.

Facu

lty r

ecru

itmen

t sho

uld

be g

uide

d by

inst

itu-

tiona

l mis

sion

and

str

ateg

ic g

oals

; for

mal

rec

ruit-

men

t pla

ns s

houl

d be

dev

elop

ed a

nd s

houl

d in

-cl

ude

a di

vers

ity c

ompo

nent

.

Inst

itutio

ns s

houl

d m

ake

a m

ajor

com

mitm

ent t

ofa

culty

ori

enta

tion

and

deve

lopm

ent a

nd s

uppo

rtth

at c

omm

itmen

t by

appr

opri

ate

fina

ncin

g.

Inst

itutio

ns n

eed

flex

ibili

ty to

pre

serv

e st

rong

pro

-gr

ams

and

to f

ulfi

ll th

eir

mis

sion

. Em

ploy

men

tpo

licie

s sh

ould

allo

w f

or la

yoff

or

retr

ench

men

tan

d, in

so

doin

g, ta

ke in

to a

ccou

nt f

acul

ty p

erfo

r-m

ance

as

wel

l as

seni

ority

.

Ret

irem

ent p

lann

ing

shou

ld b

e in

tegr

ated

into

prof

essi

onal

dev

elop

men

t pro

gram

s.

Fac

ulty

Dev

elop

men

t Pol

icie

sFa

culty

dev

elop

men

t is

an in

vest

men

t in

the

ongo

-in

g pr

ofes

sion

al d

evel

opm

ent o

f fa

culty

. Bot

h w

ithin

and

outs

ide

of th

e ac

adem

ic c

omm

unity

, hig

her

edu-

catio

n ha

s fa

iled

to e

ffec

tivel

y ar

ticul

ate

the

case

for

a pr

ogra

m o

f sy

stem

atic

, pro

gres

sive

fac

ulty

dev

el-

opm

ent.

In a

dditi

on, h

ighe

r ed

ucat

ion

has

been

un-

will

ing

or u

nabl

e to

ref

orm

itse

lf. T

hese

rec

omm

en-

datio

ns ta

ke a

maj

or s

tep

tow

ard

rem

edyi

ng th

at s

itu-

atio

n.

Tho

se r

ecom

men

datio

ns in

clud

e th

e fo

llow

ing:

Facu

lty d

evel

opm

enta

nd e

spec

ially

aw

ards

and

ince

ntiv

es s

houl

d be

clo

sely

tied

to th

ein

stitu

tion'

s m

issi

on a

nd g

oals

. Too

oft

en in

the

past

, the

se d

ecis

ions

hav

e be

en m

ade

base

d on

the

indi

vidu

al n

eeds

of

the

facu

lty, n

ot th

e m

is-

sion

and

goa

ls o

f th

e in

stitu

tion.

All

inst

itutio

ns o

f hi

gher

edu

catio

n sh

ould

giv

egr

eate

r va

lue

to q

ualit

y te

achi

ng in

tenu

re a

ndpr

omot

ion

deci

sion

s. W

hile

som

e pr

ogre

ss h

asbe

en m

ade

in th

is a

rea

in r

ecen

t yea

rs, m

uch

mor

eis

nee

ded.

Facu

lty d

evel

opm

ent o

ppor

tuni

tiesi

nclu

ding

adva

ncem

ent a

nd r

ewar

dssh

ould

be

mad

e av

ail-

able

to p

art-

time

facu

lty. G

iven

the

incr

easi

ngim

port

ance

of

part

-tim

e fa

culty

in th

e fa

culty

mix

,in

vest

ing

in p

art-

time

facu

lty is

just

as

impo

rtan

tas

it is

to in

vest

in f

ull-

time

facu

lty.

17

Page 10: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Sabb

atic

als

shou

ld b

e re

tain

ed, b

ut e

xpan

ded

toin

clud

e gr

eate

r fl

exib

ility

in le

ngth

and

sco

pe,

such

as

the

succ

essf

ul f

acul

ty im

prov

emen

t lea

ves

whi

ch s

ome

inst

itutio

ns h

ave

initi

ated

. In

addi

-tio

n, th

ere

shou

ld b

e gr

eate

r ac

coun

tabi

lity

and

mon

itori

ng f

or s

abba

tical

s of

all

type

s.

Inst

itutio

ns s

houl

d su

ppor

t fac

ulty

dev

elop

men

top

port

uniti

es in

inst

ruct

iona

l tec

hnol

ogy,

as

wel

las

rec

ogni

ze a

nd r

ewar

d al

l asp

ects

of

curr

icu-

lum

inno

vatio

n. U

sed

as a

teac

hing

, lea

rnin

g, r

e-se

arch

and

com

mun

icat

ion

tool

, tec

hnol

ogy

has

the

pote

ntia

l to

tran

sfor

m a

nd e

xpan

d th

e hi

gher

educ

atio

n ex

peri

ence

. Fac

ulty

mus

t kno

w h

ow to

effe

ctiv

ely

use

this

tool

of

the

al. c

entu

ry

Fac

ulty

Rev

iew

Pol

icie

sIm

prov

ed s

yste

ms

of f

acul

ty e

valu

atio

n of

fer

us w

ays

of a

chie

ving

sub

stan

tive

chan

ge in

our

edu

catio

nal

syst

ems

with

out r

elyi

ng e

xclu

sive

ly o

n cu

ts a

nd p

ro-

gram

clo

sure

. In

real

ity, t

he b

est o

ppor

tuni

ty f

or w

ide-

spre

ad c

hang

e is

for

us

to le

arn

to m

anag

e ou

r hu

-m

an r

esou

rces

bet

ter.

But

eve

n th

is w

ill n

ot b

e su

ffi-

cien

t if

all n

ew h

irin

g op

port

uniti

es a

re n

ot im

med

i-at

ely

scru

tiniz

ed a

t the

hig

hest

inst

itutio

nal l

evel

s an

dne

w h

uman

cap

ital d

efin

ed, d

irec

ted

and

depl

oyed

with

ori

gina

lity

and

atte

ntio

n to

inst

itutio

nal m

issi

on.

Acc

epta

nce

of o

ur in

stitu

tiona

l res

pons

ibili

ty to

iden

-tif

y, r

etai

n, a

nd d

evel

op th

e ap

prop

riat

e fa

culty

will

prov

ide

us w

ith th

e fl

exib

ility

to r

ecre

ate

ours

elve

sas

nee

ded

to r

espo

nd to

the

new

man

date

s of

hig

her

lear

ning

in th

e co

min

g ce

ntur

y. R

ecom

men

datio

ns

13

on im

prov

ing

facu

lty r

evie

w p

olic

ies

incl

ude

the

fol-

low

ing:

All

inst

itutio

ns w

hich

aw

ard

tenu

re m

ust h

ave

inpl

ace

effe

ctiv

e sy

stem

s fo

r re

view

ing

the

perf

or-

man

ce o

f te

nure

d fa

culty

. Pos

t-te

nure

rev

iew

dem

-on

stra

tes

high

er e

duca

tion'

s co

mm

itmen

t to

high

leve

ls o

f pe

rfor

man

ce e

ven

with

in th

e gu

aran

tees

of te

nure

.

Col

lege

s an

d un

iver

sitie

s m

ust r

evie

w a

ll fa

culty

eval

uatio

n pr

oces

ses,

take

ste

ps to

elim

inat

e re

-du

ndan

cy, a

nd e

nsur

e th

at a

ll re

view

s ar

e co

nse-

quen

tial.

As

the

inst

itutio

nal m

ix o

f fu

ll tim

e, p

art t

ime,

adju

nct a

nd o

ther

em

ploy

men

t arr

ange

men

ts is

deve

lope

d, it

is c

ritic

al th

at a

n ef

fect

ive

annu

alpe

rfor

man

ce e

valu

atio

n be

inte

grat

ed in

to th

e fa

c-ul

ty r

ole

and

rew

ard

syst

ems

of th

e in

stitu

tion;

both

for

its

stan

d al

one

valu

e an

d as

a f

ound

atio

nfo

r al

l oth

er ty

pes

of p

erfo

rman

ce r

evie

w.

Cri

teri

a an

d ex

pect

atio

ns f

or te

nure

, as

wel

l as

crite

ria

for

prom

otio

n in

aca

dem

ic r

ank,

mus

t be

com

patib

le w

ith th

e m

issi

on o

f th

e in

stitu

tion,

deve

lope

d in

con

sulta

tion

with

fac

ulty

and

ap-

prov

ed a

t the

inst

itutio

nal l

evel

.

Unc

appi

ng th

e w

orki

ng y

ears

of

the

tenu

red

wor

k-fo

rce

occu

rred

in 1

994

whe

n th

e A

ge D

iscr

imin

a-tio

n in

Em

ploy

men

t Act

(A

DE

A)

was

app

lied

tohi

gher

edu

catio

n. L

ittle

ana

lysi

s of

the

impa

ct o

f

this

has

bee

n do

ne to

dat

e, a

nd f

urth

er a

naly

sis

isne

cess

ary

Inst

itutio

ns m

ust m

ake

stra

tegi

c de

cisi

ons

abou

tw

hich

acc

redi

tatio

ns th

ey w

ish

to p

ursu

e, a

ndm

ust s

elec

t onl

y th

ose

agen

cies

whi

ch r

ecog

nize

and

supp

ort i

ndiv

idua

l ins

titut

iona

l mis

sion

s an

dhi

gher

edu

catio

n's

man

date

to a

ttend

to th

e ch

ang-

ing

wor

ld o

f le

arni

ng a

nd w

ork.

Hig

her

educ

atio

n m

ust l

earn

to m

anag

e hu

man

re-

sour

ces

bette

r an

d, in

deed

, def

ine,

dir

ect,

and

depl

oyou

r in

telle

ctua

l res

ourc

es w

ith o

rigi

nalit

y an

d at

ten-

tion

to e

volv

ing

inst

itutio

nal m

issi

ons.

Thi

s pr

ojec

tof

fers

bol

d an

d cr

eativ

e po

licy

reco

mm

enda

tions

that

will

gui

de o

ur in

stitu

tions

as

they

wor

k to

ens

ure

that

soci

ety

cont

inue

s to

rea

p th

e be

nefi

ts o

f hi

gher

educ

atio

n's

grea

test

ass

et, t

he e

xper

tise

of o

ur f

ac-

ulty

.

19

Page 11: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

10

Prea

mbl

e

Em

ploy

men

t Pol

icie

sFa

culty

em

ploy

men

t pat

tern

s in

Am

eric

an h

ighe

red

ucat

ion

are

in f

lux.

Dec

linin

g fi

nanc

ial r

esou

rces

and

incr

easi

ng e

nrol

lmen

ts h

ave

com

bine

d w

ithra

pid

chan

ges

in w

orkf

orce

nee

ds in

suc

h a

way

that

inst

itutio

ns m

ust b

e bo

th f

lexi

ble

and

crea

tive

in th

efu

lfill

men

t of

thei

r m

issi

ons.

At t

he s

ame

time,

pub

-lic

alle

gatio

ns o

f fa

culty

pri

vile

ge a

nd w

ides

prea

dm

isun

ders

tand

ing

of te

nure

cha

lleng

e ex

istin

g fa

c-ul

ty w

ork

arra

ngem

ents

. Hig

her

educ

atio

n m

ust c

on-

stru

ct a

nd d

eplo

y th

e fa

culty

wor

k fo

rce

so th

at s

tu-

dent

nee

ds a

re m

et, p

ublic

con

fide

nce

is e

nhan

ced,

inst

itutio

nal i

nteg

rity

is m

aint

aine

d, a

nd p

ositi

ve e

du-

catio

nal o

utco

mes

are

ass

ured

.

Inst

itutio

ns h

ave

alre

ady

begu

n to

add

ress

thes

e es

-ca

latin

g pr

essu

res.

The

dis

cuss

ion

and

polic

y re

com

-m

enda

tions

that

fol

low

are

dra

wn

from

var

ious

in-

stitu

tiona

l arr

ange

men

ts, a

s w

ell a

s fr

om a

gro

win

glit

erat

ure

on f

acul

ty e

mpl

oym

ent p

atte

rns.

Of

cour

se, a

ny s

uch

disc

ussi

on in

evita

bly

rais

es th

equ

estio

n of

whe

ther

aca

dem

ic te

nure

is e

ssen

tial.

In

2 0

addi

tion,

inst

itutio

ns' i

ncre

asin

g re

lianc

e on

par

t-tim

e(a

nd, t

o a

less

er e

xten

t, fu

ll-tim

e) n

on-t

enur

e tr

ack

facu

lty-a

nd th

e fr

eque

ntly

opp

ress

ive

cond

ition

s of

such

em

ploy

men

t-m

ust b

e ex

amin

ed in

the

cont

ext

of d

esir

ed e

duca

tiona

l out

com

es.

Thi

s st

udy,

whi

le n

ot r

evol

utio

nary

, sug

gest

s th

atin

stitu

tions

sho

uld

be c

reat

ive

and

forw

ard-

look

ing

in th

eir

plan

ning

. Ten

ure

shou

ld n

ot b

e ab

olis

hed,

but i

nstit

utio

ns m

ust b

e vi

gila

nt if

the

inte

grity

of

ten-

ure

is to

be

mai

ntai

ned

in c

once

pt a

nd p

ract

ice;

rig

-or

ous

eval

uatio

n an

d in

nova

tion

(whe

n ap

prop

riat

e)ar

e cr

itica

l. M

oreo

ver,

inst

itutio

ns s

houl

d en

gage

inth

ough

tful

pla

nnin

g w

ith r

espe

ct to

app

ropr

iate

fac

-ul

ty m

ix, i

.e.,

wha

t pro

port

ion

shou

ld b

e te

nure

eli-

gibl

e, f

ull t

ime,

and

par

t tim

e. T

hese

pro

port

ions

are

likel

y to

var

y by

aca

dem

ic p

rogr

am. A

wel

l-pl

anne

dap

proa

ch to

bui

ldin

g th

e fa

culty

of

the

futu

re s

houl

dal

so in

clud

e sy

stem

atic

atte

ntio

n to

rec

ruitm

ent,

as-

sign

men

t, an

d fo

rmat

ive

deve

lopm

ent o

f ne

w f

acul

ty.

Fina

lly, i

nstit

utio

ns o

f hi

gher

edu

catio

n sh

ould

als

oat

tend

to th

e pr

oces

s by

whi

ch-a

nd th

e re

ason

s fo

rw

hich

-fac

ulty

leav

e th

e pr

ofes

sion

.

In r

evis

ing

an in

stitu

tion'

s em

ploy

men

t pol

icie

s, it

iscr

itica

l tha

t the

pro

blem

s to

be

addr

esse

d an

d ho

wth

e pr

opos

ed m

odif

icat

ions

mig

ht a

mel

iora

te th

ose

prob

lem

s be

cle

arly

und

erst

ood.

For

exa

mpl

e, if

the

prob

lem

is b

udge

tary

, the

inst

itutio

n w

ould

do

wel

lto

wor

k th

roug

h a

mod

el o

f an

ticip

ated

sav

ings

and

effe

cts.

If

the

prob

lem

is f

inal

ly u

nder

stoo

d to

be

inth

e ad

min

istr

atio

n of

the

tenu

re s

yste

m r

athe

r th

anin

the

polic

y, th

en r

emed

ial a

ctio

n sh

ould

be

dire

cted

at th

e pr

actic

e of

adm

inis

trat

ion.

Wha

teve

r th

e pr

ob-

lem

, it m

ust b

e ex

plic

itly

stat

ed a

nd a

naly

zed;

the

solu

tion

mus

t be

desi

gned

spe

cifi

cally

to a

ddre

ss th

epr

oble

m.

Page 12: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Ter

ms

of E

mpl

oym

ent

As

inst

itutio

ns e

xper

imen

t with

dif

fere

nt te

rms

ofem

ploy

men

t, th

e cr

itica

l que

stio

n be

com

es "

wha

t is

the

appr

opri

ate

mix

of

empl

oym

ent c

ateg

orie

s?"

How

man

y po

sitio

ns s

houl

d be

tenu

re-t

rack

? H

ow m

any

shou

ld b

e fu

ll-tim

e, n

onte

nure

trac

k? H

ow m

any

shou

ld b

e pa

rt-t

ime,

non

tenu

re tr

ack?

Rec

ent l

itera

ture

has

exp

lore

d ne

w p

atte

rns

of e

m-

ploy

men

t, in

clud

ing

sim

ple

rene

wab

le te

rm c

on-

trac

ts, c

ontin

uing

con

trac

ts w

ith a

gua

rant

eed

sev-

eran

ce p

erio

d up

on te

rmin

atio

n, r

ollin

g co

ntra

cts

sim

ilar

to th

ose

give

n to

ath

letic

coa

ches

, and

vol

un-

tary

non

tenu

red

stat

us a

ccom

pani

ed b

y hi

gher

sal

-ar

y (t

radi

ng th

e te

nure

"pr

oper

ty v

alue

"), a

s w

ell a

sfi

xed

term

tenu

re f

ollo

wed

by

a se

ries

of

term

con

-tr

acts

.

Plac

emen

t on

the

tenu

re tr

ack

has

been

the

stan

dard

patte

rn o

f fa

culty

em

ploy

men

t in

high

er e

duca

tion.

Thi

s in

clud

es a

per

iod

of p

roba

tion,

dur

ing

whi

chth

e in

divi

dual

is e

valu

ated

; if

the

eval

uatio

n is

pos

i-tiv

e, th

e in

divi

dual

rec

eive

s pe

rman

ent s

tatu

s (t

en-

ure)

. The

tenu

re s

yste

m is

larg

ely

acce

pted

, but

the

med

ia a

nd th

e pu

blic

hav

e re

cent

ly r

aise

d ne

w c

riti-

cism

s of

it. N

ever

thel

ess,

ther

e ar

e so

und

reas

ons

toco

ntin

ue th

e pr

actic

e of

tenu

re in

hig

her

educ

atio

n.It

is im

port

ant t

o cl

arif

y w

hat t

enur

e is

, why

it e

xist

s,an

d w

hat l

imits

per

tain

.

Ten

ure-

Tra

ck F

acul

tyT

he c

once

pt o

f te

nure

dev

elop

ed f

or th

e m

ost i

m-

port

ant o

f re

ason

s. F

unda

men

tally

, the

pur

pose

of

the

univ

ersi

ty in

a f

ree

soci

ety

is to

ser

ve s

ocie

ty b

y

2,

seek

ing

trut

h an

d sp

eaki

ng a

s m

uch

trut

h as

has

bee

ndi

scov

ered

. The

pri

vile

ge o

f se

ekin

g tr

uth

in a

uni

-ve

rsity

and

spe

akin

g w

hen

one

thin

ks it

has

bee

nfo

und

defi

nes

acad

emic

fre

edom

. Aca

dem

ic f

reed

omits

elf

prom

otes

the

inde

pend

ence

of

view

s es

sent

ial

to th

e ad

vanc

emen

t of

know

ledg

e in

a d

emoc

ratic

soci

ety.

Ten

ure

prov

ides

the

secu

rity

that

allo

ws

fac-

ulty

mem

bers

to s

eek

trut

h an

d sp

eak

it fr

eely

.

It is

ess

entia

l tha

t ten

ure

cont

inue

to e

xist

as

a po

ssi-

bilit

y fo

r a

maj

ority

of

facu

lty. A

cor

e of

tenu

red

pro-

fess

iona

ls p

rom

otes

the

educ

atio

nal m

issi

on o

f hi

gher

educ

atio

n.

Ten

ure

is o

ften

mis

perc

eive

d as

mer

ely

"job

sec

u-ri

ty."

Whe

n it

is in

corp

orat

ed in

to c

olle

ctiv

e ba

rgai

n-in

g, it

take

s on

the

appe

aran

ce o

f an

em

ploy

men

tbe

nefi

t, pe

rhap

s eq

uiva

lent

to a

den

tal p

lan.

Suc

h pe

r-ce

ptio

ns f

ail t

o re

cogn

ize

that

the

conc

ept o

f te

nure

as o

rigi

nally

des

crib

ed b

y th

e A

mer

ican

Ass

ocia

tion

of U

nive

rsity

Pro

fess

ors

(AA

UP)

invo

lves

a m

utua

l-ity

of

oblig

atio

n be

twee

n in

stitu

tion

and

facu

lty m

em-

ber

(Rep

ort o

f th

e U

nive

rsity

of

Illin

ois

Sem

inar

on

Ten

ure,

199

7).

Obl

igat

ions

of T

enur

eR

espo

nsib

ilitie

s of

tenu

re in

clud

e an

obl

igat

ion

topr

otec

t the

aca

dem

ic f

reed

om o

f th

e no

nten

ured

;co

llegi

al c

ontr

ibut

ions

to th

e go

vern

ance

of

the

in-

stitu

tion;

ong

oing

com

mitm

ent t

o pr

ofes

sion

algr

owth

; ful

fillm

ent o

f th

e m

issi

on o

f th

e in

stitu

tion;

and

mai

nten

ance

of

the

high

est p

rofe

ssio

nal s

tan-

dard

s. T

he o

blig

atio

ns a

nd in

stitu

tiona

l exp

ecta

tions

of te

nure

sho

uld

be c

omm

unic

ated

exp

licitl

y to

ten-

ure-

trac

k fa

culty

at t

he ti

me

of a

ppoi

ntm

ent a

ndsh

ould

be

emph

asiz

ed in

new

fac

ulty

ori

enta

tion

pro-

gram

s. I

nstit

utio

nal r

ewar

d st

ruct

ures

sho

uld

refl

ect

the

valu

ing

of a

chie

vem

ents

that

rep

rese

nt f

ulfi

llmen

tof

thes

e ob

ligat

ions

.

The

con

ferr

ing

of te

nure

sho

uld

indi

cate

con

fide

nce

in a

n in

divi

dual

's a

bilit

y to

con

trib

ute

to in

stitu

tiona

lsu

cces

s as

wel

l as

to th

e di

scip

line

and

the

adva

nce-

men

t of

know

ledg

e. E

ven

as in

stitu

tions

dem

onst

rate

a co

ntin

uing

com

mitm

ent t

o ac

adem

ic f

reed

omth

roug

h te

nure

, the

y sh

ould

em

phas

ize

the

mut

ual-

ity o

f ob

ligat

ion

that

tenu

re e

ntai

ls.

Pro

batio

nary

Per

iod

The

con

cept

of

a pr

obat

iona

ry p

erio

d du

ring

whi

chfa

culty

mem

bers

asp

irin

g to

tenu

re a

re e

valu

ated

by

peer

s is

one

met

hod

of q

ualit

y as

sura

nce

that

hel

psto

alla

y pu

blic

ske

ptic

ism

abo

ut te

nure

. Sin

ce th

eA

AU

P is

sued

its

note

d 19

40 S

tate

men

t, th

e st

anda

rdpr

obat

iona

ry p

erio

d in

hig

her

educ

atio

n ha

s be

ense

ven

year

s, w

ith r

evie

w f

or te

nure

gen

eral

ly o

ccur

-ri

ng in

the

sixt

h ye

ar. T

he v

ast m

ajor

ity o

f hi

gher

educ

atio

n in

stitu

tions

ope

rate

on

this

pro

batio

n-te

n-ur

e sy

stem

, whi

ch(1

) as

sure

s qu

ality

by

requ

irin

g a

high

sta

ndar

d of

per

form

ance

ove

r a

peri

od o

f tim

elo

ng e

noug

h to

sug

gest

its

cont

inua

tion(

2) r

ewar

dsgo

od te

achi

ng, h

igh-

qual

ity s

chol

arsh

ip, a

nd p

rodu

c-tiv

e se

rvic

e to

the

com

mun

ity a

nd th

e pr

ofes

sion

s;an

d (3

) bu

ttres

ses

facu

lty m

oral

e an

d co

mm

itmen

tto

the

inst

itutio

n.

2311

Page 13: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

12

The

pro

batio

nary

per

iod

as a

toug

h "w

eedi

ng-o

ut"

proc

ess

can

build

pub

lic tr

ust i

n hi

gher

edu

catio

n.T

o fo

ster

suc

h an

und

erst

andi

ng b

y th

e pu

blic

, col

-le

ges

and

univ

ersi

ties

mus

t adh

ere

to r

igor

ous

pro-

cedu

res

and

crite

ria,

con

sist

ent w

ith in

stitu

tiona

lm

issi

on, f

or g

rant

ing

tenu

re. T

enur

e sh

ould

nev

er b

egr

ante

d pr

inci

pally

on

the

basi

s of

leng

th o

f se

rvic

e.

The

opt

imal

leng

th o

f th

e pr

obat

iona

ry p

erio

d m

ayva

ry b

y ty

pe o

f in

stitu

tion

and

even

by

type

of

facu

ltym

embe

r. R

esea

rch-

inte

nsiv

e in

stitu

tions

, for

ex-

ampl

e, m

ay r

equi

re a

long

er p

erio

d to

acc

urat

ely

as-

sess

the

pote

ntia

l pro

duct

ivity

of

thei

r fa

culty

. Ind

i-vi

dual

exc

eptio

ns to

the

stan

dard

pro

batio

nary

pe-

riod

hav

e be

en in

crea

sing

ly c

omm

on in

Am

eric

anhi

gher

edu

catio

n, r

esul

ting

som

etim

es in

sho

rter

, and

occa

sion

ally

in lo

nger

, per

iods

. The

re a

re s

ound

rea

-so

ns to

con

side

r va

ryin

g th

e le

ngth

of

the

prob

atio

n-ar

y pe

riod

for

fac

ulty

mem

bers

with

in a

sin

gle

inst

i-tu

tion;

suc

h co

nsid

erat

ions

as

acad

emic

dis

cipl

ine,

vari

atio

ns in

mis

sion

and

ass

ignm

ent,

and

time

out

for

fam

ily r

espo

nsib

ilitie

s m

ay a

ll be

val

id.

Acc

epta

ble

reas

ons

for

"sto

ppin

g th

e te

nure

clo

ck"

may

incl

ude

child

birt

h, a

dopt

ion

of a

you

ng c

hild

(in

whi

ch c

ase

the

optio

n is

usu

ally

ext

ende

d to

fat

hers

as w

ell a

s m

othe

rs),

inca

paci

ty d

ue to

acc

iden

t or

ill-

ness

, ext

ende

d di

sabi

lity

leav

e, o

r an

y ot

her

inst

itu-

tiona

lly a

ppro

ved

leav

e th

at ta

kes

the

fam

ily m

em-

ber

off

the

inst

itutio

n's

payr

oll a

nd to

som

e ac

tivity

that

doe

s no

t con

trib

ute

to m

eetin

g st

anda

rds

for

ten-

ure

(for

exa

mpl

e, g

over

nmen

t ser

vice

). A

t res

earc

h-

2 4

inte

nsiv

e un

iver

sitie

s, r

easo

ns m

ay a

lso

incl

ude

ad-

vers

e ci

rcum

stan

ces

beyo

nd th

e fa

culty

mem

ber's

cont

rol t

hat d

elay

res

earc

h pr

oduc

tivity

(fi

re, f

lood

,or

ear

thqu

ake,

for

exa

mpl

e).

Wha

t is

esse

ntia

l, bo

th f

or th

e in

stitu

tion

and

for

the

sake

of

publ

ic tr

ust i

n te

nure

, is

that

the

prob

atio

n-ar

y pe

riod

be

of s

uffi

cien

t dur

atio

n to

per

mit

the

in-

stitu

tion

to b

ase

its d

ecis

ion

on a

dequ

ate

info

rma-

tion.

Locu

s of

Ten

ure

Loc

us o

f te

nure

is a

var

iabl

e th

at in

stitu

tions

may

wis

h to

ret

hink

in li

ght o

f ef

fort

s to

incr

ease

fle

xibi

l-ity

. At m

any

inst

itutio

ns, t

enur

e is

loca

ted

in th

e ac

a-de

mic

dep

artm

ent o

r eq

uiva

lent

uni

ta c

once

ptw

hich

pro

tect

s th

e in

tegr

ity o

f sp

ecif

ic a

cade

mic

pro

-gr

ams

but w

hich

can

res

ult i

n in

flex

ibili

ty f

or b

oth

facu

lty m

embe

rs a

nd th

e in

stitu

tion.

Inst

itutio

ns s

houl

d es

tabl

ish

locu

s of

tenu

re u

pon

hiri

ng a

ny te

nure

-tra

ck p

rofe

ssor

. The

re is

wid

eva

riat

ion

in p

ract

ice,

and

var

ied

loci

of

tenu

re w

ithin

a si

ngle

inst

itutio

n m

ay b

e de

sira

ble.

For

exa

mpl

e,te

nure

may

be

plac

ed in

mor

e br

oadl

y de

fine

d se

r-vi

ce a

reas

that

may

incl

ude

mor

e th

an a

sin

gle

cur-

ricu

lar

area

or

depa

rtm

ent.

Inst

itutio

ns m

ay b

enef

itfr

om f

acul

ty d

evel

opm

ent o

ppor

tuni

ties

mad

e av

ail-

able

to f

acul

ty w

hose

pro

gram

s fa

ce r

educ

tion.

Re-

trai

ning

in r

elat

ed a

reas

may

rec

harg

e fa

culty

mem

-be

rs a

nd in

spir

e pr

ogra

m d

evel

opm

ent i

n ne

w a

r-ea

s, w

heth

er in

itiat

ed b

y in

divi

dual

fac

ulty

mem

bers

or b

y th

e in

stitu

tion.

If

an in

stitu

tiona

l ben

efit

accr

ues,

such

ret

rain

ing

prog

ram

s ar

e w

orth

whi

le. H

owev

er,

polic

ies

whi

ch p

rovi

de b

road

er lo

cus

of te

nure

typi

-ca

lly r

equi

re g

reat

er b

read

th o

f pr

epar

atio

n at

the

time

of a

ppoi

ntm

ent a

nd m

ay a

lso

requ

ire

a w

ider

rang

e of

ass

ignm

ents

in th

e in

stitu

tion;

thus

, the

y m

aybe

a p

oor

optio

n fo

r re

sear

ch-i

nten

sive

inst

itutio

ns.

Ter

ms

of T

enur

eT

radi

tiona

lly, t

enur

e ha

s be

en u

nder

stoo

d as

em

ploy

-m

ent t

hrou

gh r

etir

emen

t. A

pplic

atio

n in

199

4 of

the

Age

Dis

crim

inat

ion

in E

mpl

oym

ent A

ct (

AD

EA

) to

high

er e

duca

tion,

"un

capp

ing"

the

wor

king

yea

rs o

fth

e te

nure

d w

ork

forc

e, h

as s

ugge

sted

pot

entia

l di-

lem

mas

. Thi

s ve

ry im

port

ant i

ssue

has

yet

to b

e be

t-te

r an

alyz

ed, b

ut p

relim

inar

y fi

ndin

gs s

ugge

st th

atth

e pr

oble

ms

thou

ght l

ikel

y m

ay h

ave

been

exa

gger

-at

ed. M

ore

anal

ysis

is c

erta

inly

nee

ded.

If

facu

ltyse

em to

be

wor

king

unt

il m

uch

late

r in

thei

r liv

esth

an p

rior

to A

DE

A, p

ress

ure

to a

dvan

ce th

e "t

erm

tenu

re"

conc

ept (

limiti

ng te

nure

to a

spe

cifi

ed n

um-

ber

of y

ears

), a

s w

ell a

s to

dev

ise

crea

tive

retir

emen

tin

cent

ives

, may

ari

se. P

ost-

retir

emen

t ass

ignm

ents

,w

hich

hav

e be

en u

sed

in th

e pa

st, t

ie u

p do

llars

whi

chot

herw

ise

mig

ht b

e m

ade

avai

labl

e fo

r fu

ll-tim

e re

-pl

acem

ents

; oth

er in

cent

ives

sho

uld

be e

xplo

red.

Som

e in

stitu

tions

hav

e be

gun

to a

war

d te

nure

on

apa

rt-t

ime

basi

s (f

or e

xam

ple,

in s

hare

d ap

poin

tmen

ts)

or f

ull-

time

tenu

re w

ith o

nly

a po

rtio

n of

sal

ary

vest

ed(i

n pa

rtic

ular

, at m

edic

al s

choo

ls).

Suc

h ar

rang

e-m

ents

may

ben

efit

both

indi

vidu

als

and

inst

itutio

ns.

Page 14: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Pol

icy

Rec

omm

enda

tions

Ten

ureT

rack

Fac

ulty

1.T

enur

e sh

ould

be

mai

ntai

ned,

but

inst

itutio

nsm

ust b

e vi

gila

nt to

ens

ure

its in

tegr

ity in

con

cept

and

prac

tice,

thro

ugh

rigor

ous

eval

uatio

n an

din

nova

tion

whe

n ap

prop

riate

. Exc

ept i

n in

stitu

tiona

len

viro

nmen

ts w

here

the

mis

sion

or

prog

ram

dic

tate

sot

herw

ise,

a s

ubst

antia

l pro

port

ion

of th

e fa

culty

shou

ld b

e te

nure

elig

ible

.

2.In

stitu

tions

sho

uld

impl

emen

t del

iber

ate

effo

rts

to e

nhan

ce b

oth

facu

lty a

nd p

ublic

und

erst

andi

ng c

the

oblig

atio

ns o

n fa

culty

that

are

ent

aile

d by

the

tenu

re s

yste

m.

3.T

he p

roba

tiona

ry p

erio

d, d

urin

g w

hich

tenu

re-

elig

ible

facu

lty a

re r

igor

ousl

y ev

alua

ted

cons

iste

ntw

ith in

stitu

tiona

l mis

sion

exp

ecta

tions

, sho

uld

bere

tain

ed. A

ny p

ract

ice

of g

rant

ing

tenu

re p

rinci

pally

on th

e ba

sis

of le

ngth

of s

ervi

ce s

houl

d be

elim

inat

ed..

4.In

stitu

tions

sho

uld

expl

ore

the

utili

ty o

f var

iatio

nin

the

prob

atio

nary

per

iod,

app

ropr

iate

to v

aria

tions

in d

isci

plin

e an

d/or

ass

ignm

ent.

Sim

ilarly

, ins

titut

ions

shou

ld c

ontin

ue th

e pr

actic

e of

"st

oppi

ng th

e te

nur

cloc

k" fo

r re

ason

able

cau

se; o

ther

adj

ustm

ents

,w

hen

appr

opria

te, s

houl

d be

aon

side

red.

5

5.In

stitu

tions

sho

uld

esta

blis

h lo

cus

of te

nure

upo

nhi

ring

of te

nure

-tra

ck fa

culty

and

sho

uld

cons

ider

vary

ing

the

locu

s of

tenu

re fo

r fa

culty

, app

ropr

iate

to d

iffer

ence

s in

dis

cipl

ine/

assi

gnm

ent a

ndin

stitu

tiona

l nee

d. W

hen

varia

nces

occ

ur, r

easo

nssh

ould

be

expl

icit.

Non

tenu

re T

rack

Fac

ulty

Non

tenu

re tr

ack

full-

time

facu

lty c

arry

a f

ull-

time

wor

kloa

d bu

t are

not

elig

ible

for

tenu

re. T

heir

rol

esan

d ci

rcum

stan

ces

vary

wid

ely.

On

cam

puse

s th

atdo

not

aw

ard

tenu

re, t

hey

ofte

n ha

ve e

cono

mic

sta

-tu

s si

mila

r to

that

of

tenu

re-t

rack

fac

ulty

. The

y m

ayha

ve r

enew

able

app

oint

men

t per

iods

fro

m o

ne to

seve

ral y

ears

' dur

atio

n. S

ome

of th

ese

facu

lty c

arry

full

teac

hing

load

s or

are

res

pons

ible

for

adv

isin

gst

uden

ts b

ut a

re n

ot e

xpec

ted

to p

artic

ipat

e on

de-

part

men

t or

inst

itutio

nal c

omm

ittee

s or

to c

ondu

ctre

sear

ch. O

ther

s re

sear

ch a

ppoi

ntm

ents

whe

re li

ttle

or n

o te

achi

ng is

exp

ecte

d an

d th

e ap

poin

tmen

t is

depe

nden

t on

fund

ing

from

gra

nts.

Oth

ers

are

clin

i-ca

l fac

ulty

, fou

nd in

man

y he

alth

sci

ence

s sc

hool

s,w

ho a

re r

espo

nsib

le f

or p

atie

nt c

are

and

do s

ome

clin

ical

teac

hing

.

Non

tenu

re tr

ack

full-

time

facu

lty o

ften

bri

ng e

xper

-tis

e an

d ex

peri

ence

that

oth

erw

ise

wou

ld n

ot b

e av

ail-

able

to a

n in

stitu

tion;

they

may

teac

h co

urse

s in

spe

-ci

aliz

ed a

reas

in w

hich

an

inst

itutio

n ca

nnot

aff

ord

to in

vest

in a

tenu

re-t

rack

pos

itibn

. The

se p

ositi

ons

give

the

inst

itutio

n fl

exib

ility

to r

espo

nd to

cha

nges

in d

eman

d fo

r co

urse

s.

How

ever

, man

y no

nten

urab

le f

acul

ty a

re tr

eate

d as

seco

nd-c

lass

citi

zens

by

the

inst

itutio

n its

elf

and/

orby

tenu

red

facu

lty. T

he la

ck o

f a

long

-ter

m c

omm

it-m

ent t

o an

d fr

om th

e in

stitu

tion,

toge

ther

with

the

need

in m

any

case

s to

hav

e ot

her

empl

oym

ent,

may

dim

inis

h th

e in

vest

men

t a f

acul

ty m

embe

r m

akes

.

Mul

ti-Y

ear

Con

trac

tsM

ost n

onte

nure

trac

k fu

ll-tim

e fa

culty

hav

e an

nual

cont

ract

s. M

ulti-

year

con

trac

ts f

or s

ome

of th

ese

fac-

ulty

may

be

bene

fici

al. N

onte

nure

trac

k fu

ll-tim

e fa

c-ul

ty o

ften

sta

y at

an

inst

itutio

n fo

r a

cons

ider

able

leng

th o

f tim

e, a

nd a

mul

ti-ye

ar c

ontr

act w

ould

mak

eth

is lo

nger

-ter

m r

elat

ions

hip

mor

e ex

plic

it an

d w

ould

reco

gniz

e th

e co

ntri

butio

ns o

f th

e fa

culty

mem

ber.

Mul

ti-ye

ar c

ontr

acts

wou

ld r

epre

sent

mor

e of

a c

om-

mitm

ent b

y an

d to

the

inst

itutio

n an

d w

ould

ena

ble

both

the

facu

lty m

embe

r an

d th

e ac

adem

ic u

nit t

opl

an f

or a

spa

n of

yea

rs. S

uch

a st

rate

gy is

par

ticu-

larl

y ap

prop

riat

e w

here

long

-ter

m (

cont

inui

ng)

aca-

dem

ic n

eeds

are

add

ress

ed th

roug

h su

ch h

irin

g. F

orcl

inic

al o

r ot

her

long

-ter

m f

acul

ty, i

t may

be

appr

o-pr

iate

to im

plem

ent "

cont

inui

ng"

appo

intm

ents

.

Eva

luat

ion

Non

tenu

re tr

ack

facu

lty a

re r

arel

y ev

alua

ted

with

the

thor

ough

ness

acc

orde

d te

nure

-tra

ck a

nd te

nure

d fa

c-ul

ty. T

his

rein

forc

es c

once

rns

abou

t qua

lity

whe

nno

nten

ure

trac

k fa

culty

are

em

ploy

ed. T

hese

con

-ce

rns

incl

ude

qual

ity o

f pe

rfor

man

ce a

nd a

vaila

bil-

ity to

stu

dent

s. I

n co

ntra

st, t

horo

ugh

eval

uatio

ns c

anbo

lste

r fa

culty

mem

bers

' con

fide

nce

that

wha

t the

ydo

mat

ters

to th

e in

stitu

tion.

Ben

efits

and

Pri

vile

ges

Non

tenu

re tr

ack

facu

lty ty

pica

lly a

re e

ligib

le f

or s

uch

bene

fits

as

heal

th in

sura

nce

but n

ot f

or s

abba

tical

s.T

hey

may

or

may

not

hav

e re

pres

enta

tion

on f

acul

tyse

nate

s, a

nd th

ey m

ay o

r m

ay n

ot b

e al

low

ed to

vot

e

2 7

1 3

Page 15: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

14

in d

epar

tmen

t mee

tings

or

serv

e on

com

mitt

ees.

In-

stitu

tions

sho

uld

cons

ider

thei

r po

licie

s re

gard

ing

thes

e m

atte

rs.

Par

t-T

ime

Non

tenu

re T

rack

Fac

ulty

Adm

inis

trat

ors,

dep

artm

ent c

hair

s, a

nd f

ull-

time

fac-

ulty

sho

uld

be e

ncou

rage

d to

vie

w p

art-

time

and

ad-

junc

t fac

ulty

as

pote

ntia

l con

trib

utor

s to

inst

itutio

nal

exce

llenc

e. A

djun

ct f

acul

ty o

ften

teac

h pa

rt ti

me

be-

caus

e th

ey w

ish

to d

o so

; Nat

iona

l Edu

catio

n A

sso-

ciat

ion

(NE

A)

data

sho

w th

at a

ppro

xim

atel

y on

e-ha

lfof

thos

e w

ith th

is s

tatu

s pr

efer

thei

r pa

rt-t

ime

assi

gn-

men

ts. S

uch

facu

lty b

ring

exp

ertis

e th

at w

ould

be

diff

icul

t or

econ

omic

ally

impr

ovid

ent t

o du

plic

ate

thro

ugh

tenu

re-t

rack

app

oint

men

ts; t

hey

also

pro

-vi

de f

lexi

bilit

y in

the

sche

dulin

g of

cla

ss s

ectio

ns.

Eff

orts

, the

refo

re, s

houl

d be

mad

e to

ens

ure

that

thes

efa

culty

con

trib

ute

to p

rogr

am c

oher

ence

and

invo

lve-

men

t with

stu

dent

s an

d st

uden

t lea

rnin

g.

At p

rese

nt, i

nstit

utio

nal p

ract

ices

fai

l to

refl

ect t

heva

lue

of p

art-

time

facu

lty a

ppoi

ntm

ents

. Ten

pro

fes-

sion

al a

ssoc

iatio

ns c

ospo

nsor

ed a

"C

onfe

renc

e on

the

Gro

win

g U

se o

f Pa

rt-T

ime

and

Adj

unct

Fac

ulty

," h

eld

Sept

embe

r 26

thro

ugh

28, 1

997

in W

ashi

ngto

n, D

C.

Con

fere

nce

obje

ctiv

es in

clud

ed e

nunc

iatio

n of

a s

etof

com

mon

und

erst

andi

ngs,

dev

elop

men

t of

guid

e-lin

es f

or g

ood

prac

tices

in th

e em

ploy

men

t of

part

-tim

e an

d ad

junc

t fac

ulty

, and

com

pila

tion

of a

n ac

-tio

n ag

enda

to im

plem

ent i

dent

ifie

d go

od p

ract

ices

23

in th

e va

riou

s co

nstit

uenc

ies.

Ins

titut

ions

sho

uld

con-

side

r th

ese

guid

elin

es in

def

inin

g th

eir

part

-tim

e fa

c-ul

ty p

olic

ies.

App

oint

men

tC

rite

ria

and

proc

edur

es f

or a

ppoi

ntm

ent o

f pa

rt-t

ime

facu

lty s

houl

d re

flec

t ins

titut

iona

l goa

ls f

or s

tude

ntle

arni

ng a

nd f

or f

acul

ty e

xcel

lenc

e. M

any

com

mu-

nity

col

lege

s ha

ve u

nifo

rm p

olic

ies

and

proc

edur

esfo

r th

e ap

poin

tmen

t of

part

-tim

e fa

culty

, but

suc

hpo

licie

s ar

e le

ss c

omm

on a

t fou

r-ye

ar in

stitu

tions

.A

ppoi

ntm

ent n

otif

icat

ion

shou

ld b

e tim

ely

and

shou

ldcl

earl

y de

linea

te e

xpec

tatio

ns a

nd a

ssig

nmen

ts.

Mul

ti-Y

ear

Con

trac

tsA

"co

ntin

uing

exp

ecta

tion

of e

mpl

oym

ent"

is o

ften

high

on

the

list o

f pa

rt-t

ime

facu

lty m

embe

rs' d

esir

-ab

le w

ork

cond

ition

s. A

s w

ith f

ull-

time

nont

enur

etr

ack

facu

lty, i

nstit

utio

ns c

an r

eap

the

bene

fits

of

long

er-t

erm

pla

nnin

g an

d gr

eate

r fa

culty

com

mit-

men

t whe

n th

ey o

ffer

mul

ti-ye

ar c

ontr

acts

.

Eva

luat

ion

Eva

luat

ion

of p

art-

time

facu

lty is

an

impo

rtan

t com

-po

nent

of

thei

r em

ploy

men

t. T

hose

inst

itutio

ns in

-te

rest

ed in

hig

h-qu

ality

inst

ruct

ion

shou

ld r

equi

rest

anda

rdiz

ed s

tude

nt e

valu

atio

n fo

rms

of a

ll fa

culty

on a

reg

ular

bas

is a

nd c

lass

room

vis

itatio

n by

eva

lu-

ator

s. S

uch

eval

uatio

ns s

houl

d be

con

side

red

in r

e-em

ploy

men

t dec

isio

ns.

Com

pens

atio

nC

ompe

nsat

ion

for

part

-tim

e fa

culty

is g

ener

ally

sub

-st

anda

rd a

nd f

ar b

elow

equ

ival

ent l

evel

s fo

r fu

ll-tim

efa

culty

. Thi

s ha

s de

bilit

atin

g ef

fect

s bo

th o

n th

e in

di-

vidu

als

and

on th

e qu

ality

of

educ

atio

n of

fere

d by

the

inst

itutio

n. C

ompe

nsat

ion

for

part

-tim

e fa

culty

shou

ld b

e eq

uita

ble

with

in th

e in

stitu

tion

and

shou

ldac

coun

t for

res

pons

ibili

ties

addi

tiona

l to

mee

ting

clas

ses.

Ben

efits

and

Pri

vile

ges

Ben

efits

for

par

t-tim

e an

d ad

junc

t fac

ulty

oft

en a

reno

nexi

sten

t. In

par

ticul

ar, t

he la

ck o

f m

edic

al in

sur-

ance

bec

omes

pro

blem

atic

for

man

y su

ch f

acul

ty.

Inst

itutio

ns s

houl

d id

entif

y gr

oup

insu

ranc

e pr

o-gr

ams

with

aff

orda

ble

rate

s th

at c

ould

be

mad

e av

ail-

able

to p

art-

time

facu

lty. S

uch

prog

ram

s m

ay b

e of

-fe

red

on a

sub

sidi

zed

basi

s or

at t

he e

xpen

se o

f th

ein

divi

dual

fac

ulty

mem

ber.

Ori

enta

tion

to th

e in

stitu

tion,

men

tori

ng, a

nd p

rofe

s-si

onal

sup

port

, as

wel

l as

prof

essi

onal

dev

elop

men

top

port

uniti

es, h

elp

inte

grat

e pa

rt-t

ime

and

adju

nct

facu

lty in

to th

e in

stitu

tiona

l com

mun

ity. H

andb

ooks

can

prov

ide

basi

c in

stitu

tiona

l inf

orm

atio

n, a

nd "

sup-

port

ser

vice

s,"

such

as

offi

ce s

pace

, acc

ess

to te

le-

phon

es, c

leri

cal s

ervi

ces,

dup

licat

ing

serv

ices

, and

com

pute

rs, a

re a

lso

impo

rtan

t.

29

Page 16: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Pol

icy

Rec

omm

enda

tions

Non

tenu

re T

rack

Fac

ulty

6.In

stitu

tions

of h

ighe

r ed

ucat

ion

shou

ld h

ave

clea

writ

ten

polic

y st

atem

ents

and

pro

cedu

res

rega

rdin

gth

e em

ploy

men

t of n

onte

nure

trac

k fa

culty

; suc

hpo

licie

s sh

ould

det

ail r

ecru

itmen

t, se

lect

ion,

and

appo

intm

ent p

roce

sses

, inc

ludi

ng m

inim

um

acad

emic

qua

lific

atio

ns.

7.R

eapp

oint

men

t of n

onte

nure

trac

k fa

culty

sho

uld

be b

ased

upo

n ev

alua

tion

gove

rned

by

esta

blis

hed

proc

edur

es.

8.P

art-

time

facu

lty s

houl

d be

com

pens

ated

equi

tabl

y re

lativ

e to

the

inst

itutio

n's

full-

time

facu

lty. T

he c

once

pt o

f equ

ity in

clud

es c

onsi

dera

tion

of m

arke

t and

dis

cipl

inar

y di

ffere

nces

as

wel

l as

sala

ry s

truc

ture

acr

oss

the

inst

itutio

n. (

Reg

ardi

ng p

art

time

facu

lty, s

ee a

lso

reco

mm

enda

tions

6, 9

,13

, 26,

27,

38, 4

4 an

d 46

.)

9.In

stitu

tions

sho

uld

prov

ide

bene

fits,

sup

port

serv

ices

and

opp

ortu

nitie

s fo

r ca

reer

adv

ance

men

tan

d co

llegi

al p

artic

ipat

ion

for

nont

enur

e tr

ack

facu

lty w

hene

ver

feas

ible

(Reg

ardi

ng p

art-

time

facu

lty

see

also

rec

omm

enda

tions

6, 8

,13

, 26,

27,

38,

44

and

46.)

serv

ice.

Ins

titut

iona

l pol

icy

shou

ld s

uppo

rt s

uch

shif

ts. I

t als

o sh

ould

enc

oura

ge f

acul

ty m

embe

rs to

take

on

flex

ible

ass

ignm

ents

suc

h as

incr

ease

d st

u-de

nt c

onta

ct, t

each

ing

on n

ontr

aditi

onal

sch

edul

esor

site

s, a

sync

hron

ous

cour

se d

eliv

ery,

or

exte

nsiv

ein

volv

emen

t with

bus

ines

s, in

dust

ry, o

r go

vern

men

tor

with

oth

er e

duca

tiona

l par

tner

ship

s.

Eva

luat

ion

syst

ems

shou

ld b

e su

ffic

ient

ly f

lexi

ble

tore

cogn

ize

vari

atio

n in

the

dist

ribu

tion

of e

ffor

t and

assi

gnm

ent a

mon

g fa

culty

mem

bers

.

Fle

xibi

lity

in F

acul

ty T

asks

Inst

itutio

nal p

olic

y sh

ould

allo

w f

acul

ty e

ffor

t to

bedi

stri

bute

d in

suc

h a

way

that

fac

ulty

tale

nts

mee

tem

ergi

ng n

eeds

. Ove

r tim

e, in

divi

dual

fac

ulty

may

choo

se to

foc

us m

ore

on te

achi

ng, s

chol

arsh

ip, o

r

3 0

Pol

icy

Rec

omm

enda

tion

10. I

nstit

utio

ns s

houl

d de

velo

p fle

xibl

ear

rang

emen

ts in

det

erm

inin

g di

strib

utio

n of

facu

ltyef

fort

. Suc

h ar

rang

emen

ts w

ould

acc

omm

odat

ebo

th c

hang

ing

inst

itutio

nal n

eeds

and

indi

vidu

alfa

culty

mem

bers

' cha

ngin

g pr

ofes

sion

al in

tere

sts.

Facu

lty "

Mix

"So

me

stat

es n

ow r

equi

re r

epor

ts o

n fa

culty

"m

ix,"

but t

he is

sue

is b

ette

r ad

dres

sed

by in

divi

dual

inst

i-tu

tions

. Tho

se in

stitu

tions

that

eva

luat

e th

eir

facu

ltym

ix in

a s

yste

mat

ic m

anne

r ca

n ad

vanc

e th

eir

re-

spec

tive

mis

sion

s an

d im

prov

e th

eir

serv

ices

to s

tu-

dent

s.

Ter

min

olog

yW

hen

cons

ider

ing

the

prop

er "

mbe

of

facu

lty p

osi-

tions

, ins

titut

ions

nee

d to

cla

rify

whe

ther

they

are

conc

erne

d pr

imar

ily w

ith a

ppoi

ntm

ents

, ind

ivid

uals

,

posi

tions

, cla

sses

, or

stud

ents

aff

ecte

d by

the

mix

. All

of th

ese

are

refe

rred

to in

the

liter

atur

e, m

akin

g it

diff

icul

t to

com

pare

dat

a.

The

rep

ort o

f th

e C

onfe

renc

e on

the

Gro

win

g U

se o

fPa

rt-T

ime

and

Adj

unct

Fac

ulty

men

tions

that

"th

epr

opor

tion

of p

art-

time

and

adju

nct f

acul

ty in

rel

a-tio

n to

all

facu

lty a

ppoi

ntm

ents

has

incr

ease

d su

b-st

antia

lly, f

rom

22

perc

ent i

n 19

70 to

mor

e th

an 4

0pe

rcen

t in

1993

:' C

harl

otte

V. K

uh o

f th

e N

atio

nal

Res

earc

h C

ounc

il no

tes

that

as

of 1

997,

the

num

ber

of p

roba

tiona

ry (

tenu

re-t

rack

) ap

poin

tmen

ts h

as d

e-cl

ined

by

9 pe

rcen

t. T

he N

EA

Hig

her

Edu

catio

n R

e-se

arch

Cen

ter

publ

ishe

d a

repo

rt o

n "P

art-

Tim

e E

m-

ploy

men

t in

Aca

dem

e" w

hich

sho

ws

that

542

,155

fac

-ul

ty a

re e

mpl

oyed

ful

l tim

e an

d 56

5,94

2 ar

e em

ploy

edpa

rt ti

me.

AA

UP

repo

rts

that

52

perc

ent o

f al

l fac

ulty

are

empl

oyed

par

t tim

e. S

ome

stat

es r

epor

t by

the

num

ber

of s

ectio

ns ta

ught

by

part

-tim

e fa

culty

; oth

-er

s re

port

the

num

ber

of s

tude

nts

taug

ht b

y pa

rt-t

ime

facu

lty; s

ome

stat

es e

ven

repo

rt th

e nu

mbe

r of

cre

dit

hour

s ta

ught

by

part

-tim

e fa

culty

. Com

pari

sons

wou

ldbe

mor

e us

eful

if te

rmin

olog

y w

ere

clar

ifie

d.

Con

side

ratio

nsH

ighe

r ed

ucat

ion

inst

itutio

ns m

ust m

ake

the

best

use

of a

vaila

ble

fina

ncia

l res

ourc

es, a

nd c

urre

nt c

ost f

ac-

tors

con

trib

ute

to a

n in

crea

sing

nee

d fo

r m

ore

part

-tim

e fa

culty

. Dol

lars

sav

ed o

n fa

culty

sal

arie

s an

dbe

nefi

ts s

ubsi

dize

new

pro

gram

dev

elop

men

t, cu

r-ri

cula

r ex

pans

ion,

and

incr

ease

d co

mpe

nsat

ion.

How

ever

, fis

cal c

onsi

dera

tions

sho

uld

incl

ude

tran

s-ac

tiona

l cos

ts s

uch

as o

rien

tatio

n, s

uper

visi

on, a

ndev

alua

tion

of p

art-

time

facu

lty. F

isca

l iss

ues

clea

rly

BE

ST

CO

PY

AV

AIL

AB

LE3

115

Page 17: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

infl

uenc

e pl

anni

ng, b

ut in

stitu

tiona

l mis

sion

and

educ

atio

nal b

enef

its s

houl

d be

of

prim

ary

impo

rtan

cew

hen

posi

tions

and

cat

egor

ies

of e

mpl

oym

ent a

rede

term

ined

.

Inst

itutio

ns s

houl

d gu

ard

agai

nst r

educ

ing

the

num

-be

r of

ful

l-tim

e te

nure

d or

tenu

re-e

ligib

le p

ositi

ons

to th

e po

int a

t whi

ch f

acul

ty p

rodu

ctiv

ity is

com

pro-

mis

ed. I

n ad

ditio

n to

cla

ssro

om in

stru

ctio

n, r

esea

rch

and

publ

icat

ion,

com

mun

ity s

ervi

ce, p

rofe

ssio

nal

grow

th, a

nd s

tude

nt a

dvis

emen

t, fa

culty

are

res

pon-

sibl

e fo

r se

rvin

g on

sea

rch

com

mitt

ees,

dev

elop

ing

prog

ram

inno

vatio

ns, c

urri

culu

m r

enew

al, a

rtic

ula-

tion

with

oth

er in

stitu

tions

, dec

isio

ns o

n re

appo

int-

men

t, pr

omot

ions

, and

tenu

re, m

ento

ring

new

hir

es,

supe

rvis

ing

tem

pora

ry f

acul

ty m

embe

rs, e

tc. P

erha

psin

stitu

tions

sho

uld

reev

alua

te w

heth

er m

any

of th

ese

task

s sh

ould

be

rese

rved

for

ful

l-tim

e te

nure

d or

ten-

ure-

elig

ible

fac

ulty

. It i

s w

orth

not

ing

that

pro

gram

cont

inui

ty a

nd u

pdat

ing

requ

ire

a de

gree

of

cont

inu-

ity o

f fa

culty

.

Acc

redi

ting

agen

cies

and

sta

te le

gisl

atur

es h

ave

erec

ted

obst

acle

s to

cre

atin

g fa

culty

"m

ix:'

Whe

reve

rpo

ssib

le, s

uch

obst

acle

s sh

ould

be

elim

inat

ed to

en-

sure

gre

ater

inst

itutio

nal f

lexi

bilit

y.

Plan

ning

Con

side

ratio

nsIn

stitu

tiona

l coo

rdin

atio

n of

fac

ulty

mix

is im

port

ant.

Lea

ving

ful

l dis

cret

ion

to d

epar

tmen

tal/d

ivis

iona

lch

airs

can

lead

to d

iscr

imin

atio

n ev

en w

hen

deci

-si

ons

do n

ot a

ppea

r di

scri

min

ator

y. I

nstit

utio

nal o

ver-

sigh

t is

criti

cal b

ecau

se d

iscr

imin

atio

n m

ay a

lso

bean

uni

nten

ded

resu

lt of

pat

tern

s of

dec

isio

ns.

1 6

Coh

ort s

tudi

es o

f ea

ch y

ear's

hir

ing

by c

ateg

ory

shou

ld b

e de

velo

ped

and

used

to e

nsur

e th

at in

stitu

-tio

nal e

ffec

tiven

ess

is w

ell s

erve

d an

d th

at n

o di

s-cr

imin

ator

y im

pact

s ar

e cr

eate

d. S

uch

stud

ies

shou

ldin

clud

e th

e nu

mbe

r of

new

hir

es b

y ca

tego

ry; t

henu

mbe

r le

avin

g vo

lunt

arily

pri

or to

tenu

re o

r ot

her

revi

ew; t

he n

umbe

r of

den

ials

of

tenu

re; t

he n

umbe

rof

con

trac

ts n

ot r

enew

ed; a

nd h

ow w

omen

and

mi-

nori

ties

fare

in th

e hi

ring

pro

cess

. Dat

a m

ay b

e di

s-se

min

ated

to g

over

ning

boa

rds,

the

adm

inis

trat

ion,

and

facu

lty m

embe

rs. S

tudy

res

ults

can

be

inst

ruc-

tive

as in

stitu

tions

pla

n hi

ring

, fac

ulty

eva

luat

ion,

and

inst

itutio

nal o

rien

tatio

n ef

fort

s.

Pol

icy

Rec

omm

enda

tions

11.

Inst

itutio

ns s

houl

d de

term

ine

the

appr

opria

te"m

ix"

of fa

culty

pos

ition

s an

d ca

tego

ries

ofem

ploy

men

t bas

ed o

n m

issi

on a

nd e

duca

tiona

lbe

nefit

s as

wel

l as

finan

cial

res

ourc

es. T

he m

ix c

oul

vary

acr

oss

units

with

in a

sin

gle

inst

itutio

n.

12.

Acc

redi

ting

agen

cies

sho

uld

reex

amin

e th

eva

lidity

/nec

essi

ty o

f con

stra

ints

on

inst

itutio

nsre

gard

ing

facu

lty "

mix

."

3 3

Page 18: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Rec

ruitm

ent

Fac

ulty

Rec

ruitm

ent

A p

lann

ed a

ppro

ach

to f

acul

ty r

ecru

itmen

t foc

used

on in

stitu

tiona

l mis

sion

and

str

ateg

ic g

oals

is a

sig

-na

l to

cons

titue

ntsi

nter

nal a

s w

ell a

s ex

tern

alth

atm

issi

on a

nd g

oals

are

cen

tral

to h

irin

g de

cisi

ons

and

that

rec

ruitm

ent i

s on

e of

the

inst

itutio

n's

high

est

prio

ritie

s.

For

mal

Rec

ruitm

ent P

lan

A f

orm

al in

stitu

tiona

l rec

ruitm

ent p

lan

can

ensu

reth

at in

stitu

tiona

l mis

sion

and

str

ateg

ic g

oals

are

cen

-tr

al in

hir

ing

deci

sion

s an

d ca

n pr

ovid

e a

cont

ext f

orin

stitu

tiona

l acc

ount

abili

ty in

allo

catin

g po

sitio

ns a

ndot

her

reso

urce

s. I

n ad

ditio

n, it

can

ass

ist t

he in

stitu

-tio

n in

mee

ting

the

need

s of

stu

dent

pop

ulat

ions

, al-

low

for

a m

ore

purp

osef

ul a

ppro

ach

to r

esou

rce

al-

loca

tion

and

real

loca

tion,

and

sig

nal a

com

mitm

ent

to q

ualit

y, p

rodu

ctiv

ity, a

nd v

alue

.

The

Sea

rch

and

the

Sea

rch

Com

mitt

eeC

ondu

ctin

g an

eff

ectiv

e se

arch

is n

ot e

asy.

Ori

enta

-tio

n on

how

to c

ondu

ct th

e pr

oces

s w

ould

sig

nifi

-ca

ntly

impr

ove

mos

t sea

rche

s an

d pr

omot

e un

ifor

-m

ity o

f pr

oces

s. I

nstit

utio

ns s

houl

d de

velo

p or

ient

a-tio

n pr

ogra

ms

to a

ssis

t sea

rch

com

mitt

ee m

embe

rsin

a v

arie

ty o

f pe

rson

nel a

ctiv

ities

, inc

ludi

ng c

raft

-in

g a

job

desc

ript

ion,

inte

rvie

win

g te

chni

ques

, re-

sum

e re

adin

g, a

nd e

valu

atio

n of

cre

dent

ials

. The

Hum

an R

esou

rce

offi

ce c

an p

rovi

de o

ngoi

ng s

uppo

rtin

thes

e ta

sks.

One

of

the

bene

fits

of

a se

arch

com

mitt

ee is

legi

ti-

21

miz

atio

n of

app

oint

men

ts. A

goo

d co

mm

ittee

ser

ves

as a

con

nect

ion

betw

een

the

depa

rtm

ent a

nd th

e in

-st

itutio

n. S

earc

h co

mm

ittee

s sh

ould

be

spec

ially

form

ed g

roup

s ac

ting

on b

ehal

f of

bot

h th

e de

part

-m

ent a

nd th

e in

stitu

tion.

Indi

vidu

als

who

ser

ve o

n se

arch

com

mitt

ees

shou

ldbe

cur

rent

in th

eir

fiel

ds, k

now

ledg

eabl

e ab

out t

hein

stitu

tiona

l mis

sion

and

dep

artm

enta

l exp

ecta

tions

,co

mm

itted

to e

qual

opp

ortu

nity

, and

aw

are

that

the

recr

uitm

ent p

roce

ss e

xist

s fo

r th

e be

nefi

t of

both

the

cand

idat

e an

d th

e in

stitu

tion.

Div

ersi

tyIn

ord

er f

or d

iver

sity

to b

ecom

e a

real

ity w

ithin

an

inst

itutio

n an

d no

t mer

ely

an a

bstr

act g

oal,

it m

ust

beco

me

part

of

the

fabr

ic o

f th

e in

stitu

tion.

A g

row

-in

g bo

dy o

f ev

iden

ce s

ugge

sts

that

div

ersi

ty w

ithin

educ

atio

n in

stitu

tions

, bot

h in

the

mem

bers

of

thos

ein

stitu

tions

and

thei

r cu

rric

ula,

incr

ease

s op

port

u-ni

ties

for

lear

ning

and

the

futu

re s

ucce

ss o

f st

uden

ts.

Res

earc

h in

dica

tes

that

div

ersi

ty in

itiat

ives

on

cam

-pu

ses

posi

tivel

y af

fect

bot

h m

inor

ity a

nd m

ajor

ityst

uden

ts' a

ttitu

des

tow

ard

one

anot

her

and

the

inst

i-tu

tion.

Atte

ntio

n to

issu

es o

f di

vers

ity in

the

curr

icu-

lum

and

in th

e cl

assr

oom

pos

itive

ly in

flue

nces

stu

-de

nts'

atti

tude

s re

gard

ing

race

, eth

nici

ty, g

ende

r,cl

ass,

phy

sica

l cha

lleng

es, a

nd s

exua

l ori

enta

tion.

Div

ersi

ty c

ontr

ibut

es to

the

inst

itutio

n as

a w

hole

as

wel

l as

to th

e in

divi

dual

stu

dent

. Rec

ently

, the

Am

eri-

can

Cou

ncil

on E

duca

tion

join

ed w

ith m

ore

than

fif

tyot

her

orga

niza

tions

and

a h

ost o

f un

iver

sitie

s an

d

colle

ges

in e

ndor

sing

a s

tate

men

t whi

ch r

ecog

nize

sth

e va

lue

of d

iver

sity

. The

sta

tem

ent e

mph

asiz

es f

our

cont

ribu

tions

of

dive

rsity

to th

e ed

ucat

ion

com

mu-

nity

: (1)

the

enri

chm

ent o

f th

e ed

ucat

iona

l exp

eri-

ence

; (2)

the

prom

otio

n of

per

sona

l gro

wth

and

hea

lthfo

r so

ciet

y; (

3) th

e st

reng

then

ing

of c

omm

uniti

es a

ndth

e w

orkp

lace

; and

(4)

the

enha

ncem

ent o

f A

mer

ica'

sec

onom

ic c

ompe

titiv

enes

s.

Vir

tual

ly a

ll pu

blic

inst

itutio

ns in

volv

e fa

culty

in p

er-

sonn

el r

ecom

men

datio

ns. F

or th

at r

easo

n, f

acul

tym

ust b

e re

min

ded

of th

e ne

ed to

sea

rch

aggr

essi

vely

for

qual

ifie

d m

inor

ity a

nd w

omen

can

dida

tes.

As

long

as

inst

itutio

ns c

ontin

ue to

foc

us o

nly

on th

edi

vers

ity o

f tr

aditi

onal

fac

ulty

poo

ls, f

acul

ty d

iver

sity

natio

nally

will

rem

ain

a ze

ro-s

um g

ame.

Thi

s is

sue

mus

t be

addr

esse

d on

a n

atio

nal l

evel

.

Fac

ulty

Orie

ntat

ion

New

fac

ulty

oft

en n

eed

supp

ort i

n al

l thr

ee a

reas

of

the

trad

ition

al tr

iad

of te

achi

ng, s

chol

arsh

ip, a

nd s

er-

vice

. Fac

ulty

incr

easi

ngly

are

exp

ecte

d to

mee

t the

need

s of

stu

dent

s w

ith w

idel

y va

ried

aca

dem

ic a

ndso

cial

bac

kgro

unds

. Giv

en th

e in

crea

sing

em

phas

ison

stu

dent

lear

ning

and

the

reem

phas

is o

f te

achi

ngas

a p

rim

ary

resp

onsi

bilit

y, n

ew f

acul

ty m

ust b

e as

-si

sted

in th

eir

effo

rts.

Ori

enta

tion

prog

ram

s fo

r ne

wly

hir

ed f

acul

ty s

houl

din

corp

orat

e th

e sc

hola

rshi

p of

teac

hing

and

lear

ning

,in

clud

ing

diff

erin

g le

arni

ng s

tyle

s an

d ne

eds.

The

prog

ram

s al

so s

houl

d be

a b

ridg

e to

ong

oing

pro

fes-

31

7

Page 19: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

18

sion

al d

evel

opm

ent.

The

y sh

ould

incl

ude

the

use

ofva

riou

s m

edia

and

met

hodo

logi

es to

com

mun

icat

esu

bjec

t mat

ter,

thus

impr

ovin

g cl

assr

oom

eff

ectiv

e-ne

ss. D

iffe

rent

met

hods

of

asse

ssin

g le

arni

ng a

ndva

lidat

ing

skill

s sh

ould

be

mad

e av

aila

ble.

Sup

port

for

new

fac

ulty

als

o m

ay in

volv

e m

ento

ring

, tea

mte

achi

ng, o

r pa

ired

cou

rses

.

Ori

enta

tion

and

supp

ort f

or n

ew f

acul

ty im

prov

esth

eir

abili

ty to

mee

t stu

dent

nee

ds; i

ncre

ases

thei

rm

oral

e an

d co

mm

itmen

t to

the

inst

itutio

n; p

rovi

des

them

with

kno

wle

dge

of th

e te

achi

ng m

etho

ds th

eyw

ill b

e en

cour

aged

to a

dopt

; sig

nals

the

inst

itutio

n's

expe

ctat

ion

that

fac

ulty

will

app

roac

h th

e ch

alle

nges

of te

achi

ng w

ith th

e sa

me

dedi

catio

n th

ey b

ring

toth

eir

scho

lars

hip;

and

impr

oves

the

inst

itutio

n's

read

ines

s to

pro

vide

pub

lic s

ervi

ce.

Pol

icy

Rec

omm

enda

tions

13. F

orm

al fa

culty

rec

ruitm

ent p

lans

,bo

th fo

r fu

ll-

time

and

for

part

-tim

e po

sitio

ns, s

houl

d be

deve

lope

d at

app

ropr

iate

leve

ls (

e.g.

, ins

titut

ions

or

acad

emic

uni

ts).

(R

egar

ding

par

t-tim

e fa

culty

see

also

reco

mm

enda

tions

.6, 8

, 9, 2

6, 2

7, 3

8, 4

4 an

d 46

.)

14. I

nstit

utio

ns s

houl

d im

prov

e an

d en

hanc

e th

epr

ofes

sion

alis

m o

f the

ir se

arch

pro

cess

es.

15. I

nstit

utio

ns s

houl

d de

velo

p, im

plem

ent,

and

mon

itor

hirin

g pr

oced

ures

des

igne

d to

enh

ance

facu

lty d

iver

sity

.

16. O

rient

atio

n an

d de

velo

pmen

t of n

ew fa

culty

shou

ld p

repa

re th

em to

bet

ter

fulfi

ll th

e ro

les

ofte

achi

ng, s

chol

arsh

ip, a

nd s

ervi

ce. T

his

shou

ld b

e a

maj

or in

stitu

tiona

l com

mitm

ent s

uppo

rted

by

inst

itutio

nal f

inan

cing

.

as'3

7

Page 20: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Sepa

ratio

nsR

etir

emen

tE

arly

pla

nnin

g fo

r re

tirem

ent i

ncre

ases

an

indi

vidu

al's

acc

epta

nce

of, a

nd in

tere

st in

, a n

ew s

tage

in li

fe. E

xten

sive

ret

irem

ent p

lann

ing

prog

ram

s ar

eav

aila

ble

from

AA

RP,

fro

m s

tate

ret

irem

ent s

yste

ms,

and

from

var

ious

con

sulta

nt o

rgan

izat

ions

. The

y ca

nal

so b

e de

velo

ped

inte

rnal

ly.

A r

etir

emen

t han

dboo

k de

taili

ng ti

mel

ines

and

ben

-ef

its s

houl

d be

ava

ilabl

e to

all

empl

oyee

s. I

nstit

utio

nssh

ould

ens

ure

that

suc

h ha

ndbo

oks

are

not v

iew

edas

con

trac

tual

by

incl

udin

g di

scla

imer

s or

ref

eren

ces

to e

xist

ing

law

s.

Ret

irem

ent s

yste

ms,

sta

te le

gisl

atur

es, a

nd in

divi

dual

inst

itutio

ns s

houl

d de

velo

p re

tirem

ent o

ptio

ns, i

n-cl

udin

g a

phas

e-in

to r

etir

emen

t. In

stitu

tions

con

sid-

erin

g th

e im

plem

enta

tion

of r

etir

emen

t inc

entiv

esw

ould

do

wel

l to

revi

ew a

ctiv

ity o

ver

the

past

ten

year

s or

so

to d

eter

min

e w

heth

er in

cent

ives

hav

ein

deed

ben

efite

d th

e in

stitu

tion.

Lay

of f

/Ret

renc

hmen

tM

any

inst

itutio

ns a

re r

estr

icte

d in

the

optio

ns a

vail-

able

to th

em b

ecau

se la

yoff

or

retr

ench

men

t of

ten-

ured

fac

ulty

has

bee

n lim

ited

alm

ost w

ithou

t exc

ep-

tion

to in

stan

ces

whe

re f

inan

cial

exi

genc

y ha

s be

ende

mon

stra

ted.

Cha

ngin

g st

uden

t int

eres

t, bu

dget

pres

sure

s, m

arke

t for

ces,

and

cha

ngin

g te

chno

logy

cont

inua

lly c

halle

nge

inst

itutio

ns to

rem

ain

com

peti-

tive.

Ins

titut

ions

sho

uld

be a

ble

to c

onsi

der

seve

ral

reas

ons

for

layo

ff, i

nclu

ding

red

irec

ting

inst

itutio

nal

mis

sion

, str

engt

heni

ng c

ours

e of

feri

ngs,

loss

of

gran

tre

venu

e, r

espo

ndin

g to

sta

te b

udge

t cut

s, a

nd s

trea

m-

tJ

linin

g th

e in

stitu

tion.

Col

lege

s an

d un

iver

sitie

s ar

edy

nam

ic a

nd m

ay e

xper

ienc

e de

clin

es in

som

e ar

-ea

s ev

en a

s ot

her

part

s of

the

orga

niza

tion

are

grow

-in

g.

In in

stan

ces

whe

re la

yoff

of

tenu

red

facu

lty is

un-

avoi

dabl

e, in

stitu

tions

may

dis

cove

r po

licie

s th

at d

ono

t allo

w la

yoff

in d

epar

tmen

ts o

r sp

ecia

lties

with

low

stu

dent

inte

rest

or

decl

inin

g co

nnec

tion

to m

is-

sion

but

whi

ch m

anda

te la

yoff

bas

ed o

n se

nior

ityac

ross

a d

epar

tmen

t or

the

inst

itutio

n as

a w

hole

.L

ayof

f/re

tren

chm

ent p

olic

ies

shou

ld p

rovi

de in

stitu

-tio

ns w

ith f

lexi

bilit

y to

pre

serv

e st

rong

pro

gram

s by

taki

ng in

to a

ccou

nt m

easu

res

of p

erfo

rman

ce a

s w

ell

as s

enio

rity

.

Imm

edia

tely

aft

er a

nnou

ncin

g th

at a

layo

ff is

pla

nned

,in

stitu

tions

sho

uld

assi

st a

ffec

ted

facu

lty in

see

king

posi

tions

for

whi

ch th

ey a

re q

ualif

ied,

eith

er o

n ca

m-

pus

or w

ith o

ther

em

ploy

ers.

Ins

titut

ions

sho

uld

en-

gage

inre

trai

ning

,re

assi

gnm

ent,

and/

orou

tpla

cem

ent e

ffor

ts to

min

imiz

e th

e im

pact

of

lay-

off

deci

sion

s.

Sepa

ratio

n fo

r C

ause

Soun

d hu

man

res

ourc

e pr

actic

es a

nd ju

dici

al d

eter

-m

inat

ions

est

ablis

h st

anda

rds

for

inst

itutio

ns r

egar

d-in

g bo

th c

ause

s an

d pr

oces

s fo

r te

rmin

atio

n of

fac

-ul

ty. A

pol

icy

on p

rogr

essi

ve d

isci

plin

e up

to a

nd in

-cl

udin

g se

para

tion

for

caus

e pr

ovid

es th

e fr

amew

ork

upon

whi

ch in

stitu

tiona

l pro

cedu

res

shou

ld b

e de

-ve

lope

d. T

his

polic

y sh

ould

incl

ude

a st

atem

ent o

npr

ofes

sion

al e

thic

s an

d ru

les

of c

ondu

ct f

or f

acul

ty.

The

pol

icy

shou

ld a

ssur

e du

e pr

oces

s an

d sp

ecif

y th

e

proc

edur

es, r

ight

s, a

nd o

blig

atio

ns o

f bo

th th

e in

sti-

tutio

n an

d th

e fa

culty

mem

ber,

incl

udin

g th

e pr

otec

-tio

n of

aca

dem

ic f

reed

om a

nd te

nure

.

The

se p

olic

ies

and

proc

edur

es s

houl

d be

wid

ely

dis-

trib

uted

and

rea

dily

acc

essi

ble.

Vio

latio

n of

inst

itu-

tiona

l pol

icie

s or

con

tinue

d po

or p

erfo

rman

ce m

aysu

bjec

t a f

acul

ty m

embe

r to

cor

rect

ive

actio

n ra

ng-

ing

from

wri

tten

notic

e of

war

ning

to d

ism

issa

l.

Pol

icy

Rec

omm

enda

tions

17. A

nnua

l ret

irem

ent p

lann

ing

prog

ram

s sh

ould

be

inte

grat

ed in

to p

rofe

ssio

nal d

evel

opm

ent.

18. P

olic

ies

shou

ld p

erm

it la

yoff

and

retr

ench

men

tin

res

pons

e to

mis

sion

or

prog

ram

alte

ratio

ns.

19. P

olic

ies

shou

ld p

erm

it in

stitu

tions

to c

onsi

der

mea

sure

s of

per

form

ance

as

wel

l as

seni

ority

inde

term

inin

g w

hich

facu

lty w

ill b

e af

fect

ed b

y la

yoff'

retr

ench

men

t.

20. W

hen

an in

stitu

tion

dete

rmin

es th

at la

yoff/

retr

ench

men

t is

nece

ssar

y, it

sho

uld

assi

st a

ffect

edfa

culty

mem

bers

in id

entif

ying

alte

rnat

ive

empl

oym

ent p

ossi

bilit

ies.

21. I

nstit

utio

ns s

houl

d ha

ve p

olic

ies

and

proc

edur

eson

sep

arat

ion

for

caus

e th

at r

espe

ct th

e rig

hts

of a

part

ies

and

prov

ide

for

timel

y di

spos

ition

.

'3 9

19

Page 21: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

20

Facu

lty D

evel

opm

ent

Intr

oduc

tion

Inve

stin

g in

the

ongo

ing

prof

essi

onal

dev

elop

men

tof

em

ploy

ees

is c

ritic

al f

or th

e pr

oduc

tivity

of

any

prog

ress

ive,

fut

ure-

orie

nted

ent

erpr

ise;

it a

lso

can

cont

ribu

te to

incr

ease

d w

orke

r sa

tisfa

ctio

n. H

ighe

red

ucat

ion

is n

o ex

cept

ion.

Thi

s re

port

not

onl

y as

-se

sses

Am

eric

an h

ighe

r ed

ucat

ion'

s cu

rren

t fac

ulty

deve

lopm

ent p

ract

ices

, but

als

o pr

esen

ts 1

5 re

com

-m

enda

tions

for

impr

ovin

g th

ose

prac

tices

. the

rec

-om

men

datio

ns m

ake

up a

pro

activ

e re

spon

se to

the

new

par

adig

m in

Am

eric

an h

ighe

r ed

ucat

ion.

Tha

tpa

radi

gm is

the

resu

lt of

sev

eral

fac

tors

, inc

ludi

ngth

e ch

angi

ng a

nd m

ore

incl

usiv

e na

ture

of

the

stu-

dent

bod

y; th

e na

tiona

l com

mitm

ent t

o lif

elon

g le

arn-

ing;

and

the

risi

ng e

xpec

tatio

ns o

f cl

ient

s (s

tude

nts

and

pare

nts)

, var

ious

gov

erni

ng b

odie

s (b

oard

s, le

g-is

lato

rs, e

tc.)

, and

the

publ

ic.

Hig

her

educ

atio

n ha

s fa

iled

to e

ffec

tivel

y ar

ticul

ate

the

case

for

sys

tem

atic

, pro

gres

sive

fac

ulty

dev

elop

-m

ent.

With

in th

e ac

adem

ic c

omm

unity

, the

com

po-

nent

par

ts o

f su

ch a

pro

gram

too

ofte

n ar

e ta

ken

for

gran

ted.

Out

side

the

acad

emic

com

mun

ity, t

he p

ub-

lic a

ttack

s hi

gher

edu

catio

n be

caus

e th

e co

mpo

nent

part

s ar

e ju

stif

ied

with

out r

efer

ence

to th

e w

hole

. To

the

unin

itiat

ed, t

he ju

stif

icat

ions

oft

en s

eem

wea

kan

d/or

inco

mpr

ehen

sibl

e. I

t is

ther

efor

e in

cum

bent

upon

the

high

er e

duca

tion

com

mun

ity to

pro

vide

logi

cal,

wel

l-re

ason

ed, a

nd s

impl

y st

ated

rat

iona

les

for

facu

lty d

evel

opm

ent.

Tow

ard

that

end

, thi

s re

port

iden

tifie

s an

d ad

dres

ses

the

mos

t com

mon

ly h

eld

publ

ic p

erce

ptio

ns o

f fa

culty

dev

elop

men

t.

Thi

s do

cum

ent d

iscu

sses

the

follo

win

g as

pect

s of

fac

-ul

ty d

evel

opm

ent:

tenu

re a

nd p

rom

otio

n, f

acul

ty r

e-w

ards

and

ince

ntiv

es, f

ull-

time

and

part

-tim

e fa

culty

,sa

bbat

ical

pro

gram

s, a

nd in

stru

ctio

nal t

echn

olog

y as

rela

ted

to c

urre

nt p

olic

ies.

It a

lso

disc

usse

s th

e im

-pa

ct o

f th

ese

polic

ies

on o

utco

mes

val

ued

by le

gisl

a-tu

res

and

stat

e bo

ards

, on

the

publ

ic's

trus

t and

con

-fi

denc

e in

hig

her

educ

atio

n, a

nd o

n in

stitu

tions

' abi

l-ity

to r

espo

nd f

lexi

bly

to n

ew c

halle

nges

.

Alth

ough

the

need

for

fac

ulty

dev

elop

men

t has

be-

com

e in

crea

sing

ly c

lear

, app

ropr

iate

rew

ard

stru

c-tu

res

that

link

ince

ntiv

es to

exp

andi

ng e

xpec

tatio

nsar

e no

t yet

in p

lace

. The

dev

elop

men

t and

impl

emen

-ta

tion

of c

lear

rew

ard

stru

ctur

es to

enc

oura

ge c

on-

tinuo

us im

prov

emen

t and

ach

ieve

men

t of

the

goal

sof

pro

mot

ion

and

tenu

re a

re k

ey a

spec

ts o

f th

is r

e-po

rt.

Thr

ough

out t

heir

car

eers

, fac

ulty

mem

bers

are

re-

spon

sibl

e fo

r pu

rsui

ng p

rofe

ssio

nal d

evel

opm

ent

plan

s th

at in

tegr

ate

shor

t- a

nd lo

ng-t

erm

car

eer

goal

sw

ithin

the

mis

sion

s of

thei

r in

stitu

tions

. Pro

fess

iona

lde

velo

pmen

t pla

ns s

tren

gthe

n pu

blic

trus

t in

high

ered

ucat

ion

by c

lari

fyin

g th

e pr

ofes

sion

al e

xpec

tatio

nspl

aced

on

facu

lty, r

einf

orci

ng th

e in

stitu

tiona

l mis

-si

on a

nd p

rior

ities

, and

iden

tifyi

ng r

esou

rces

nee

ded

for

enha

ncem

ent.

The

y al

so f

oste

r in

tera

ctio

n be

-tw

een

juni

or a

nd s

enio

r fa

culty

and

pro

mot

e co

n-st

ruct

ive

feed

back

, the

reby

fur

ther

fac

ilita

ting

indi

-vi

dual

and

inst

itutio

nal d

evel

opm

ent.

The

15

reco

mm

enda

tions

out

lined

in th

is r

epor

t are

for

high

er e

duca

tion

in g

ener

al. T

he r

ecom

men

da-

tions

em

brac

e ne

w a

ppro

ache

s to

teac

hing

and

lear

n-in

g, p

artn

ersh

ips

with

in a

nd o

utsi

de th

e ac

adem

icco

mm

unity

, and

the

pote

ntia

l im

pact

of

new

inst

ruc-

tiona

l tec

hnol

ogie

s. T

hey

are

desi

gned

to b

e of

val

ueto

eve

ry in

stitu

tion.

How

ever

, ins

titut

iona

l adm

inis

-tr

ator

s an

d fa

culty

sho

uld

exer

cise

app

ropr

iate

cau

-tio

n in

atte

mpt

ing

to a

pply

any

or

all o

f th

e re

com

-m

enda

tions

to th

eir

spec

ific

situ

atio

n. I

n ev

ery

case

,th

e va

lue

of th

e re

com

men

datio

ns a

t the

indi

vidu

alin

stitu

tiona

l lev

el w

ill b

e en

hanc

ed b

y di

scus

sion

and

cust

omiz

atio

n to

fit

the

spec

ific

nee

ds a

nd c

ircu

m-

stan

ces

of th

e ca

mpu

s in

volv

ed.

The

Cas

e fo

r F

acul

ty D

evel

opm

ent

Facu

lty p

rofe

ssio

nal d

evel

opm

ent i

n te

achi

ng, r

e-se

arch

/sch

olar

ly a

ctiv

ity a

nd s

ervi

ce/o

utre

ach,

an

activ

ity c

omm

on to

all

high

er e

duca

tion

inst

itutio

ns,

is u

tiliz

ed to

impr

ove

both

the

prof

essi

onal

cap

abili

-tie

s of

fac

ulty

mem

bers

and

the

qual

ity o

f th

e in

stitu

-tio

n. P

rofe

ssio

nal d

evel

opm

ent i

nclu

des

a di

vers

e an

dva

st a

rray

of

supp

ort p

rogr

ams.

The

se in

clud

e st

art

up g

rant

s an

d lo

ad a

djus

tmen

ts f

or n

ew f

acul

ty; t

rave

lsu

ppor

t for

pro

fess

iona

l eng

agem

ents

; ori

enta

tion

prog

ram

s; m

ento

ring

pro

gram

s; in

stru

ctio

nal d

evel

-op

men

t ass

ista

nce

(ind

ivid

ual o

r w

orks

hop)

; ass

is-

tanc

e in

iden

tifyi

ng f

undi

ng s

ourc

es a

nd s

uppo

rt f

orth

e w

ritin

g of

gra

nts;

wor

ksho

ps in

the

inte

grat

ion

of te

chno

logy

into

inst

ruct

ion

and

scho

lars

hip;

and

teac

hing

impr

ovem

ent c

ente

rs.

4041

Page 22: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Hig

her

educ

atio

n fa

culty

are

not

reg

ular

ly tr

aine

d in

teac

hing

, lea

rnin

g, a

dvis

ing,

or

the

over

all t

each

ing

and

lear

ning

ent

erpr

ise.

New

pri

ority

mus

t be

give

nto

str

engt

heni

ng tr

aini

ng p

rogr

ams

for

the

next

gen

-er

atio

n of

teac

hers

and

to d

evel

opin

g pr

ogra

ms

that

will

ori

ent a

nd tr

ain

new

fac

ulty

in th

e ar

t and

sci

-en

ce o

f te

achi

ng a

nd le

arni

ng.

Inst

itutio

nal a

ppro

ache

s to

fac

ulty

dev

elop

men

t dif

-fe

r fo

r fu

ll-tim

e an

d pa

rt-t

ime

facu

lty. O

ne u

nder

ly-

ing

reas

on f

or th

e di

ffer

ence

is th

at th

ough

man

y fu

ll-tim

e fa

culty

mem

bers

are

tenu

red

or te

nure

trac

k,m

any

part

-tim

e fa

culty

are

not

. In

addi

tion,

inst

itu-

tions

hav

e a

grea

ter

resp

onsi

bilit

y fo

r th

ose

facu

ltyw

hom

they

em

ploy

ove

r a

long

er p

erio

d of

tim

e.

Dev

elop

men

t opp

ortu

nitie

s fo

r fu

ll-tim

e fa

culty

hav

eex

pand

ed in

rec

ent y

ears

. Pro

fess

iona

l dev

elop

men

top

port

uniti

es f

or p

art-

time

facu

lty a

re b

eing

im-

prov

ed a

s in

stitu

tions

lear

n ho

w to

bet

ter

serv

e th

ene

eds

of th

is g

roup

.

Prof

essi

onal

dev

elop

men

t act

iviti

es in

the

area

of

teac

hing

are

off

ered

at a

lmos

t all

high

er e

duca

tion

inst

itutio

ns b

ut a

re g

eare

d ge

nera

lly to

war

d fu

ll-tim

era

ther

than

par

t-tim

e fa

culty

. Act

iviti

es a

re d

esig

ned

to m

eet t

he n

eeds

of

facu

lty th

roug

hout

thei

r ca

reer

s,bu

t the

maj

ority

see

m to

foc

us o

n se

rvin

g ne

w f

ac-

ulty

. The

type

, var

iety

, and

fre

quen

cy o

f pr

ofes

sion

alde

velo

pmen

t act

iviti

es v

ary

grea

tly a

cros

s in

stitu

-tio

ns. I

nstit

utio

nal t

ype

appe

ars

to b

e an

impo

rtan

tva

riab

le. F

or e

xam

ple,

com

mun

ity c

olle

ges

empl

oysi

zabl

e nu

mbe

rs o

f pa

rt-t

ime

facu

lty a

nd, t

here

fore

,of

fer

mor

e pr

ofes

sion

al d

evel

opm

ent f

or p

art-

timer

s

4

than

oth

er ty

pes

of in

stitu

tions

. Oth

er im

port

ant v

ari-

able

s ar

e in

stitu

tiona

l com

mitm

ent a

nd f

inan

cial

re-

sour

ces.

Prof

essi

onal

dev

elop

men

t pro

gram

s in

teac

hing

may

occu

r in

wor

ksho

p se

ssio

ns, d

ay-l

ong

sem

inar

s, o

rte

rm-l

ong

cour

ses.

Men

tori

ng p

rogr

ams

are

anot

her

type

of

prof

essi

onal

dev

elop

men

t. Fo

rmat

ive

eval

ua-

tion

and

asse

ssm

ent o

f te

achi

ng p

ract

ices

is y

et a

n-ot

her

com

mon

cat

egor

y of

pro

fess

iona

l dev

elop

men

t.T

his

prac

tice

incl

udes

pee

r re

view

, sup

ervi

sor

re-

view

, stu

dent

rev

iew

, and

fee

dbac

k. I

nstr

uctio

nal a

s-se

ssm

ents

may

be

eith

er o

ptio

nal o

r m

anda

tory

, de-

pend

ing

on th

e in

stitu

tion

and

depa

rtm

ent.

Whi

le p

rofe

ssio

nal d

evel

opm

ent i

n te

achi

ng is

the

mos

t fre

quen

t for

m o

f de

velo

pmen

t pro

vide

d by

in-

stitu

tions

, man

y sp

ecia

lized

nee

ds h

ave

not y

et b

een

addr

esse

d. F

or e

xam

ple,

ver

y fe

w p

rogr

ams

have

been

des

igne

d to

ass

ist p

art-

time

and

othe

r fa

culty

who

are

exp

erie

ncin

g pa

rtic

ular

dif

ficu

lties

in th

eir

teac

hing

per

form

ance

.

Prof

essi

onal

dev

elop

men

t in

the

area

s of

res

earc

h,sc

hola

rshi

p, a

nd c

reat

ive

activ

ities

var

ies

trem

en-

dous

ly a

ccor

ding

to in

stitu

tiona

l typ

e an

d m

issi

on.

Res

earc

h un

iver

sitie

s of

fer

prog

ram

s on

wri

ting

gran

t

prop

osal

s. C

ompr

ehen

sive

inst

itutio

ns g

ener

ally

as-

sist

with

the

prep

arat

ion

of g

rant

pro

posa

ls, b

ut a

lso

offe

r w

orks

hops

on

how

to g

et p

ublis

hed,

impr

ove

wri

ting

skill

s, a

nd c

onne

ct r

esea

rch

with

teac

hing

.T

wo-

year

inst

itutio

ns, w

ith th

eir

focu

s on

teac

hing

and

lear

ning

, oft

en a

ssis

t fac

ulty

with

res

earc

h co

n-ne

cted

to in

stru

ctio

n. M

uch

of th

e pr

ofes

sion

al d

e-

velo

pmen

t in

rese

arch

, sch

olar

ship

, and

cre

ativ

e ac

-tiv

ities

is p

rovi

ded

on a

n in

divi

dual

or

depa

rtm

enta

lba

sis.

Serv

ice/

outr

each

is g

ener

ally

cat

egor

ized

as

spec

ific

to th

e di

scip

line/

prof

essi

on, i

nstit

utio

n, a

nd c

omm

u-ni

ty (

loca

l, st

ate,

nat

iona

l, in

tern

atio

nal)

. Ind

ivid

ual

facu

lty m

embe

rs a

nd a

cade

mic

dep

artm

ents

-not

in-

stitu

tions

-typ

ical

ly p

rovi

de o

ppor

tuni

ties

for

disc

i-pl

ine/

prof

essi

on s

ervi

ce d

evel

opm

ent.

Mos

t ins

titu-

tions

als

o do

not

pro

vide

pro

fess

iona

l dev

elop

men

tfo

r in

stitu

tiona

l and

com

mun

ity s

ervi

ce. H

owev

er,

publ

ic p

ress

ure

is b

egin

ning

to m

anda

te th

at in

stitu

-tio

ns a

ssum

e a

grea

ter

role

in s

uppo

rtin

g, e

ncou

rag-

ing,

and

rew

ardi

ng c

omm

unity

ser

vice

by

its f

acul

tym

embe

rs.

Res

earc

h ha

s sh

own

that

fac

ulty

pro

fess

iona

l dev

el-

opm

ent p

rogr

ams

are

succ

essf

ul (

Cha

se, e

t al.,

199

6;So

rcin

elli

& A

ustin

, 199

2). I

ncre

ased

inst

itutio

nal f

lex-

ibili

ty a

ppea

rs to

be

anot

her

valu

ed o

utco

me,

as

fac-

ulty

mem

bers

are

bet

ter

prep

ared

to m

eet t

he c

hang

-in

g de

man

ds o

f hi

gher

edu

catio

n. B

ecau

se m

ost p

ro-

fess

iona

l dev

elop

men

t act

iviti

es a

re d

esig

ned

for

full-

time

tenu

re-t

rack

fac

ulty

, an

emer

gent

nee

d is

for

such

act

iviti

es f

or th

e ra

pidl

y in

crea

sing

num

bers

of

part

-tim

e an

d no

nten

ured

fac

ulty

.

Des

pite

ong

oing

pro

fess

iona

l dev

elop

men

t for

fac

ulty

,a

perv

asiv

e pu

blic

per

cept

ion

is th

at te

aclii

ng a

ndle

arni

ng p

ract

ices

are

not

val

ued

in h

ighe

r ed

uca-

tion.

In

fact

, muc

h of

the

publ

ic is

una

war

e of

cur

-re

nt p

rofe

ssio

nal d

evel

opm

ent a

ctiv

ities

.

321

Page 23: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

22

Pub

lic P

erce

ptio

nMan

y fa

culty

do

not p

rovi

de h

igh-

qual

ity in

stru

ctio

n, n

or d

o th

ey p

artic

ipat

e in

pro

fess

iona

lde

velo

pmen

t act

iviti

es.

Iron

ical

ly, t

his

perc

eptio

n co

mes

at a

tim

e w

hen

the

acad

emy

is p

laci

ng in

crea

sed

emph

asis

on

stud

ent

lear

ning

and

, the

refo

re, i

mpr

oved

teac

hing

. In

addi

-tio

n, p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties

are

in-

crea

sing

, with

man

y in

stitu

tions

req

uiri

ng o

ngoi

ngpa

rtic

ipat

ion

by th

eir

facu

lties

. Muc

h re

mai

ns to

be

done

, but

Am

eric

an h

ighe

r ed

ucat

ion

has

reco

gniz

edth

e ne

ed to

incr

ease

stu

dent

lear

ning

thro

ugh

im-

prov

ed f

acul

ty in

stru

ctio

n.

Pub

lic P

erce

ptio

nRes

earc

h co

nduc

ted

by fa

culty

ism

eani

ngle

ss a

nd e

xpen

sive

. Con

duct

ing

rese

arch

and

rem

aini

ng in

form

ed a

bout

cur

rent

tren

ds a

re n

otre

leva

nt to

cla

ssro

om in

stru

ctio

n.

Thi

s pe

rcep

tion

betr

ays

the

lack

of

com

mun

icat

ion

rega

rdin

g th

e na

ture

of

teac

hing

and

lear

ning

inhi

gher

edu

catio

n an

d th

e vi

tal l

inka

ge b

etw

een

re-

sear

ch a

nd h

igh-

qual

ity te

achi

ng a

t the

und

ergr

adu-

ate

leve

l. T

he p

erce

ptio

n al

so p

oint

s to

the

acad

emy'

sfa

ilure

to d

emon

stra

te th

e ro

le o

f re

sear

ch in

adv

anc-

ing

the

econ

omic

and

soc

ial l

ives

of

the

natio

n's

citi-

zens

.

Pub

lic P

erce

ptio

nFac

ulty

are

faili

ng to

pro

vide

assi

stan

ce to

thei

r co

mm

uniti

es.

Whi

le th

e ac

adem

y ha

s a

long

trad

ition

of

supp

ort-

ing

its o

wn

com

mun

ities

, man

y co

mm

unity

mem

-be

rs a

re u

naw

are

of s

uch

effo

rts.

In

fact

, hig

her

edu-

4 4

catio

n ha

s ne

glec

ted

its m

issi

on to

act

ivel

y pr

ovid

eed

ucat

ion

and

trai

ning

for

dev

elop

men

t in

this

are

a.

Pol

icy

Rec

omm

enda

tions

22. I

nstit

utio

ns s

houl

d co

nsta

ntly

impr

ove

and

upda

te fa

culty

dev

elop

men

t opp

ortu

nitie

s, ta

king

into

con

side

ratio

n th

e ch

angi

ng n

eeds

of t

hein

stitu

tion,

the

chan

ging

nat

ure

of b

oth

the

stud

enbo

dy a

nd th

e fa

culty

, and

the

chan

ging

nat

ure

ofkn

owle

dge.

The

y sh

ould

dev

ote

reso

urce

s su

ffici

ent

to s

uppo

rt a

ppro

pria

te d

evel

opm

ent f

or fa

culty

at

all s

tage

s of

thei

r ca

reer

s.

23. B

enef

its o

f fac

ulty

dev

elop

men

t and

val

ued

outc

omes

sho

uld

be a

ggre

ssiv

ely

com

mun

icat

ed. T

hein

stitu

tion'

s m

issi

on a

nd g

oals

sho

uld

be e

mph

asiz

esl

in th

ese

com

mun

icat

ions

.

24: I

nstit

utio

ns S

houl

d co

mm

it fin

anci

al r

esou

rces

toed

ucat

e an

d tr

ain

facu

lty in

ser

vice

/out

reac

h.

4 5

Page 24: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Facu

lty R

ewar

d St

ruct

ures

Ten

ure

and

Pro

mot

ion

Pol

icie

sT

he p

ublic

per

cept

ion

is th

at te

nure

insu

late

s fa

c-ul

ty f

rom

rea

sona

ble

expe

ctat

ions

of

perf

orm

ance

and

from

per

sona

l and

col

lect

ive

resp

onsi

bilit

ies.

In

1982

, the

Nat

iona

l Com

mis

sion

on

Hig

her

Edu

catio

nIs

sues

war

ned

that

tenu

re w

as v

iew

ed in

man

y ci

rcle

sas

a s

yste

m d

esig

ned

to p

rote

ct f

acul

ty f

rom

eva

lua-

tion

and

asse

ssm

ent.

One

res

ult h

as b

een

the

adve

ntof

num

erou

s ex

tern

ally

dri

ven

polic

ies

for

post

-ten

-ur

e re

view

(C

hait

& F

ord,

198

2; G

eber

t, 19

96; L

icat

a&

Mor

real

e, 1

997)

.

In r

ealit

y, th

e te

nure

and

pro

mot

ion

syst

em in

use

at

man

y A

mer

ican

col

lege

s an

d un

iver

sitie

s pl

ays

a vi

-ta

l rol

e in

fac

ulty

dev

elop

men

t. A

t its

bes

t, th

e te

nure

proc

ess

prov

ides

a r

igor

ous

revi

ew, r

elat

ed to

inst

i-tu

tiona

l mis

sion

, of

indi

vidu

al f

acul

ty m

embe

rsw

ithin

an

exte

nsiv

e (o

ften

six

-yea

r) p

roba

tiona

rype

riod

. Thi

s pe

riod

is f

ar m

ore

dem

andi

ng th

an in

mos

t oth

er p

rofe

ssio

ns. H

owev

er, i

t is

unde

r at

tack

both

fro

m w

ithou

t and

(pe

rhap

s su

rpri

sing

ly)

from

with

in. A

199

6 su

rvey

fou

nd th

at 3

5 pe

rcen

t of

all

facu

lty b

elie

ve te

nure

is o

utm

oded

(T

ower

, 199

7).

It is

wor

th n

otin

g th

at te

nure

doe

s no

t app

ly to

eve

ryfa

culty

mem

ber.

Des

pite

a s

igni

fica

nt f

ear

of"t

enur

ing-

in"

as th

e la

rge

num

bers

of

facu

lty m

em-

bers

hir

ed in

the

1970

s an

d 19

80s

beco

me

seni

or f

ac-

ulty

, rel

ativ

ely

rece

nt d

ata

sugg

est t

hat o

vera

ll, a

bout

half

of

all f

acul

ty a

re te

nure

d or

are

in te

nure

-tra

ckpo

sitio

ns (

NE

A, 1

995)

. Am

ong

sect

ors

of h

ighe

r ed

u-ca

tion,

how

ever

, the

re a

re s

igni

fica

nt d

iffe

renc

es in

the

perc

enta

ges

of f

acul

ty m

embe

rs w

ho a

re te

nure

d.A

t pub

lic r

esea

rch

univ

ersi

ties,

for

exa

mpl

e, m

ore

46

than

70

perc

ent o

f fa

culty

are

tenu

red;

at c

omm

unity

colle

ges,

onl

y 31

per

cent

of

facu

lty a

re te

nure

d. M

ost

"unp

rote

cted

" fa

culty

are

em

ploy

ed p

art-

time,

but

8pe

rcen

t of

full-

time

facu

lty a

re e

mpl

oyed

by

inst

itu-

tions

that

do

not o

ffer

tenu

re a

t all.

Cur

rent

tren

ds in

dica

te m

ovem

ent a

way

fro

m te

n-ur

e ra

ther

than

tow

ard

it. R

ecen

tly h

ired

ful

l-tim

efa

culty

are

less

like

ly to

be

on th

e te

nure

trac

k th

anth

ose

hire

d te

n ye

ars

ago

(NE

A, 1

995)

. The

dec

linin

gem

phas

is o

n te

nure

see

ms

in p

art f

rom

a d

ram

atic

chan

ge in

the

empl

oym

ent p

ool o

f hi

gher

edu

catio

n.In

197

0, o

nly

22 p

erce

nt o

f th

e pr

ofes

sori

ate

was

par

ttim

e; b

y 19

95, t

his

perc

enta

ge h

ad in

crea

sed

to 4

1pe

rcen

t (Sc

hnei

der,

199

8) a

ppro

xim

atel

y 56

6,00

0fa

culty

mem

bers

(N

EA

, 199

7). A

t tim

es, t

he d

ecis

ion

to h

ire

mor

e pa

rt-t

ime

facu

lty h

as b

een

econ

omic

ally

driv

en. T

enur

e an

d pr

omot

ion

are

perc

eive

d by

fac

-ul

ty a

s a

sign

ific

ant r

ewar

d, s

o th

e el

imin

atio

n th

ereo

fst

rike

s a

subs

tant

ial b

low

at t

he in

cent

ive

for

facu

ltyde

velo

pmen

t. T

his

is o

ften

the

case

for

par

t-tim

e an

dno

nten

ure

trac

k fa

culty

.

Cri

teri

a fo

r te

nure

and

pro

mot

ion

diff

er b

y ed

uca-

tiona

l cat

egor

y (r

esea

rch

inst

itutio

n, c

omm

unity

col

-le

ge, e

tc.)

bec

ause

they

rel

ate

to th

e in

stitu

tiona

l mis

-si

on (

Boy

er, 1

990)

. Kre

ppel

(19

98)

rece

ntly

rev

iew

edte

nure

pol

icie

s at

maj

or (

NA

SUL

GC

mem

ber)

inst

i-tu

tions

. Am

ong

the

mos

t im

port

ant f

indi

ngs

to c

on-

trad

ict p

opul

ar o

pini

on th

at te

nure

pol

icie

s al

way

sar

e de

fine

d in

term

s of

the

teac

hing

/res

earc

h/se

rvic

etr

ilogy

was

that

non

e of

the

inst

itutio

ns d

efin

ed r

e-se

arch

as

the

pree

min

ent c

rite

rion

for

tenu

re(K

repp

el, 1

998)

. Thi

s re

pres

ents

a s

igni

fica

nt in

crea

se

in th

e im

port

ance

of

teac

hing

: tw

enty

yea

rs a

go, r

e-se

arch

was

the

pred

omin

ant (

and

freq

uent

ly th

e ex

-cl

usiv

e) f

acto

r in

tenu

re d

ecis

ions

. Ful

ly 8

1 pe

rcen

tof

fac

ulty

res

pond

ents

to a

nat

iona

l sur

vey

at r

esea

rch

univ

ersi

ties

belie

ved

that

teac

hing

"co

unts

mor

e" n

ow(1

994)

for

pur

pose

s of

fac

ulty

adv

ance

men

t, th

an it

did

five

yea

rs e

arlie

r (G

lass

ick,

Hub

er &

Mae

roff

,19

97).

Nev

erth

eles

s, th

e tr

end

tow

ard

incr

easi

ng th

e va

lue

of te

achi

ng a

nd s

ervi

ce in

tenu

re d

ecis

ions

has

not

prog

ress

ed f

ar e

noug

h. I

n a

rece

nt s

urve

y of

fac

ulty

,de

ans,

and

sen

ior

adm

inis

trat

ors

at a

wid

e va

riet

y of

inst

itutio

ns, e

very

gro

up f

elt t

hat h

igh-

qual

ity te

ach-

ing

was

und

erva

lued

and

that

res

earc

h w

as o

verv

al-

ued

in te

nure

and

/or

prom

otio

n de

cisi

ons.

Adm

inis

-tr

ator

s an

d fa

culty

act

ually

wer

e in

agr

eem

ent,

but

each

gro

up th

ough

t it w

as th

e ot

her

grou

p th

at o

ver-

valu

ed r

esea

rch.

Cri

teri

a an

d st

anda

rds

for

prom

otio

n pa

ralle

l tho

sefo

r te

nure

and

are

equ

ally

rig

orou

s. T

hey

also

dif

fer

by in

stitu

tiona

l cat

egor

y. A

t res

earc

h in

stitu

tions

whe

re r

esea

rch,

teac

hing

, and

ser

vice

are

hel

deq

ually

impo

rtan

t, th

e m

ost c

omm

on r

equi

rem

ent f

orpr

omot

ion

invo

lves

dem

onst

rate

d ex

celle

nce

in o

neor

two

of th

ese

area

s w

ith a

t lea

st s

atis

fact

ory

perf

or-

man

ce in

the

othe

r(s)

(M

issi

ssip

pi S

tate

Uni

vers

ity,

1997

). A

gain

, exc

elle

nce

in te

achi

ng h

as b

ecom

e a

sine

qua

non

for

pro

mot

ion.

At n

onre

sear

ch in

stitu

-tio

ns, t

he p

reem

inen

ce o

f te

achi

ng is

wel

l est

ablis

hed,

thou

gh s

ome

data

sug

gest

that

long

evity

is a

n eq

ually

impo

rtan

t cri

teri

on.

4723

Page 25: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

So w

hy a

re o

ur c

urre

nt p

olic

ies

criti

cize

d by

the

pub-

lic?

Mos

t par

ents

, mos

t em

ploy

ers,

and

mos

t com

-m

uniti

es e

xpec

t hig

her

educ

atio

n to

pro

duce

gra

du-

ates

who

com

mun

icat

e ef

fect

ivel

y, s

olve

pro

blem

s,an

d ad

apt t

o ch

ange

. Con

cept

ually

, our

pro

duct

iv-

ity-b

ased

sys

tem

of

prom

otio

n an

d te

nure

has

a b

en-

efic

ial i

mpa

ct o

n th

ese

outc

omes

. How

ever

, muc

h of

the

publ

ic s

till b

elie

ves

that

res

earc

h is

ove

rem

pha-

size

d w

ith th

e re

sult

that

the

qual

ity o

f in

stru

ctio

n is

dim

inis

hed.

The

se s

ame

indi

vidu

als

belie

ve th

at in

-st

ruct

ion

lead

s to

the

desi

red

outc

omes

and

that

re-

sear

ch is

mer

ely

esot

eric

, sep

arab

le f

rom

inst

ruct

ion,

and

of n

o in

here

nt v

alue

(C

hron

icle

, 199

8). C

lear

ly,

the

mar

ked

incr

ease

in th

e ro

le o

f te

achi

ng in

pro

-m

otio

n de

cisi

ons

has

not b

een

effe

ctiv

ely

com

mun

i-ca

ted.

Hig

her

educ

atio

n m

ust m

ake

thes

e ch

ange

sbr

oadl

y kn

own.

On

the

othe

r ha

nd, h

ighe

r ed

ucat

ion'

s in

crea

sing

re-

lianc

e on

par

t-tim

e fa

culty

adv

erse

ly a

ffec

t the

se o

ut-

com

es. P

art-

time

facu

lty ty

pica

lly a

re le

ss a

vaila

ble

to in

tera

ct w

ith s

tude

nts

and

are

less

eng

aged

with

thei

r in

stitu

tions

. The

Am

eric

an m

odel

of

prom

otio

nan

d pr

ofes

sori

al r

anks

(as

sist

ant p

rofe

ssor

, ass

oci-

ate

prof

esso

r, a

nd p

rofe

ssor

) ha

s be

nefi

ted

all a

spec

tsof

U.S

. hig

her

educ

atio

n. T

his

is in

mar

ked

cont

rast

to th

e tr

aditi

onal

Ang

lo-G

erm

an m

odel

in w

hich

ther

e w

as o

ne p

rofe

ssor

in th

e de

part

men

t, an

d pr

o-m

otio

n m

eant

eith

er w

aitin

g fo

r th

at p

rofe

ssor

to r

e-tir

e (o

r di

e) o

r m

ovin

g to

ano

ther

inst

itutio

n. T

heco

nseq

uenc

e of

this

mod

el w

as th

at in

stitu

tions

cou

ldno

t use

the

prom

otio

n sy

stem

to r

ewar

d (a

nd th

ereb

y

2448

reta

in)

thei

r br

ight

you

ng te

ache

r sc

hola

rs, w

hich

led

to d

imin

ishe

d in

stitu

tiona

l loy

alty

. Wor

se s

till,

the

com

bina

tion

of te

nure

with

out a

ny h

ope

of p

rom

o-tio

n m

ade

indo

lenc

e ev

en m

ore

prob

able

. It i

s no

acci

dent

that

mos

t uni

vers

ities

thro

ugho

ut th

e w

orld

have

mov

ed a

way

fro

m th

e A

nglo

-Ger

man

mod

el a

ndha

ve a

dopt

ed s

yste

ms

mor

e si

mila

r to

the

Am

eric

anm

odel

. Yet

our

ow

n in

stitu

tions

' inc

reas

ed u

se o

f pa

rt-

time

facu

lty r

epre

sent

s a

part

ial a

band

onm

ent o

f th

eve

ry m

odel

that

was

inve

nted

and

pro

ven

succ

essf

ulhe

re.

Man

y in

dust

rial

and

com

mer

cial

lead

ers

belie

ve th

atth

e te

nure

and

pro

mot

ion

syst

em is

out

mod

ed. I

n th

e19

80s,

in r

espo

nse

to in

tens

e co

mpe

titio

n fr

om f

or-

eign

com

pani

es, A

mer

ican

indu

stry

und

erto

ok a

com

preh

ensi

ve p

rogr

am o

f "r

ight

-siz

ing"

; thi

s re

-su

lted

in a

red

efin

ition

of

the

job

secu

rity

of

man

ag-

ers

and

exec

utiv

es in

cor

pora

te A

mer

ica.

Man

y w

ould

argu

e th

at th

e na

tion'

s cu

rren

t eco

nom

ic e

xpan

sion

is a

tang

ible

res

ult.

Bec

ause

it w

orke

d fo

r co

rpor

ate

Am

eric

a, m

any

belie

ve h

ighe

r ed

ucat

ion

shou

ld a

lso

unde

rtak

e su

ch a

pro

gram

. How

ever

, unl

ike

Det

roit

in 1

985,

Am

eric

an h

ighe

r ed

ucat

ion

(par

ticul

arly

at

the

grad

uate

leve

l) r

emai

ns th

e en

vy o

f th

e w

orld

;fo

reig

n st

uden

ts e

vide

ntly

pre

fer

the

Am

eric

an p

rod-

uct t

o th

eir

own

dom

estic

pro

duct

. Nev

erth

eles

s,hi

gher

edu

catio

n m

ust n

ot b

ecom

e co

mpl

acen

t; ex

-te

rnal

cha

lleng

es th

at m

ay p

rove

ana

logo

us to

thos

eth

at c

onfr

onte

d co

rpor

ate

Am

eric

a ar

e cl

earl

y on

the

hori

zon

(con

side

r, f

or e

xam

ple,

Bri

tain

's O

pen

Uni

-ve

rsity

).

Hig

her

educ

atio

n's

curr

ent p

olic

ies

(with

its

en-

hanc

ed e

mph

asis

on

teac

hing

) sh

ould

pro

ve m

uch

mor

e at

trac

tive

to th

e pu

blic

than

our

pas

t pra

ctic

es.

Reg

retta

bly,

our

con

tinui

ng f

ailu

re to

com

mun

icat

em

ajor

cha

nges

with

in th

e te

nure

sys

tem

doo

ms

usto

be

view

ed a

s re

sist

ing

chan

ge.

Pol

icy

Rec

omm

enda

tions

25. I

nstit

utio

ns o

f all

kind

s sh

ould

incr

ease

the

valu

of h

igh-

qual

ity te

achi

ng in

tenu

re a

nd p

rom

otio

n

deci

sion

s.

26. B

ecau

se o

f its

pot

entia

l to

adve

rsel

y af

fect

stud

ents

and

inst

itutio

ns, t

he e

xten

sive

use

of p

art-

time

facu

lty s

houl

d be

car

eful

ly r

e-ex

amin

ed a

s pa

rtof

a la

rger

re-

exam

inat

ion

of a

ppro

pria

te fa

culty

mix

. (R

egar

ding

par

t-tim

e fa

culty

, see

als

o

reco

mm

enda

tions

6, 8

, 9,

13, 2

7, 3

8, 4

4 an

d 46

.)

27. T

he A

mer

ican

mod

el o

f pro

mot

ion

thro

ugh

the

facu

liy r

anks

has

had

'a b

enef

icia

l im

pact

on

the

prof

essi

onal

dev

elop

men

t of f

acul

ty in

all

cate

gorie

s

of h

ighe

r ed

ucat

ion.

Itis

impe

rativ

e th

at th

is m

ode

be r

etai

ned

and

that

bot

h pa

rt-t

ime

and

nont

enur

etr

ack

facu

lty h

ave

oppo

rtun

ities

for

sim

ilar

adva

ncem

ent a

nd r

ewar

d. (

Reg

ardi

ng p

art-

time

facu

lty,

see

also

rec

omm

enda

tions

6, 8

, 9,

13, 2

6, 3

8, 4

4 an

d

46.)

28. T

he h

ighe

r ed

ucat

ion

com

mun

ity s

houl

d cl

early

com

mun

icat

e to

all

cons

titue

ncie

s th

e im

port

ance

of

teac

hing

in p

rom

otio

n an

d te

nure

dec

isio

ns a

tin

stitU

tions

of a

ll ki

nds.

49

Page 26: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Fac

ulty

Aw

ards

and

Ince

ntiv

es

Pub

lic P

erce

ptio

nIns

titut

ions

do

not p

rovi

de a

war

dsan

d in

cent

ives

for

the

beha

vior

s m

ost v

alue

d by

the

publ

ic.

Para

llelin

g th

e w

orld

of

busi

ness

, uni

vers

ity le

ader

skn

ow th

at p

rofe

ssio

nal d

evel

opm

ent o

f em

ploy

ees

and

the

offe

ring

of

awar

ds/in

cent

ives

to in

crea

se th

ele

vel o

f pr

ofes

sion

al s

atis

fact

ion

can

cont

ribu

te to

high

er p

rodu

ctiv

ity.

Inde

ed, a

war

ding

fac

ulty

for

exc

elle

nce

in r

esea

rch,

serv

ice,

and

esp

ecia

lly te

achi

ng a

ppea

rs to

hav

e ha

da

resu

rgen

ce in

pop

ular

ity. A

war

d sy

stem

s ha

ve b

een

desi

gned

to a

chie

ve tw

o go

als:

fir

st, t

o aw

ard

thos

em

embe

rs o

f ac

adem

ies

who

str

ive

for

cont

inue

d ex

-ce

llenc

e in

teac

hing

pro

duct

ivity

and

lear

ning

; and

seco

nd, t

o el

evat

e th

e le

vel o

f re

spec

t and

est

eem

hel

dfo

r te

achi

ng, r

esea

rch,

and

pub

lic/p

rofe

ssio

nal s

er-

vice

. Whi

le a

war

ds f

or c

Ond

uctin

g ou

tsta

ndin

g re

-se

arch

and

per

form

ing

outs

tand

ing

serv

ice

exis

t,aw

ards

app

ear

to b

e of

fere

d pr

imar

ily f

or e

xem

plar

yan

d in

nova

tive

teac

hing

.

Svin

icki

and

Men

ges

have

gat

here

d an

impr

essi

veca

dre

of a

utho

rs to

exp

lore

the

topi

c of

aw

ardi

ng o

fex

celle

nce

in te

achi

ng. (

Van

Not

e C

hism

, Fra

ser,

and

Arn

old,

199

6) r

epor

t tha

t aca

dem

ies

outli

ne s

ever

algo

als

as a

war

ds a

re d

esig

ned.

The

fir

st a

nd m

ost

impo

rtan

t goa

l is

to f

oste

r te

achi

ng e

xcel

lenc

e. R

e-la

ted

goal

s in

clud

e:

50

to a

dvoc

ate

the

impo

rtan

ce o

f te

achi

ng;

to c

reat

e an

app

ropr

iate

rew

ard

stru

ctur

e fo

rte

achi

ng;

to p

rom

ote

a se

nse

of c

omm

unity

am

ong

teac

h-er

s;

to s

erve

as

role

mod

els;

to f

oste

r re

sear

ch o

n co

llege

teac

hing

and

lear

n-in

g; a

nd

to a

dvis

e th

e in

stitu

tion

on p

olic

ies

and

prac

tices

(Svi

nick

i, 19

96).

Aca

dem

ies

tend

to a

gree

on

the

goal

s, b

ut th

e m

an-

ner

in w

hich

the

awar

ds a

re d

evel

oped

, eva

luat

ed,

and

adm

inis

tere

d va

ries

gre

atly

.

El-

Kha

was

cite

s th

at "

Seve

n in

ten

inst

itutio

ns in

199

3re

port

ed g

ivin

g an

nual

aw

ards

to r

ecog

nize

out

stan

d-in

g te

achi

ng; t

his

was

a s

izab

le in

crea

se f

rom

198

7w

hen

the

prop

ortio

n w

as a

bout

hal

f. I

nstit

utio

ns r

e-po

rted

that

they

rec

ogni

zed

teac

hing

thro

ugh

cere

mo-

nies

(69

per

cent

), s

peci

al f

unds

(40

per

cent

), a

nd r

e-le

ase

time

(26

perc

ent)

. An

incr

ease

of

sala

ry in

rec

-og

nitio

n of

out

stan

ding

teac

hing

was

rep

orte

d by

45

perc

ent,

an u

nfor

tuna

te d

eclin

e of

6 p

erce

nt f

rom

1987

" (M

enge

s, 1

996)

.

Res

earc

h un

iver

sitie

s, f

our-

year

com

preh

ensi

ve u

ni-

vers

ities

, lib

eral

art

s co

llege

s, a

nd tw

o-ye

ar c

olle

ges

have

fac

ulty

aw

ard

prog

ram

s w

hich

are

sim

ilar,

thou

gh th

e nu

mbe

r of

pro

gram

s, a

war

dees

, and

re-

sour

ces

vary

som

e by

inst

itutio

nal c

ateg

ory.

For

ex-

ampl

e, s

chol

arly

end

eavo

r aw

ards

are

gra

nted

tom

ore

facu

lty a

t res

earc

h an

d co

mpr

ehen

sive

uni

ver-

sitie

s, w

hile

teac

hing

aw

ards

are

gra

nted

to m

ore

facu

lty a

t lib

eral

art

s an

d tw

o-ye

ar in

stitu

tions

. Eve

nw

ithin

cat

egor

ies

of h

ighe

r ed

ucat

ion

inst

itutio

ns, t

here

sour

ces

avai

labl

e to

aw

ard

exce

llenc

e in

sch

olar

-sh

ip, t

each

ing,

and

ser

vice

var

y. A

lso,

fac

ulty

aw

ard

prog

ram

s m

ay b

e ad

min

iste

red

at o

ne o

r m

ore

inst

i-tu

tiona

l lev

els;

viz

., in

stitu

tiona

l, ac

adem

ic a

ffai

rs,

colle

ge, a

nd d

epar

tmen

t (Sv

inic

ki, 1

996;

Sor

cine

llian

d D

avis

, 199

6).

Facu

lty a

war

ds te

nd to

be

gran

ted

indi

vidu

ally

, bas

edon

com

petit

ion

and

colle

gial

rev

iew

. One

neg

ativ

eas

pect

of

colle

gial

rev

iew

and

lim

ited

awar

ds is

that

som

e ap

plic

ants

bec

ome

frus

trat

ed o

ver

the

sele

c-tio

n pr

oces

s. A

war

dees

usu

ally

mus

t mee

t sta

ted

cri-

teri

a in

the

awar

d ar

ea, b

e it

scho

lars

hip,

teac

hing

,or

ser

vice

. Lun

de a

nd B

arre

t (19

96)

sugg

est t

hat f

ac-

ulty

aw

ards

can

be

supp

lem

ente

d w

ith a

war

d pr

o-gr

ams

that

are

uni

t (de

part

men

tally

) ba

sed,

with

uni

tac

coun

tabi

lity

and

rew

ards

.

Facu

lty a

war

ds f

or s

chol

arsh

ip, t

each

ing,

and

pro

-fe

ssio

nal/i

nstit

utio

nal s

ervi

ce a

re d

iver

se. A

ll aw

ard

reci

pien

ts s

houl

d be

pro

vide

d du

e re

cogn

ition

and

publ

icity

. One

or

mor

e of

the

follo

win

g m

ay a

lso

bepr

ovid

ed:

mon

etar

y aw

ard

(bas

e sa

lary

incr

ease

or

bonu

s)

5125

Page 27: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

26

rele

ase

time

for

a sp

ecif

ied

peri

od w

ith c

ontr

ac-

tual

obl

igat

ions

seed

mon

ey to

be

used

, at t

he d

iscr

etio

n of

the

awar

dee,

for

pro

fess

iona

l dev

elop

men

t opp

ortu

-ni

ties

(e.g

., pr

ofes

sion

al m

eetin

gs, t

echn

olog

yha

rdw

are/

soft

war

e, f

ull o

r m

ini-

sabb

atic

al)

inst

itutio

nal,

divi

sion

al, o

r de

part

men

tal a

war

dde

sign

atio

n.

Scho

lars

hip

awar

ds te

nd to

be

cate

gori

zed

into

se-

nior

-lev

el f

acul

ty a

chie

vem

ents

and

juni

or-l

evel

fac

-ul

ty p

rom

ise.

Oft

en, d

iscr

etio

nary

fun

ds f

or s

uch

awar

ds a

re p

rovi

ded

or m

atch

ed b

y pr

ivat

e do

nors

.Pr

ofes

sion

al a

nd in

stitu

tiona

l ser

vice

aw

ards

, with

the

latte

r m

ore

prev

alen

t tha

n th

e fo

rmer

, ten

d to

be

cate

gori

zed

eith

er b

y ex

tern

al in

divi

dual

acc

ompl

ish-

men

ts (

sim

ilar

to s

enio

r-le

vel f

acul

ty s

chol

arsh

ipaw

ards

) or

rat

her

dive

rse

exce

llenc

e in

inst

itutio

nal

serv

ice.

Giv

en th

at te

achi

ng e

xcel

lenc

e is

incr

easi

ngly

val

-ue

d by

all

rele

vant

hig

her

educ

atio

n co

nstit

uenc

ies,

this

fac

ulty

aw

ard

cate

gory

will

con

tinue

d to

exp

and.

Jenr

ette

and

Hay

s (1

995)

pos

tula

te th

at te

achi

ng h

asal

way

s be

en p

aram

ount

to th

e m

issi

on o

f tw

o-ye

arin

stitu

tions

, but

the

mis

sion

sta

tem

ents

of

rese

arch

,co

mpr

ehen

sive

, and

libe

ral a

rts

inst

itutio

ns a

lso

emph

asiz

e th

e qu

ality

of

inst

ruct

ion.

In

all i

nstit

u-tio

nal c

ateg

orie

s, te

achi

ng a

war

ds a

re m

ore

prev

a-le

nt th

an s

chol

arsh

ip a

nd s

ervi

ce a

war

ds (

Svin

icki

,19

96; M

enge

s, 1

996)

. Stu

dent

s of

ten

are

invo

lved

(if

52

in a

sec

onda

ry w

ay)

in th

e as

sign

men

ts o

f sc

hola

r-sh

ip a

nd s

ervi

ce a

war

ds; u

nder

grad

uate

stu

dent

s, in

part

icul

ar, a

re m

uch

mor

e in

volv

ed in

cho

osin

g th

ere

cipi

ents

of

teac

hing

aw

ards

. In

fact

, man

y st

uden

tgo

vern

men

t ass

ocia

tions

off

er f

acul

ty te

achi

ngaw

ards

in a

dditi

on to

thos

e be

stow

ed b

y th

e ad

min

-is

trat

ion.

Tea

chin

g aw

ards

als

o pe

rtai

n to

adv

isin

g an

dm

ento

ring

acc

ompl

ishm

ents

. At m

any

inst

itutio

ns,

advi

sing

aw

ards

are

sep

arat

ed f

rom

teac

hing

aw

ards

.

Zah

orsk

i rec

omm

ends

cau

tion

in u

sing

aw

ards

tore

cogn

ize

exce

llenc

e in

teac

hing

. Aw

ards

can

be

di-

visi

ve a

nd c

ount

erpr

oduc

tive

if n

ot d

esig

ned

and

ad-

min

iste

red

with

con

tinuo

us im

prov

emen

t and

pro

-fe

ssio

nal d

evel

opm

ent c

lear

ly in

min

d.

Lun

de a

nd B

arre

t (19

96)

post

ulat

e th

at a

n al

tern

a-tiv

e to

indi

vidu

al a

war

ds m

ight

be

a de

cent

raliz

ed,

depa

rtm

enta

l aw

ard/

rew

ard

syst

em w

here

dep

art-

men

ts d

eter

min

e th

e va

lues

whi

ch m

ost c

lose

ly r

e-fl

ect t

he d

isci

plin

es w

ithin

thei

r pu

rvie

w. T

here

isno

sin

gle

answ

er to

how

teac

hing

can

be

elev

ated

and

hono

red

in a

giv

en d

epar

tmen

t on

a gi

ven

uni-

vers

ity c

ampu

s. T

he c

atal

yst,

expe

rtis

e, a

nd e

nerg

yfo

r pu

tting

a r

ecog

nitio

n sy

stem

in p

lace

may

exi

stou

tsid

e a

depa

rtm

ent.

How

ever

, if

a de

part

men

t has

a ge

nuin

e in

tere

st in

rew

ardi

ng o

utst

andi

ng te

ach-

ing,

it n

ot o

nly

will

invi

te th

e he

lp o

f ex

tern

al r

e-so

urce

s bu

t als

o w

ill w

ork

with

in it

s m

embe

rshi

pan

d di

scip

line

to b

uild

, pro

mot

e, a

nd m

aint

ain

a re

-w

ard

syst

em o

f its

ow

n (S

vini

cki,

1996

, p. 9

7).

Facu

lty in

cent

ives

are

clo

sely

rel

ated

to f

acul

ty r

e-w

ards

. Fac

ulty

ince

ntiv

es p

erta

in to

pro

ject

ed p

er-

form

ance

and

/or

adva

ntag

es, w

hile

fac

ulty

rew

ards

reco

gniz

e pa

st p

erfo

rman

ce. F

acul

ty in

cent

ives

(ex

-ce

pt f

or te

rmin

atio

n, te

nure

, pro

mot

ion,

and

mer

itpo

licie

s) h

ave

less

to d

o w

ith f

acul

ty c

ontr

acts

than

inst

itutio

nal p

ract

ice.

Fac

ulty

ince

ntiv

es a

re s

ubje

ctto

col

legi

al a

dmin

istr

ativ

e-fa

culty

neg

otia

tions

and

/or

adm

inis

trat

ive

actio

ns. F

acul

ty in

cent

ive

prog

ram

sha

ve b

een

initi

ated

at s

yste

m, i

nstit

utio

n, c

olle

ge, a

ndde

part

men

tal l

evel

s.

Pol

icy

Rec

omm

enda

tion

29. H

ighe

r ed

ucat

ion

com

mun

ities

sho

uld

care

fully

revi

ew a

war

ds a

nd in

cent

ives

to e

nsur

e th

at th

ey a

rcl

osel

y lin

ked

to in

stitu

tiona

l ini

tiativ

es a

nd th

atth

ey r

efle

ct c

hang

ing

expe

ctat

ions

.

Sab

batic

als

For

this

rep

ort,

we

revi

ewed

the

sabb

atic

al p

olic

ies

of 5

0 co

llege

s an

d un

iver

sitie

s ac

ross

the

coun

try.

The

inst

itutio

ns w

ere

of a

ll si

zes

and

type

s (f

our-

year

publ

ic r

esea

rch,

fou

r-ye

ar r

egio

nal p

ublic

, fou

r-ye

arpr

ivat

e, a

nd tw

o-ye

ar c

omm

unity

col

lege

s). A

ll in

sti-

tutio

ns h

ad p

olic

ies

rega

rdin

g sa

bbat

ical

leav

es a

ndth

ey h

ad m

any

char

acte

rist

ics

in c

omm

on. N

ot a

llin

stitu

tions

off

er s

abba

tical

s, b

ut th

ose

that

do

(in-

clud

ing

the

50 w

e re

view

ed)

offe

r th

em to

ful

l-tim

efa

culty

mem

bers

at r

egul

ar in

terv

alsu

sual

ly e

very

seve

nth

year

.

5 3

Page 28: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Sabb

atic

als

have

bee

n an

d ar

e a

key

ingr

edie

nts

inth

e fa

culty

dev

elop

men

t con

tinuu

m. S

abba

tical

s pr

o-vi

de ti

me

for

facu

lty to

con

duct

sch

olar

ly w

ork,

im-

prov

e th

eir

teac

hing

, dev

elop

cur

ricu

la, a

nd e

nhan

ceth

eir

artis

tic p

erfo

rman

ce a

nd c

reat

ive

grow

th. S

ab-

batic

als

enab

le f

acul

ty to

stu

dy n

ew d

evel

opm

ents

inth

eir

fiel

ds a

nd to

com

plet

e am

bitio

us s

chol

arly

and

artis

tic p

roje

cts.

The

kno

wle

dge

and

rein

vigo

ratio

nga

ined

fro

m ti

me

away

fro

m o

rdin

ary

resp

onsi

bili-

ties

impr

oves

em

ploy

ees'

per

form

ance

upo

n th

eir

retu

rn. A

nd m

ore

than

onc

e, s

abba

tical

s ha

ve le

d to

disc

over

ies

that

ulti

mat

ely

bene

fite

d m

illio

ns o

fpe

ople

.

In n

earl

y al

l cas

es, t

he a

ppro

val p

roce

ss f

or s

abba

ti-ca

ls r

equi

res

that

inte

rest

ed f

acul

ty m

embe

rs s

ub-

mit

a de

taile

d pr

opos

al. T

he p

ropo

sal i

s re

view

ed,

and,

if a

ppro

ved

by th

e de

part

men

t hea

d an

d de

an, i

tis

for

war

ded

to a

pee

r-re

view

com

mitt

ee o

n sa

bbat

i-ca

ls, a

nd f

inal

ly to

the

pres

iden

t and

gov

erni

ng b

oard

.T

ypic

ally

, fac

ulty

mem

bers

may

req

uest

a f

ull-

year

sabb

atic

al a

t hal

f sa

lary

or

a se

mes

ter

sabb

atic

al a

tfu

ll sa

lary

. Ins

titut

ions

req

uire

that

the

sabb

atic

alle

ave

cont

ribu

te to

the

indi

vidu

al's

pro

fess

iona

l de-

velo

pmen

t. R

elat

ivel

y fe

w in

stitu

tions

sug

gest

that

the

sabb

atic

al p

ropo

sal b

e lin

ked

to th

e in

stitu

tion'

s m

is-

sion

and

man

date

. Som

e in

stitu

tions

set

lim

its o

n th

enu

mbe

r of

sab

batic

als

awar

ded

each

yea

r (f

or e

x-am

ple,

"no

t mor

e th

an X

per

cent

of

the

equi

vale

ntfu

ll-tim

e fa

culty

"); o

ther

inst

itutio

ns f

ollo

w h

isto

ri-

cal p

ract

ices

and

/or

base

lim

itatio

ns o

n th

e bu

dget

5 4

avai

labl

e. O

f th

e in

stitu

tions

sur

veye

d, a

ll ex

pect

fac

-ul

ty m

embe

rs w

ho h

ave

take

n a

sabb

atic

al to

ret

urn

for

a m

inim

um o

f on

e ye

ar, a

nd s

omet

imes

two

year

s,fo

llow

ing

the

sabb

atic

al. I

f fa

culty

mem

bers

fai

l to

mee

t thi

s re

quir

emen

t, th

ey m

ay b

e re

quir

ed to

re-

pay

the

sala

ry e

arne

d du

ring

the

sabb

atic

al le

ave.

Facu

lty im

prov

emen

t lea

ves

have

bec

ome

incr

eas-

ingl

y po

pula

r at

inst

itutio

ns o

f al

l typ

es a

nd h

ave

been

foun

d to

be

a hi

ghly

eff

ectiv

e fo

rm o

f fa

culty

dev

el-

opm

ent.

Unl

ike

trad

ition

al s

abba

tical

s, f

acul

ty im

-pr

ovem

ent l

eave

s va

ry g

reat

ly in

leng

th (

two

to e

ight

wee

ks)

and

type

(tr

avel

, res

earc

h, f

ocus

ed s

tudy

, etc

.)an

d ar

e of

fere

d at

var

ying

tim

es th

roug

hout

the

year

.Fa

culty

impr

ovem

ent l

eave

s ap

pear

to b

e be

tter

suite

dto

toda

y's

acad

emic

env

iron

men

t bec

ause

they

are

targ

eted

, ava

ilabl

e to

a g

reat

er n

umbe

r of

fac

ulty

at

all r

anks

, con

form

to th

e lif

e-st

yles

of

facu

lty a

nd th

eir

fam

ilies

, can

be

rela

tivel

y be

tter

fund

ed th

an s

abba

ti-ca

ls, a

nd p

rovi

de g

reat

er in

stitu

tiona

l fle

xibi

lity.

Pub

lic P

erce

ptio

nFac

ulty

mem

bers

are

aut

omat

ical

lygr

ante

d le

aves

at r

egul

ar in

terv

als,

and

the

outc

omes

of

thes

e le

aves

are

not

clo

sely

mon

itore

d.

Hig

her

educ

atio

n ne

eds

to m

ore

effe

ctiv

ely

com

mu-

nica

te th

e va

lue

of s

abba

tical

s to

stu

dent

s, in

stitu

-tio

ns, a

nd th

e pu

blic

. The

pub

lic b

elie

ves

that

fac

ulty

mem

bers

are

gra

nted

leav

es a

utom

atic

ally

at r

egu-

lar

inte

rval

s, b

ut in

fac

t, m

any

inst

itutio

ns c

anno

taf

ford

to o

ffer

sab

batic

als.

Man

y fa

culty

mem

bers

do

not t

ake

sabb

atic

als

with

out f

irst

obt

aini

ng g

rant

s so

they

can

aff

ord

to c

ondu

ct r

esea

rch

away

fro

m th

eir

hom

e in

stitu

tions

. Man

y in

stitu

tions

hav

e ad

dres

sed

the

issu

e of

acc

ount

abili

ty f

or s

abba

tical

out

com

es,

but m

ore

atte

ntio

n to

this

is n

eede

d. S

ome

inst

itu-

tions

req

uire

that

fac

ulty

mem

bers

on

sabb

atic

al s

ub-

mit

prog

ress

rep

orts

. In

addi

tion,

man

y in

stitu

tions

requ

ire

facu

lty m

embe

rs to

com

mun

icat

e th

e re

sults

of th

eir

sabb

atic

als,

eith

er th

roug

h pr

esen

tatio

ns,

artic

les

publ

ishe

d in

the

loca

l med

ia, o

r th

roug

h ot

her

mea

ns. t

he k

ey is

to s

trik

e a

bala

nce

betw

een

acco

unt-

abili

ty a

nd th

e "f

reed

om"

that

is a

pri

mar

y be

nefi

t of

sabb

atic

als.

Priv

ate

sect

or in

form

atio

n on

trai

ning

and

dev

elop

-m

ent c

onfi

rms

that

col

lege

s an

d un

iver

sitie

s sh

ould

enco

urag

e m

ore

sabb

atic

al-t

ype

activ

ity. M

ore

and

mor

e bu

sine

sses

in th

e U

nite

d St

ates

(14

per

cent

to24

per

cent

acc

ordi

ng to

Aus

tin, o

ffer

thei

r em

ploy

-ee

s sa

bbat

ical

-typ

e le

aves

bec

ause

suc

h op

port

uni-

ties

boos

t pro

duct

ivity

, pro

mot

e fl

exib

ility

, and

coun

ter

med

iocr

ity a

nd b

urno

ut. S

uch

busi

ness

es a

sA

mer

ican

Exp

ress

, DuP

ont,

and

Xer

ox o

ffer

em

ploy

-ee

s bo

th s

hort

- an

d lo

ng-t

erm

sab

batic

als

beca

use

they

boo

st o

vera

ll pr

oduc

tivity

and

boo

st m

oral

e. S

ab-

batic

als

prov

ide

a si

mila

r ki

nd o

f re

new

al f

or f

acul

ty.

Res

earc

h on

cor

pora

te s

abba

tical

s m

ay h

elp

inst

itu-

tions

and

the

publ

ic m

easu

re th

e re

turn

-on-

inve

st-

men

t (R

OI)

so

impo

rtan

t to

cons

titue

nts.

5 5

27

Page 29: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

28

Polic

y R

ecom

men

datio

ns

30. I

nstit

utio

ns s

houl

d de

velo

p an

d im

plem

ent

stra

tegi

es to

mor

e ef

fect

ivel

y co

mm

unic

ate

to th

epu

blic

the

bene

fits

of s

abba

tical

s to

stu

dent

s,in

stitu

tiona

l mis

sion

, and

the

com

mun

ity.

31. I

nstit

utio

ns n

eed

to c

ontin

ue to

str

engt

hen

the

sabb

atic

al p

roce

ss. W

hile

man

y in

stitu

tions

are

dem

andi

ng g

reat

er a

ccou

ntab

ility

, all

inst

itutio

nssh

ould

hav

e po

licie

s th

at r

equi

re a

rig

orou

sap

plic

atio

n pr

oces

s, m

eans

of m

onito

ring

prog

ress

,an

d ap

prop

riate

dis

sem

inat

ion

of th

e re

sults

.

32. I

nstit

utio

ns s

houl

d co

nsid

er a

llow

ing

grea

ter

flexi

bilit

y in

the

trad

ition

al s

abba

tical

pro

gram

toin

clud

e fa

culty

impr

ovem

ent l

eave

s.

Inst

ruct

iona

l Tec

hnol

ogy

Polic

ies

Ove

r th

e pa

st tw

o de

cade

s, te

chno

logy

has

per

me-

ated

pro

fess

iona

l ins

titut

ions

and

, to

a le

sser

ext

ent,

educ

atio

nal o

nes.

Use

d as

a te

achi

ng, l

earn

ing,

re-

sear

ch, a

nd c

omm

unic

atio

n to

ol, t

echn

olog

y ha

s th

epo

tent

ial t

o tr

ansf

orm

and

exp

and

the

high

er e

duca

-tio

n ex

peri

ence

. We

have

yet

to c

ome

to g

rips

with

the

chan

ges

it ha

s br

ough

t. T

echn

olog

y is

cos

tly a

ndha

s a

shor

t "sh

elf

life,

" bu

t it a

lso

enab

les

its u

sers

todo

new

thin

gs a

nd to

exp

lore

old

con

cept

s in

new

way

s. T

o re

ap th

e be

nefi

ts o

f te

chno

logy

, a c

ompr

e-he

nsiv

e pr

ogra

m o

f su

ppor

t is

need

ed.

The

intr

oduc

tion

of in

stru

ctio

nal t

echn

olog

y re

quir

esan

exp

ande

d fo

cus

for

the

facu

lty p

rofe

ssio

nal d

evel

-

56

opm

ent p

roce

ss. T

radi

tiona

lly, f

acul

ty d

evel

opm

ent

has

focu

sed

on s

uppo

rt f

or r

efin

ing

cont

ent k

now

l-ed

ge a

nd r

esea

rch

skill

s in

ord

er to

gai

n te

nure

or

prom

otio

n an

d co

ntin

ue a

res

earc

h ag

enda

. Now

,fa

culty

mus

t con

tinua

lly le

arn

new

ski

lls a

nd d

evot

etim

e an

d ef

fort

to r

efin

ing

curr

icul

a to

mak

e fu

ll an

dap

prop

riat

e us

e of

tech

nolo

gy's

cap

abili

ties.

Fac

ulty

mus

t bec

ome

lear

ning

, tea

chin

g, a

nd te

chno

logy

spe

-ci

alis

ts in

add

ition

to b

eing

exp

ert i

n a

give

n di

sci-

plin

e.

Ach

ievi

ng th

is g

oal r

equi

res

a fu

ndam

enta

l cha

nge

in th

e co

ncep

t of

prof

essi

onal

dev

elop

men

t and

inho

w f

acul

ty a

re s

uppo

rted

dur

ing

a ca

reer

-lon

g pr

o-ce

ss o

f le

arni

ng a

nd s

kill

enha

ncem

ent.

In s

hort

, tec

h-no

logy

has

for

ced

high

er e

duca

tion

to e

xpan

d th

efa

culty

pro

fess

iona

l dev

elop

men

t par

adig

m to

incl

ude

time,

sup

port

, and

acc

ess

to r

esou

rces

req

uire

d to

deve

lop

new

ski

lls, m

ater

ials

, too

ls, a

nd s

trat

egie

s.N

ew f

acul

ty p

rofe

ssio

nal d

evel

opm

ent i

nfra

stru

ctur

esm

ust b

ring

toge

ther

spe

cial

ists

in c

onte

nt, t

each

ing/

lear

ning

/eva

luat

ion

appr

oach

es, k

now

ledg

e m

anag

e-m

ent s

trat

egie

s, a

nd te

chni

cal s

uppo

rt s

o fa

culty

can

acce

ss th

e ex

pert

ise

they

nee

d to

ado

pt n

ew te

chno

lo-

gies

and

mak

e th

em a

ppro

pria

te a

nd in

tegr

al c

om-

pone

nts

of c

urri

cula

.

The

cha

nge

in f

acul

ty p

rofe

ssio

nal d

evel

opm

ent f

u-el

ed b

y in

crea

sed

acce

ss to

tech

nolo

gy is

not

one

that

high

er e

duca

tion

can

choo

se to

em

brac

e or

igno

re,

for

it is

dri

ven

by th

e ex

pect

atio

ns o

f in

tern

al a

ndex

tern

al c

lient

s an

d of

fac

ulty

them

selv

es. T

he p

opu-

latio

ns s

erve

d by

hig

her

educ

atio

n ex

pect

fac

ulty

and

adm

inis

trat

ors

to m

ake

use

of te

chno

logy

enh

ance

-m

ents

that

mee

t ind

ivid

ual a

nd c

olle

ctiv

e ne

eds.

Thi

sex

pect

atio

n in

crea

sing

ly is

ref

lect

ed b

y ch

ange

s in

corp

orat

e gr

ant p

rogr

ams.

For

exa

mpl

e, c

orpo

ratio

nssu

ch a

s H

ewle

tt Pa

ckar

d (1

996)

and

Hita

chi (

1998

)ha

ve e

ncou

rage

d un

iver

sitie

s to

par

tner

with

them

to f

ind

new

way

s to

impr

ove

lear

ning

. The

Hew

lett

Pack

ard

requ

est f

or p

ropo

sals

cal

led

for

high

er e

du-

catio

n in

stitu

tions

to c

reat

e pa

rtne

rshi

ps to

dev

elop

tech

nolo

gy-e

nhan

ced

colla

bora

tive

lear

ning

env

iron

-m

ents

that

hel

p st

uden

ts a

cqui

re p

robl

em-s

olvi

ngan

d in

tera

ctio

n sk

ills

need

ed in

the

2Pte

ntur

y.H

itach

i is

seek

ing

part

ners

to d

esig

n ne

w in

stru

c-tio

nal t

ools

that

will

spe

ed o

r ot

herw

ise

enha

nce

lear

ning

. The

se tw

o ex

ampl

es p

oint

to th

e gr

owin

gne

ed f

or te

chno

logy

-enh

ance

d ed

ucat

ion

that

pro

-m

otes

rea

l-w

orld

, lif

elon

g le

arni

ng a

nd p

robl

em-s

olv-

ing

skill

s. H

ighe

r ed

ucat

ion

mus

t pro

duce

stu

dent

sw

ho a

re s

kille

d in

tech

nolo

gy u

se, a

ble

to w

ork

inte

ams,

and

abl

e to

nav

igat

e an

d m

anag

e in

terd

isci

-pl

inar

y in

form

atio

n. U

nles

s fa

culty

ski

lls, i

nstr

uc-

tiona

l mat

eria

ls, t

ools

, tea

chin

g an

d le

arni

ng s

trat

e-gi

es, a

nd a

ttitu

des

tow

ard

facu

lty d

evel

opm

ent s

up-

port

tech

nolo

gy-d

rive

n ch

ange

, thi

s go

al w

ill b

e im

-po

ssib

le to

ach

ieve

.

In e

arly

199

8, th

e N

atio

nal C

ounc

il fo

r A

ccre

dita

tion

of T

each

er E

duca

tion

exer

ted

dire

ct p

ress

ure

to p

lace

mor

e em

phas

is o

n in

stru

ctio

nal u

ses

of te

chno

logy

by r

evok

ing

the

accr

edita

tion

of a

maj

or u

nive

rsity

.O

ne r

easo

n ci

ted

for

this

dra

stic

act

ion

was

the

univ

ersi

ty's

fai

lure

to p

rovi

de s

tude

nts

with

ade

quat

ete

chno

logy

ski

lls. I

f in

stitu

tions

do

not p

rovi

de h

igh-

5 7

Page 30: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

qual

ity te

chno

logy

tool

s in

all

disc

iplin

es, t

hey

will

lose

stu

dent

s to

pee

r in

stitu

tions

that

can

, and

/or

they

will

suf

fer

exte

rnal

ly im

pose

d sa

nctio

ns.

Exi

stin

g po

licie

s an

d at

titud

es to

war

d te

chno

logy

use

and

facu

lty s

uppo

rt a

re b

ased

on

a nu

mbe

r of

as-

sum

ptio

ns r

elat

ed to

the

bene

fits

tech

nolo

gy b

ring

sto

the

teac

hing

and

lear

ning

pro

cess

. The

se a

ssum

p-tio

ns o

ften

are

bas

ed o

n an

ecdo

tal r

athe

r th

an a

ctua

lda

ta. F

ollo

win

g ar

e pu

blic

per

cept

ions

and

sug

ges-

tions

for

cha

nge

that

can

lead

to r

eal a

nd a

ttain

able

expe

ctat

ions

for

fac

ulty

pro

fess

iona

l dev

elop

men

t and

supp

ort f

or in

stru

ctio

nal t

echn

olog

y us

e. T

hese

chan

ges

stre

ss th

e us

e of

tech

nolo

gy to

impr

ove

lear

n-in

g ou

tcom

es, i

nclu

ding

enh

ance

d pr

oble

m s

olvi

ng,

criti

cal a

naly

sis,

and

com

mun

icat

ion

stra

tegi

es.

Pub

lic P

erce

ptio

nTec

hnol

ogy

lead

s to

bet

ter

lear

ning

.

No

relia

ble

data

sup

port

s th

is a

ssum

ptio

n. R

usse

ll(1

996)

rev

iew

ed 2

48 r

esea

rch

repo

rts,

sum

mar

ies,

and

pape

rs d

escr

ibin

g th

e in

trod

uctio

n of

var

ious

inst

ruct

iona

l tec

hnol

ogie

s ra

ngin

g fr

om f

ilm to

com

-pu

ters

and

com

pare

d th

em to

wha

t wer

e at

the

time

"tra

ditio

nal t

each

ing

appr

oach

es."

In

all c

ases

, stu

d-ie

s sh

owed

that

add

ing

a te

chno

logy

enh

ance

men

tw

ithou

t cha

ngin

g th

e un

derl

ying

inst

ruct

iona

l tec

h-ni

ques

, pro

cedu

res,

mat

eria

ls, a

nd a

ctiv

ities

had

no

mea

sura

ble

impa

ct o

n le

arni

ng. T

his

shou

ld a

lert

high

er e

duca

tion

to a

fla

w in

its

curr

ent a

ppro

ach

tode

velo

ping

tech

nolo

gy e

nhan

cem

ents

for

teac

hing

and

lear

ning

: as

mer

e ad

d-on

s to

exi

stin

g pr

actic

es,

tech

nolo

gy e

nhan

cem

ents

will

hav

e no

impa

ct o

nle

arni

ng.

5 8

New

Dire

ctio

nTec

hnol

ogy

is a

flex

ible

tool

that

allo

ws

lear

ning

in w

ays

that

are

not

pos

sibl

e w

ithou

t it.

It is

NO

Ta

$Z00

0 pe

ncil.

Res

earc

h sh

ould

foc

us o

n th

e va

lue

adde

d by

tech

-no

logy

enh

ance

men

ts a

s m

easu

red

by th

e us

e of

teac

hing

and

lear

ning

tech

niqu

es a

nd p

roce

dure

s th

atar

e no

t pos

sibl

e in

a tr

aditi

onal

fac

e-to

-fac

e en

viro

n-m

ent.

Such

fun

dam

enta

l cha

nges

as

incr

ease

d ac

-ce

ss to

info

rmat

ion

and

info

rmat

ion

man

agem

ent

tool

s, o

r ev

en in

crea

sed

time

on ta

sks,

are

des

irab

leou

tcom

es th

at c

an b

e m

easu

red.

Pub

lic P

erce

ptio

nTec

hnol

ogy

will

brin

g m

ore

cost

effe

ctiv

enes

s.

Tec

hnol

ogy

is a

n ex

pens

ive

inst

ruct

iona

l too

l. T

ech-

nolo

gy e

nhan

cem

ents

, rel

ated

trai

ning

, and

cur

ricu

-lu

m d

esig

n pr

ogra

ms,

as

wel

l as

the

purc

hase

of

elec

-tr

onic

tool

s su

ch a

s lib

rary

res

ourc

es, a

bsor

b an

ypr

ofit

that

mig

ht r

esul

t fro

m r

aisi

ng e

nrol

lmen

t cap

sor

exp

andi

ng tr

aditi

onal

cou

rses

to in

clud

e st

uden

tsat

a d

ista

nce.

Tho

se w

ho b

elie

ve te

chno

logy

will

lead

to r

educ

edco

sts

are

likel

y to

dou

bt th

ose

in h

ighe

r ed

ucat

ion

who

say

cos

ts w

ill n

ot g

o do

wn.

Lik

ewis

e, p

erso

ns in

high

er e

duca

tion

will

dou

bt th

at c

ost c

utte

rs h

ave

asi

ncer

e in

tere

st in

mai

ntai

ning

or

impr

ovin

g th

e qu

al-

ity o

f hi

gher

edu

catio

n. O

nly

as h

ighe

r ed

ucat

ion

dem

onst

rate

s th

e ef

fect

iven

ess

of e

nhan

ced

stud

ent

lear

ning

util

izin

g te

chno

logy

will

the

issu

es b

e en

-jo

ined

in s

uch

a w

ay th

at th

ey c

an b

e re

solv

ed. W

ithth

e ex

cept

ion

of th

e "e

arly

ado

pter

"/in

nova

tive

mi-

nori

ty, f

acul

ty a

re n

ot n

eces

sari

ly e

ager

to a

ccep

t the

risk

s in

here

nt in

cha

nge

to a

tech

nolo

gy-e

nhan

ced

syst

em. F

acul

ty m

ay f

ear

they

will

be

pena

lized

if th

eydo

not

jum

p on

the

tech

nolo

gy b

andw

agon

. The

y m

ayfe

ar th

at th

e to

ols

they

are

cre

atin

g w

ill c

hip

away

at

thei

r ac

adem

ic f

reed

omas

wel

l as

thei

r jo

bs. T

hey

may

fea

r th

at th

ey w

ill h

ave

no s

uppo

rt f

or c

urri

cu-

lar

inno

vatio

n un

less

they

cho

ose

to e

mbr

ace

tech

-no

logy

. (T

he C

hron

icle

of

Hig

her

Edu

catio

n, 1

998)

.

New

Dire

ctio

nTec

hnol

ogy

is a

n ex

pens

ive

but v

ital

tool

that

ena

bles

new

teac

hing

, lea

rnin

g, a

nd c

omm

uni-

catio

n ex

perie

nces

. The

tran

sfor

mat

ion

proc

ess

will

be

smoo

ther

if a

dmin

istr

ator

s ta

ke fa

culty

per

spec

tives

into

acco

unt a

nd r

espo

nd w

ith c

ompr

ehen

sive

sup

port

and

rew

ard

prog

ram

s th

at e

ncou

rage

the

appr

opria

te u

se o

fte

chno

logy

as

a m

eans

of a

chie

ving

des

ired

lear

ning

outc

omes

.

Tec

hnol

ogy

is a

n ex

pens

ive

addi

tion

to a

ny c

urri

cu-

lum

. Yet

, the

add

ition

of

appr

opri

ate

tech

nolo

gies

incr

ease

s pe

rfor

man

ce, e

xpan

ds a

cces

s to

info

rma-

tion,

and

pro

vide

s th

e ab

ility

to e

ngag

e in

sim

ulat

edor

rea

l exp

erie

nces

. Res

earc

h is

nee

ded

to d

eter

min

eth

e ex

tent

to w

hich

tech

nolo

gy e

nhan

cem

ents

in-

crea

se ti

me

on ta

sk, i

mpr

ove

com

mun

icat

ion

and

colla

bora

tion

stra

tegi

es, e

xpan

d m

ento

ring

opp

ortu

-ni

ties,

and

enh

ance

ove

rall

satis

fact

ion

with

the

lear

n-in

g en

viro

nmen

t. W

ebC

T a

nd o

ther

onl

ine

inst

ruc-

tiona

l env

iron

men

ts n

ow o

ffer

trac

king

tool

s, e

ven

in c

hat r

oom

s, th

at w

ill a

llow

res

earc

hers

to s

hift

emph

asis

to th

e le

arni

ng p

roce

sses

.

29

Page 31: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

30

Dec

isio

ns to

add

and

sup

port

tech

nolo

gy n

ow c

an b

em

ade

on th

e ba

sis

of in

stitu

tions

' goa

ls a

nd m

issi

ons.

Que

stio

ns to

add

ress

whe

n co

nsid

erin

g te

chno

logy

enha

ncem

ents

incl

ude:

Is

the

inst

itutio

n co

mm

itted

to r

each

ing

a di

vers

e au

dien

ce a

nd to

sup

port

ing

in-

divi

dual

lear

ning

dif

fere

nces

? D

o th

e in

stitu

tion'

ste

achi

ng a

nd le

arni

ng g

oals

em

brac

e ac

tive

lear

ning

appr

oach

es r

athe

r th

an in

form

atio

n de

liver

y an

dac

quis

ition

? H

ow c

an f

acul

ty b

e re

cogn

ized

and

re-

war

ded

for

the

time

and

effo

rt th

ey in

vest

in c

urri

cu-

lar

inno

vatio

n?

Pub

lic P

erce

ptio

nThe

exi

stin

g cu

lture

of t

he a

cade

my

can

be e

asily

tran

spos

ed in

to th

e te

chno

logi

cal a

ge.

Solu

tions

to p

robl

ems

asso

ciat

ed w

ith w

orkl

oad,

in-

cent

ives

, cou

rse

sche

dulin

g, c

redi

ts, a

nd c

opyr

ight

s/in

telle

ctua

l pro

pert

y ri

ghts

hav

e no

t bee

n id

entif

ied;

thus

, ins

titut

ions

pur

sue

a tr

aditi

onal

app

roac

h to

educ

atio

n w

ith te

chno

logy

sup

port

s. F

acul

ty h

ave

not

been

allo

wed

muc

h le

ss e

ncou

rage

dto

take

ful

lad

vant

age

of th

e be

nefi

ts o

f te

chno

logy

by

tran

sfor

m-

ing

how

they

teac

h an

d ho

w s

tude

nts

lear

n. M

any

facu

lty in

the

hum

aniti

es in

par

ticul

ar h

ave

limite

dac

cess

to s

uppo

rt a

nd to

sta

te-o

f-th

e-ar

t equ

ipm

ent

beca

use

of f

undi

ng f

orm

ulas

and

trad

ition

al id

eas

re-

gard

ing

wha

t con

stitu

tes

exce

llent

teac

hing

in a

par

-tic

ular

dis

cipl

ine.

Int

erac

tion

betw

een

facu

lty e

xper

tsan

d te

chno

logy

exp

erts

has

oft

en b

een

limite

d to

fac

-ul

ty f

ollo

win

g th

e di

rect

ion

of te

chno

logy

exp

erts

or

even

abd

icat

ing

cont

rol o

f th

eir

cour

ses

by tu

rnin

gov

er th

e de

sign

of

inst

ruct

iona

l too

ls. F

acul

ty in

ter-

disc

iplin

ary

part

ners

hips

, a k

ey e

lem

ent i

n th

e su

c-ce

ssfu

l dev

elop

men

t of

flex

ible

inst

ruct

iona

l too

ls a

nd

60

mat

eria

ls, a

re s

till d

isco

urag

ed b

ecau

se o

f bu

dget

-ar

y di

ffic

ultie

s as

soci

ated

with

ass

igni

ng c

redi

t for

colla

bora

tive

wor

k. F

inal

ly, t

echn

olog

y in

nova

tion

has

tend

ed to

be

a co

stly

exp

erim

ent i

nvol

ving

a f

ewen

trep

rene

uria

l fac

ulty

with

out t

he b

enef

it of

col

labo

-ra

tion

or in

stitu

tiona

l inf

rast

ruct

ure

supp

ort.

Hig

her

educ

atio

n's

cultu

ral v

alue

of

publ

ishi

ng it

s su

cces

ses

has

not y

et e

xten

ded

to th

e in

stru

ctio

nal t

echn

olog

yar

ena,

so

it ha

s no

t yet

invo

ked

the

colla

bora

tive

and

coop

erat

ive

appr

oach

es th

at e

ncou

rage

fac

ulty

mem

-be

rs to

lear

n fr

om e

ach

othe

r.

New

Dire

ctio

nCur

ricul

um in

nova

tion

is a

com

plex

prof

essi

onal

dev

elop

men

t pro

cess

that

com

bine

s th

ede

velo

pmen

t of n

ew s

trat

egie

s, to

ols,

and

mat

eria

ls w

ith

disc

iplin

e re

sear

ch.

Cha

ngin

g a

cultu

re r

equi

res

a m

ultif

acet

ed a

ppro

ach.

For

exam

ple,

foc

us o

n cu

rric

ulum

cha

nge

as a

pro

-fe

ssio

nal d

evel

opm

ent a

ctiv

ity w

ill b

ring

abo

ut th

efo

llow

ing:

New

def

initi

ons

of w

orkl

oad

and

the

role

of

cur-

ricu

lum

inno

vatio

n (i

ndiv

idua

l as

wel

l as

colla

bo-

rativ

e) in

the

prom

otio

n an

d te

nure

pro

cess

mus

tbe

out

lined

at t

he d

epar

tmen

t, co

llege

, and

uni

-ve

rsity

leve

ls. S

uch

guid

elin

es w

ill d

isco

urag

e th

eus

e of

for

mul

as th

at o

ver-

valu

e tim

e in

fro

nt o

fst

uden

ts a

nd w

ill e

ncou

rage

the

use

of te

achi

ngpo

rtfo

lios

and

othe

r te

chni

ques

for

doc

umen

ting

time,

eff

ort,

and

perf

orm

ance

. In

isol

atio

n, in

di-

vidu

al in

stitu

tions

will

be

unab

le to

sol

ve th

e pr

ob-

lem

s as

soci

ated

with

trad

ition

al d

efin

ition

s of

clas

ses,

cou

rses

, and

sem

este

rs. H

ighe

r ed

ucat

ion

in g

ener

al m

ust a

ddre

ss th

is p

robl

em s

o as

to ta

kead

vant

age

of te

chno

logy

as

a to

ol th

at a

llow

sle

arni

ng to

occ

ur a

t dif

fere

nt p

aces

. Dis

cipl

ines

may

nee

d to

app

roac

h th

is is

sue

from

a p

rofi

-ci

ency

and

per

form

ance

per

spec

tive.

Cam

pus-

wid

e fa

culty

pro

fess

iona

l dev

elop

men

tin

itiat

ives

that

hel

p fa

culty

intr

oduc

e ne

w m

eth-

ods,

des

ign

atta

inab

le le

arni

ng o

utco

mes

, and

empl

oy a

ppro

pria

te te

chno

logi

es f

or a

chie

ving

stat

ed g

oals

are

cru

cial

ele

men

ts o

f fa

culty

sup

-po

rt. T

o be

suc

cess

ful,

how

ever

, the

se a

ctiv

ities

mus

t be

colla

bora

tive

in n

atur

e an

d en

cour

aged

and

supp

orte

d by

adm

inis

trat

ors,

tech

nolo

gy e

x-pe

rts,

and

pee

rs. T

he n

otio

n th

at p

rofe

ssio

nal d

e-ve

lopm

ent i

mpl

ies

"fix

ing

bad

facu

lty"

mus

t be

repl

aced

by

a lif

elon

g le

arni

ng c

once

pt th

at is

ex-

pect

ed, r

ecog

nize

d, a

nd r

ewar

ded

as p

art o

f th

ehi

gher

edu

catio

n ca

reer

.

Part

ners

hips

invo

lvin

g fa

culty

, lib

rari

ans,

and

publ

ishi

ng c

ompa

nies

(in

clud

ing

copy

ing

ser-

vice

s) s

uppo

rt e

ffor

ts to

acc

ess,

dis

trib

ute,

and

disc

over

new

kno

wle

dge.

The

ste

ps c

urre

ntly

re-

quir

ed to

dis

trib

ute

copy

righ

t-pr

otec

ted

mat

eri-

als

for

educ

atio

nal p

urpo

ses

repr

esen

t a b

arri

erto

the

teac

hing

and

lear

ning

pro

cess

. Res

ourc

epa

rtne

rshi

ps th

at ta

ke o

n co

pyri

ght c

lear

ance

task

s w

ill g

reat

ly e

nhan

ce th

e ab

ility

of

facu

lty to

teac

h w

ith th

e ai

d of

tech

nolo

gy.

Form

ulas

for

rel

ease

tim

e, a

cces

s to

gra

duat

e as

-si

stan

ts, o

r ot

her

supp

ort b

ased

on

wor

kloa

ds a

s-so

ciat

ed w

ith c

urri

culu

m d

esig

n an

d de

velo

pmen

t

Cl

Page 32: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

shou

ld b

e de

velo

ped,

and

on-

goin

g im

plem

enta

-tio

n of

tech

nolo

gy e

nhan

cem

ents

sho

uld

occu

r.C

ase

stud

ies

are

need

ed to

acc

urat

ely

desc

ribe

the

incr

ease

in w

ork

that

occ

urs

whe

n te

chno

logy

enha

nces

or

repl

aces

a "

face

-to-

face

" co

urse

. An-

ecdo

tal e

vide

nce

sugg

ests

that

tech

nolo

gy e

n-ha

ncem

ents

will

at l

east

dou

ble

the

wor

kloa

d of

facu

lty m

embe

rs.

Pub

lic P

erce

ptio

nStu

dent

s w

ill h

ave

unlim

ited

acce

ssto

edu

catio

n, r

esul

ting

in im

prov

ed le

arni

ng o

ppor

tuni

-tie

s.

Thi

s is

a te

sted

ass

umpt

ion,

but

is r

ende

red

inva

lidin

man

y ca

ses

beca

use

of li

mite

d ac

cess

to te

chno

l-og

y an

d da

ted

hard

war

e/so

ftw

are.

Dep

endi

ng u

pon

the

inst

itutio

n, u

pwar

ds o

f 25

per

cent

of

the

stud

ents

may

be

com

pute

r ill

itera

te. D

ated

hom

e co

mpu

ters

may

not

be

capa

ble

of r

apid

acc

ess

to th

e In

tern

et.

On-

cam

pus

labs

mos

t oft

en h

ave

limite

d w

orks

tatio

nsan

d or

con

nect

ivity

to c

entr

aliz

ed s

erve

rs. A

necd

otal

evid

ence

indi

cate

s th

at le

ss th

an 3

0 pe

rcen

t of

fac-

ulty

act

ivel

y in

tegr

ate

tech

nolo

gy in

to th

eir

curr

icul

a.Fo

r th

ose

who

are

com

pute

r ill

itera

te a

nd r

equi

repe

rson

al s

uppo

rt, t

he la

ck o

f tr

aini

ng p

rogr

ams

dis-

cour

ages

them

fro

m m

aste

ring

the

equi

pmen

t.B

ench

mar

king

pro

ject

s fo

r in

stru

ctio

nal t

echn

olog

yar

e on

ly b

egin

ning

. For

exa

mpl

e, th

e SH

EE

O p

roje

ctbe

gan

to c

olle

ct d

ata

on te

chno

logy

use

in A

pril

1998

and

is n

ot e

xpec

ted

to p

rodu

ce r

esul

ts u

ntil

1999

.

62

New

Dire

ctio

nThe

re is

alw

ays

a co

ntin

genc

y pl

an s

ole

arni

ng c

an.c

ontin

ue w

hen

the

tech

nolo

gy is

n't

avai

labl

e.

The

tech

nolo

gy is

cha

ngin

g so

qui

ckly

that

it is

un-

likel

y th

at a

ll st

uden

ts a

nd f

acul

ty w

ill e

ver

enjo

y ea

syac

cess

. A v

arie

ty o

f so

lutio

ns a

re p

ossi

ble.

The

se in

-cl

ude

but a

re n

ot li

mite

d to

:

Cle

ar g

uide

lines

, goa

ls, a

nd te

am-o

rien

ted

ap-

proa

ches

for

lear

ning

so

stud

ents

can

con

tinue

toen

gage

in le

arni

ng a

nd c

omm

unic

atio

n ta

sks

even

if th

e te

chno

logy

is u

nava

ilabl

e.

Com

bine

d le

ase/

purc

hase

/loan

pro

gram

s th

aten

able

stu

dent

s to

hav

e th

eir

own

com

pute

rs.

Ope

n-ac

cess

labs

equ

ippe

d w

ith th

e la

test

tech

-no

logy

and

a w

ide

vari

ety

of to

ols.

Eas

y-to

-acc

ess

cam

pus

netw

orks

that

pro

vide

high

-spe

ed a

cces

s fo

r ev

eryo

ne.

Dep

artm

ent-

, col

lege

-, a

nd u

nive

rsity

-wid

e te

ch-

nolo

gy p

urch

ase

and

refr

esh

prog

ram

s to

ens

ure

that

fac

ulty

hav

e ac

cess

to th

e te

chno

logy

they

need

. Suc

h pr

ogra

ms

may

invo

lve

`han

d-m

e-do

wn'

eff

orts

to p

ass

obso

lete

tech

nolo

gy f

rom

sci

-en

tists

and

eng

inee

rs to

fac

ulty

and

stu

dent

s in

disc

iplin

es th

at r

equi

re le

ss c

ompu

ting

pow

er.

Rec

urri

ng tr

aini

ng, j

ust-

in-t

ime

lear

ning

pro

-gr

ams,

and

tuto

rial

s (s

uch

as th

ose

that

can

be

prep

ared

with

Lot

us S

cree

n C

am)

for

facu

lty a

ndst

uden

ts. S

uch

prog

ram

s sh

ould

beg

in d

urin

g or

i-en

tatio

ns f

or s

tude

nts

and

facu

lty a

nd s

houl

d co

n-tin

ue th

roug

hout

thei

r ca

reer

s. B

y ta

king

adv

an-

tage

of

peer

tuto

rs a

nd s

tude

nt a

ssis

tant

s, a

wid

epo

pula

tion

can

be s

erve

d on

a r

ecur

ring

bas

is.

Pub

lic P

erce

ptio

nStr

ong

tech

nolo

gy p

artn

ersh

ips

are

vita

l to

the

succ

ess

of in

stru

ctio

nal c

ompu

ting.

Tap

scot

t (19

96)

and

othe

r fu

turi

sts

belie

ve th

at c

or-

pora

te a

nd a

cade

mic

inte

rest

s m

ust m

erge

in o

rder

for

high

er e

duca

tion

to c

ontin

ue to

gro

w in

the

21st

cent

ury.

At p

rese

nt, c

orpo

rate

and

aca

dem

ic c

ultu

res

are

so d

iffe

rent

that

com

mun

icat

ion

and

colla

bora

-tio

n ar

e di

ffic

ult.

If c

olla

bora

tion

is to

be

succ

essf

ul,

grou

nd r

ules

that

pro

vide

mut

ual b

enef

it m

ust b

eag

reed

upo

n.

A g

row

ing

conc

ern

amon

g so

me

facu

lty a

nd m

em-

bers

of

the

publ

ic is

that

pub

lic/p

riva

te p

artn

ersh

ips,

virt

ually

inev

itabl

e to

tech

nolo

gy e

nhan

cem

ent i

nhi

gher

edu

catio

n, a

re b

ring

ing

with

them

a s

et o

fva

lues

that

con

trad

ict t

hose

of

the

acad

emy.

Con

side

rth

e w

orry

of

a ge

nera

tion

ago

that

the

univ

ersi

ty/g

ov-

ernm

ent p

artn

ersh

ip in

bas

ic r

esea

rch

wou

ld a

lter

acad

emic

val

ues.

The

par

tner

ship

did

in f

act a

lter

the

stru

ctur

e of

man

y un

iver

sitie

s, b

ut b

y no

mea

ns d

idit

dest

roy

thei

r in

tegr

ity. I

nste

ad, i

t led

to r

esea

rch

6331

Page 33: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

achi

evem

ents

that

are

the

envy

of

the

wor

ld. T

hepa

rtne

rshi

p co

ntin

ues

to f

lour

ish.

.

New

Dir

ectio

nNew

grou

nd r

ules

will

gro

w o

ut o

fdi

scus

sion

s an

d co

llabo

rativ

e pl

anni

ng.

The

trad

ition

al p

artn

ersh

ips

base

d on

fun

ding

for

univ

ersi

ties

to c

ompl

ete

rese

arch

or

prod

uct d

evel

-op

men

t pro

ject

s dr

iven

by

corp

orat

e ne

eds

can

ex-

pand

to in

clud

e pa

rtne

rshi

ps th

at e

xam

ine

the

life-

long

lear

ning

nee

ds o

f em

ploy

ees.

Suc

h pa

rtne

rshi

psw

ith te

chno

logy

cor

pora

tions

wou

ld f

ocus

on

the

de-

velo

pmen

t of

educ

atio

n-or

ient

ed to

ols

that

inco

rpo-

rate

cur

rent

und

erst

andi

ng o

f ho

w le

arni

ng o

ccur

s.B

y al

low

ing

lear

ning

nee

ds to

dri

ve th

e de

velo

pmen

tof

inst

ruct

iona

l too

ls, h

ighe

r ed

ucat

ion

wou

ld b

en-

efit

from

acc

ess

to p

roto

type

tool

s th

at w

ould

mee

tits

eve

r-ch

angi

ng in

stru

ctio

nal n

eeds

; cor

pora

tions

wou

ld e

nter

new

mar

kets

as

solu

tions

to s

peci

fic

lear

ning

pro

blem

s. S

uch

an a

ppro

ach

is in

dir

ect c

on-

tras

t to

curr

ent e

ffor

ts to

fin

d in

stru

ctio

nal u

ses

for

tool

s or

igin

ally

dev

elop

ed f

or b

usin

ess

purp

oses

.

Publ

ic P

erce

ptio

nThe

use

and

unde

rsta

ndin

g of

tech

nolo

gy in

hig

her

educ

atio

n is

driv

en b

y m

arke

tde

man

d.

Hig

her

educ

atio

n is

con

fron

ted

with

eno

rmou

s ch

al-

leng

es b

roug

ht a

bout

by

incr

ease

d de

man

ds f

rom

clie

nts

for

anyt

ime,

any

whe

re a

cces

s to

life

long

lear

n-in

g op

port

uniti

es th

at e

mph

asiz

e kn

owle

dge

man

-ag

emen

t, pr

oble

m s

olvi

ng, c

ritic

al th

inki

ng, a

nd c

ol-

32

labo

ratio

n sk

ills.

New

kno

wle

dge

abou

t how

peo

ple

lear

n ha

s en

cour

aged

a s

hift

aw

ay f

rom

the

trad

ition

alle

ctur

e m

odel

to o

ne th

at p

lace

s st

uden

ts a

t the

cen

-te

r of

a m

ore

activ

e le

arni

ng p

roce

ss. "

The

teac

her

as p

rim

ary

sour

ce o

f kn

owle

dge"

no

long

er s

uffi

ces

in a

wor

ld w

here

kno

wle

dge

doub

les

ever

y se

ven

year

s an

d 10

,000

sci

entif

ic a

rtic

les

are

publ

ishe

d ev

-er

y da

y (T

apsc

ott,

1996

). I

mpr

oved

com

mun

icat

ion

tool

s, in

clud

ing

Rea

l Aud

io a

nd R

eal V

ideo

pre

sent

a-tio

ns a

nd f

orum

-bas

ed c

olla

bora

tions

, can

pro

vide

dire

ct c

onta

ct w

ith e

xper

ts in

alm

ost a

ny f

ield

.

New

Dir

ectio

nThe

dem

ands

of t

he m

arke

t and

the

goal

s of

hig

her

educ

atio

n m

eet i

n le

arni

ng o

utco

mes

.

The

dem

ands

for

dis

trib

uted

lear

ning

and

acc

ess

toex

pert

s in

the

fiel

d ha

ve a

ltere

d th

e re

spon

sibi

litie

sof

teac

hers

and

lear

ners

. Stu

dent

s (e

spec

ially

thos

eat

a d

ista

nce)

mus

t acc

ept r

espo

nsib

ility

for

thei

r ow

nle

arni

ng. T

hey

mus

t con

trol

the

skill

s an

d to

ols

re-

quir

ed to

fin

d, o

rgan

ize,

and

app

ly in

form

atio

n. B

utth

ey m

ust a

lso

have

the

skill

s to

use

that

info

rmat

ion

to d

isco

ver

new

kno

wle

dge.

Tea

cher

s an

d ex

pert

s in

the

fiel

d ar

e us

ing

tech

nol-

ogy

enha

ncem

ents

to d

evel

op m

ore

colla

bora

tive

and

inte

rdis

cipl

inar

y fo

cuse

s to

cou

rses

; kno

wle

dge

issh

ared

and

stu

dent

s ar

e pr

ovid

ed w

ith o

ppor

tuni

ties

to e

xplo

re a

fie

ld. R

emed

ial w

ork

can

be d

one

with

inco

urse

s as

stu

dent

s w

ith d

iffe

rent

bac

kgro

unds

fol

-lo

w d

iffe

rent

pat

hs to

rea

ch c

omm

on le

arni

ng g

oals

.

Prof

essi

onal

dev

elop

men

t eff

orts

can

hel

p fa

culty

cre

-at

e ne

w c

ours

es th

at ta

ke a

dvan

tage

of

dist

ribu

ted

lear

ning

opt

ions

, sup

port

indi

vidu

al d

iffe

renc

es a

ndap

ply

appr

opri

ate

tech

nolo

gies

to s

hift

the

focu

s fr

omin

form

atio

n de

liver

y to

exp

erie

ntia

l lea

rnin

g. C

orpo

-ra

te p

artn

ersh

ips

will

hel

p de

sign

the

tool

s te

ache

rsne

ed to

mak

e th

is a

suc

cess

ful r

ealit

y.

Pol

icy

Rec

omm

enda

tions

Inst

itutio

ns s

houl

d pr

ovid

e fa

culty

with

pro

fess

iona

lde

velo

pmen

t opp

ortu

nitie

s th

at in

clud

e fo

ur b

road

area

s of

sup

port

:

33. E

duca

tion

oppo

rtun

ities

(te

chno

logy

use

and

teac

hing

, lea

rnin

g, a

nd e

valu

atio

n is

sues

and

met

hods

; cur

ricul

um d

esig

n pr

oces

ses)

.

34. A

cces

s to

peo

ple,

mat

eria

ls, a

nd e

quip

men

tdu

ring

the

entir

e cu

rric

ulum

des

ign,

dev

elop

men

t,de

liver

y, a

nd e

valu

atio

n pr

oces

s.

35. F

undi

ng fo

r re

leas

e tim

e (in

clud

ing

sabb

atic

als)

,te

chno

logy

pur

chas

es a

nd u

pgra

des,

and

mat

eria

ls.

36. G

uida

nce

and

assi

stan

ce in

doc

umen

ting

and

eval

uatin

g th

e im

pact

of c

urric

ulum

cha

nge

and

tech

nolo

gy e

nhan

cem

ents

.

Inst

itutio

ns s

houl

d sy

stem

atic

ally

rec

ogni

ze a

nd r

e-w

ard

all a

spec

ts o

f cu

rric

ulum

inno

vatio

n th

roug

hch

ange

s to

pee

r ev

alua

tion,

pro

mot

ion,

and

tenu

repr

oces

ses.

The

se c

hang

es im

ply

a un

iver

sity

, col

lege

,

65

Page 34: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

and

depa

rtm

ent d

ocum

enta

tion

and

eval

uatio

n pr

o-ce

ss th

at v

alue

s th

e tim

e, e

ffor

t, an

d ou

tcom

es o

f th

ete

chno

logy

enh

ance

men

t pro

cess

.

Inst

itutio

ns s

houl

d re

cogn

ize

and

supp

ort i

nstr

uc-

tiona

l res

earc

h. B

y st

rivi

ng to

rai

se it

to th

e sa

me

plan

e as

oth

er m

ore

trad

ition

ally

acc

epte

d re

sear

ch,

legi

timiz

ing

the

role

of

peda

gogy

as

part

of

the

pro-

mot

ion

and

tenu

re p

roce

ss, i

nstit

utio

ns w

ill b

e ab

leto

det

erm

ine

the

inst

ruct

iona

l val

ue o

f te

chno

logy

enha

ncem

ents

and

eng

age

in a

nev

er-e

ndin

g cy

cle

of im

plem

enta

tion,

res

earc

h an

d im

prov

emen

t.

Goa

ls f

or f

acul

ty p

rofe

ssio

nal d

evel

opm

ent p

rogr

ams

shou

ld in

clud

e th

e ac

quis

ition

of

know

ledg

e an

dsk

ills

in a

t lea

st th

e fo

llow

ing

area

s(1)

teac

hing

,le

arni

ng, a

nd e

valu

atio

n th

eori

es a

nd m

etho

ds(2

)cu

rric

ulum

des

ign

theo

ries

and

tech

niqu

es; (

3)ba

-si

c us

e of

tech

nolo

gy; a

nd (

Otr

ateg

ies

for

desi

gn o

fne

w a

pplic

atio

ns f

or e

xist

ing

tech

nolo

gies

.

6766

33

Page 35: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Facu

lty R

evie

w P

olic

ies

Fac

ulty

Per

form

ance

Rev

iew

and

the

Pub

lic T

rust

Facu

lty r

evie

w p

roce

sses

wer

e pl

aced

in th

e pu

blic

spot

light

onl

y w

ithin

the

past

dec

ade,

as

ques

tions

aros

e ab

out t

he c

ircu

mst

ance

s un

der

whi

ch a

ten-

ured

fac

ulty

mem

ber

coul

d be

dis

mis

sed

for

poor

perf

orm

ance

. Col

lege

s an

d un

iver

sitie

s, w

hen

pres

sed

for

deta

ils a

bout

how

man

y te

nure

d fa

culty

they

had

eve

r di

smis

sed

for

caus

e, f

ound

them

selv

esaw

kwar

dly

expl

aini

ng th

at, a

s in

Lak

e W

obeg

one,

all

tenu

red

facu

lty w

ere

cons

iste

ntly

judg

ed to

be

"abo

veav

erag

e:' I

n re

spon

se, t

he p

ublic

, act

ing

thro

ugh

stat

ele

gisl

ator

s, b

egan

to c

all f

or e

vide

nce

that

pos

t-te

n-ur

e re

view

s w

ere

cond

ucte

d an

d th

at c

onsi

sten

t poo

rpe

rfor

man

ce w

as d

ealt

with

in a

con

sequ

entia

l and

timel

y fa

shio

n. T

he r

esul

t was

that

man

y st

ates

pass

ed le

gisl

atio

n re

quir

ing

the

crea

tion

and

impl

e-m

enta

tion

of p

ost-

tenu

re r

evie

w p

olic

es a

t pub

lic c

ol-

lege

s an

d un

iver

sitie

s.

Post

-ten

ure

revi

ew d

emon

stra

tes

high

er e

duca

tion'

sco

mm

itmen

t to

high

leve

ls o

f pe

rfor

man

ce e

ven

with

in th

e gu

aran

tees

of

tenu

re. I

t can

be

an e

ffec

-tiv

e st

rate

gy f

or in

crea

sing

pub

lic tr

ust i

n hi

gher

edu

-ca

tion.

Fair

ness

is a

lso

at is

sue.

With

pos

t-te

nure

rev

iew

am

atte

r of

pub

lic p

olic

y, te

nure

itse

lf b

ecom

es s

ome-

wha

t mor

e pa

lata

ble

to th

ose

outs

ide

acad

emia

who

,la

ckin

g su

ch jo

b pr

otec

tion

them

selv

es, m

ay b

e vu

l-ne

rabl

e to

dow

nsiz

ing

or r

estr

uctu

ring

eve

n af

ter

year

s of

goo

d pe

rfor

man

ce. F

inal

ly, n

ow th

at p

ost-

tenu

re r

evie

w is

eff

ectiv

ely

in p

lace

, the

pub

lic h

as

34

mor

e ex

pect

atio

ns th

at h

ighe

r ed

ucat

ion

will

be

able

to r

espo

nd to

cha

nge

mor

e qu

ickl

y si

nce

it is

not

en-

cum

bere

d by

poo

r-pe

rfor

min

g fa

culty

.

Bey

ond

post

-ten

ure

revi

ew, h

owev

er, t

here

is li

ttle

publ

ic a

war

enes

s of

how

qua

lity

in h

ighe

r ed

ucat

ion

is e

nsur

ed. T

he a

bsen

ce o

f po

litic

al p

ress

ure

and

publ

ic o

utcr

y co

uld

tem

pt u

s to

igno

re th

e fa

ct th

atim

prov

ed f

acul

ty e

valu

atio

n sy

stem

s of

fer

a m

eans

of a

chie

ving

sub

stan

tive

chan

ge w

ithou

t rel

ying

ex-

clus

ivel

y on

pro

gram

cut

s an

d cl

osur

es. I

n re

ality

,le

arni

ng to

bet

ter

man

age

our

hum

an r

esou

rces

will

prov

e th

e be

st o

ppor

tuni

ty f

or w

ides

prea

d ch

ange

.

Eve

n th

is w

ill n

ot b

e su

ffic

ient

if a

ll ne

w h

irin

g op

-po

rtun

ities

are

not

imm

edia

tely

scr

utin

ized

at t

hehi

ghes

t ins

titut

iona

l lev

els

and

new

hum

an c

apita

lde

fine

d, d

irec

ted,

and

dep

loye

d w

ith o

rigi

nalit

y an

dat

tent

ion

to in

stitu

tiona

l mis

sion

. If

the

syst

em is

tore

tain

its

colle

gial

ity, e

very

one

mus

t par

ticip

ate

inap

prop

riat

e de

cisi

on-m

akin

g w

ith c

oura

ge a

nd a

pri

-m

ary

com

mitm

ent t

o hi

gh-q

ualit

y ed

ucat

ion.

It is

impe

rativ

e th

at h

ighe

r ed

ucat

ion

cons

ider

thes

eis

sues

in a

can

did,

for

thri

ght m

anne

r. A

ccep

tanc

e of

our

inst

itutio

nal r

espo

nsib

ility

to id

entif

y, r

etai

n, a

ndde

velo

p th

e ap

prop

riat

e fa

culty

will

pro

vide

us

with

the

flex

ibili

ty to

res

pond

to th

e ne

w m

anda

tes

ofhi

gher

lear

ning

in th

e co

min

g ce

ntur

y.

Ove

rarc

hing

The

mes

Num

erou

s ov

erar

chin

g th

emes

und

erlie

the

polic

yre

com

men

datio

ns th

at f

ollo

w.

Rev

iew

s sh

ould

be

effi

cien

t, pr

ofes

sion

al, a

nd c

on-

sequ

entia

l. Su

ch r

evie

ws

are

an e

ssen

tial c

ompo

-ne

nt o

f al

l for

ms

of in

stitu

tiona

l acc

ount

abili

ty.

All

effe

ctiv

e fa

culty

per

form

ance

rev

iew

s ar

e co

n-tin

gent

upo

n cl

ear

inst

itutio

nal m

issi

on s

tate

-m

ents

, exp

licit

job

expe

ctat

ions

, ack

now

ledg

men

tof

the

valu

e of

col

lect

ive

effo

rt a

nd a

chie

vem

ent,

and

atte

ntio

n to

stu

dent

lear

ning

out

com

es. A

llre

view

s m

ust w

ork

to th

e be

nefi

t of

the

inst

itu-

tion

and

the

indi

vidu

al.

All

revi

ew s

yste

ms

mus

t hav

e cl

earl

y de

fine

d pu

r-po

ses

and

deta

iled

impl

emen

tatio

n gu

idel

ines

.T

he s

cope

of

poss

ible

out

com

es s

houl

d be

cle

arly

defi

ned,

and

the

asso

ciat

ed c

onse

quen

ces,

bot

hpo

sitiv

e an

d ne

gativ

e, s

houl

d be

mad

e kn

own

toal

l par

ticip

ants

.

All

revi

ewer

s sh

ould

be

sele

cted

on

the

basi

s of

thei

r ab

ility

to e

valu

ate

spec

ific

per

form

ance

ar-

eas.

As

mor

e fa

culty

em

ploy

men

t arr

ange

men

ts a

rede

velo

ped

to r

espo

nd to

new

for

ms

of c

ours

e de

-liv

ery

and

to d

isap

pear

ing

boun

dari

es o

f tim

e an

dsp

ace,

app

ropr

iate

for

ms

of p

erfo

rman

ce r

evie

wm

ust b

e im

plem

ente

d.

All

facu

lty r

ewar

d sy

stem

s sh

ould

pro

mot

e cl

ear

and

high

sta

ndar

ds in

all

area

s of

fac

ulty

wor

k;w

here

pos

sibl

e, th

ey s

houl

d pr

ovid

e re

war

ds f

orhi

gh p

erfo

rman

ce.

69

Page 36: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Our

inst

itutio

ns o

f hi

gher

lear

ning

hav

e a

colle

c-tiv

e re

spon

sibi

lity

to n

urtu

re a

n ap

prec

iatio

n an

dre

spec

t for

the

bene

fits

inhe

rent

in o

ur in

crea

s-in

gly

dive

rsif

ied

cultu

re. I

nstit

utio

nal d

iver

sity

goal

s sh

ould

be

refl

ecte

d in

cri

teri

a an

d st

anda

rds

of f

acul

ty p

erfo

rman

ce. F

acul

ty e

valu

atio

n ca

n be

utili

zed

by a

n in

stitu

tion

to s

trat

egic

ally

rei

nfor

ceits

goa

ls a

nd v

alue

s.

Self

-eva

luat

ion,

an

impo

rtan

t fac

et o

f fa

culty

per

-fo

rman

ce r

evie

ws,

sho

uld

refl

ect t

he c

ycle

s of

pro

-fe

ssor

ial l

ife

and

shou

ld le

ad to

app

ropr

iate

ly d

if-

fere

ntia

ted

assi

gnm

ents

ove

r on

e's

care

er.

Aca

dem

ic f

reed

om s

erve

s so

ciet

y by

ens

urin

g th

atkn

owle

dge

can

be p

ursu

ed a

nd th

at c

ontr

over

-si

al id

eas

can

be te

sted

and

dis

cuss

ed. S

uch

pro-

tect

ion

mus

t be

assu

red

in a

ll fa

culty

rev

iew

pro

-ce

sses

.

7 0

Inst

itutio

ns m

ust h

ave

in p

lace

an

effe

ctiv

e an

dac

cess

ible

app

eal a

nd g

riev

ance

pro

cedu

re to

whi

ch a

ll fa

culty

rev

iew

sys

tem

s ar

e su

bjec

t. T

hepr

oced

ure

mus

t be

limite

d to

alle

ged

proc

edur

alvi

olat

ion(

s) o

r di

scri

min

atio

n, n

ot p

rofe

ssio

nal

judg

men

ts o

f ac

adem

ic m

erit

by th

e ev

alua

tors

.

Dev

elop

men

t of

and

revi

sion

s to

fac

ulty

per

for-

man

ce r

evie

w p

olic

ies

mus

t inv

olve

inst

itutio

nal

facu

lty.

Acc

redi

ting

agen

cies

mus

t act

ivel

y su

ppor

t new

inst

itutio

nal s

trat

egie

s fo

r th

e de

ploy

men

t of

in-

telle

ctua

l cap

ital.

35

Page 37: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

36

Rep

orts

and

Pol

icy

Rec

omm

enda

tions

Effi

cien

cy o

f Rev

iew

sT

he d

evel

opm

ent a

nd r

eten

tion

of h

igh-

qual

ity f

ac-

ulty

mus

t be

the

cent

ral f

ocus

of

perf

orm

ance

rev

iew

s.

In c

reat

ing

perf

orm

ance

eva

luat

ion

proc

esse

s, a

di-

rect

link

bet

wee

n th

e m

issi

on o

f th

e in

stitu

tion

and

the

role

of

indi

vidu

al f

acul

ty m

embe

rs m

ust b

e ex

-pr

esse

d an

d un

ders

tood

. Thi

s lin

k is

art

icul

ated

by

esta

blis

hing

goa

ls a

nd o

bjec

tives

on

an in

divi

dual

basi

s fo

r ev

ery

facu

lty m

embe

r. T

he in

divi

dual

's p

er-

form

ance

, goa

ls, a

nd e

xpec

tatio

ns m

ust c

ompl

emen

tth

e m

issi

on o

f th

e in

stitu

tion

and

the

goal

s of

the

unit.

The

rev

iew

pro

cess

mus

t be

flex

ible

eno

ugh

to a

d-dr

ess

the

diff

eren

t con

trib

utio

ns o

f in

divi

dual

fac

ulty

mem

bers

.

Bey

ond

delin

eatin

g th

e pr

oces

s an

d gu

idel

ines

, in-

stitu

tions

mus

t be

cogn

izan

t of

the

"hid

den

cost

s" o

fev

alua

tione

spec

ially

thos

e as

soci

ated

with

the

time

and

effo

rt c

andi

date

s, p

eers

, and

adm

inis

trat

ors

com

-m

it to

pre

pari

ng f

or a

nd p

artic

ipat

ing

in th

e ev

alua

-tio

n pr

oces

s.

Inst

itutio

nal c

rite

ria

and

expe

ctat

ions

sho

uld

becl

earl

y pr

esen

ted

to f

acul

ty m

embe

rs. A

ll fa

culty

shou

ld p

rese

nt a

pro

fess

iona

l dev

elop

men

t pla

n th

atou

tline

s ho

w th

ey w

ill m

ake

orig

inal

, sub

stan

tive

cont

ribu

tions

to th

eir

disc

iplin

es a

nd h

ow s

uch

scho

l-ar

ly v

italit

y ca

n ke

ep th

eir

teac

hing

cur

rent

and

en-

hanc

e th

e ac

adem

ic r

eput

atio

n of

thei

r de

part

men

t.

The

re a

lso

mus

t be

a di

rect

, und

erst

anda

ble

corr

ela-

tion

betw

een

facu

lty m

embe

rs' p

erfo

rman

ce g

oals

72

and

the

purp

ose,

cri

teri

a, a

nd c

onse

quen

ces

of e

valu

-at

ion.

Ann

ual r

evie

ws

for

mer

it pa

y in

crea

ses,

for

exam

ple,

usu

ally

foc

us o

n sh

ort-

term

goa

ls w

here

aspe

rfor

man

ce r

evie

ws

for

rete

ntio

n, te

nure

, and

pro

-m

otio

n ar

e su

mm

ativ

e an

d fo

cus

on lo

ng-t

erm

ac-

com

plis

hmen

ts o

f sc

hola

rshi

p an

d pr

oduc

tivity

.

Whe

n po

ssib

le, e

valu

atio

ns a

ddre

ssin

g di

ffer

ent p

ur-

pose

s sh

ould

be

com

bine

d or

sub

stitu

ted

to m

inim

ize

redu

ndan

cy a

nd p

rom

ote

effi

cien

cy. A

sin

gle

eval

u-at

ion

of a

pro

batio

nary

fac

ulty

mem

ber

shou

ld p

ro-

vide

the

basi

s fo

r m

ultip

le d

ecis

ions

for

exam

ple,

thos

e re

gard

ing

mer

it pa

y, s

ervi

ce s

tep

incr

ease

s, a

ndre

tent

ion

stat

us. L

ikew

ise,

con

side

ratio

n fo

r pr

omo-

tion

to f

ull p

rofe

ssor

sho

uld

obvi

ate

the

requ

irem

ent

for

a po

st-t

enur

e re

view

in th

e sa

me

year

. Cre

atin

gse

para

te p

roce

sses

to e

valu

ate

the

vari

ous

purp

oses

of a

n in

divi

dual

fac

ulty

mem

ber's

per

form

ance

in-

crea

ses

the

dang

er o

f en

cum

beri

ng e

ffic

acy

and

com

-m

unic

atio

n.

The

fol

low

ing

guid

elin

es s

erve

as

best

pra

ctic

es in

the

deve

lopm

ent o

f a

func

tioni

ng p

erfo

rman

ce e

valu

-at

ion

polic

y:

Facu

lty d

evel

opm

ent a

long

with

the

rete

ntio

n of

high

-qua

lity

facu

lty m

ust b

e th

e ce

ntra

l foc

us o

fpe

rfor

man

ce r

evie

ws.

Publ

ishe

d cr

iteri

a fo

r an

y ev

alua

tion

mus

t be

pro-

vide

d in

adv

ance

to a

ll pa

rtic

ipan

ts.

Ann

ually

, eac

h fu

ll-tim

e fa

culty

mem

ber

mus

tes

tabl

ish

shor

t-ra

nge

goal

s co

mpa

tible

with

the

mis

sion

of

the

inst

itutio

n an

d its

str

ateg

ic in

itia-

tives

, as

wel

l as

with

the

indi

vidu

al's

long

-ran

gepr

ofes

sion

al d

evel

opm

ent p

lan.

Par

t-tim

e fa

culty

shou

ld e

stab

lish

shor

t-ra

nge

goal

s an

nual

ly. F

ac-

ulty

goa

ls a

nd p

rofe

ssio

nal d

evel

opm

ent p

lans

are

subj

ect t

o re

view

and

app

rova

l by

the

appr

opri

-at

e ad

min

istr

ator

.

Eva

luat

ions

ser

ving

dif

fere

nt p

urpo

ses,

e.g

., an

-nu

al m

erit

pay

and

rete

ntio

n st

atus

of

a pr

oba-

tiona

ry f

acul

ty m

embe

r, m

ust b

e co

mbi

ned,

and

in s

ome

case

s su

bstit

uted

, to

incr

ease

eff

icie

ncy

and

min

imiz

e re

dund

ancy

.

Con

sequ

entia

l rev

iew

s m

ust o

ccur

at r

egul

ar in

-te

rval

s th

roug

hout

a f

acul

ty m

embe

r's e

ntir

e ca

-re

er.

Prof

essi

onal

dev

elop

men

t pla

ns m

ust b

e re

vise

dfo

llow

ing

sum

mat

ive

revi

ews

and

shou

ld v

ary

acco

rdin

g to

the

indi

vidu

al's

car

eer

prog

ress

ion.

Sum

mat

ive

revi

ews

mus

t inc

lude

inpu

t fro

mst

akeh

olde

rsfo

r ex

ampl

e, s

tude

nts,

alu

mni

, and

thos

e w

ith a

ppro

pria

te e

xper

tise;

ass

essm

ent o

fpe

dago

gy b

y di

stin

guis

hed

teac

hers

; pee

r re

view

by m

embe

rs o

f th

e ac

adem

ic d

isci

plin

e; a

nd, w

hen

appr

opri

ate,

pee

r re

view

by

the

scho

larl

y co

m-

mun

ity o

f th

e di

scip

line.

Whe

n un

satis

fact

ory

perf

orm

ance

is d

ocum

ente

d,sp

ecif

ic g

oals

con

sist

ent w

ith th

e in

divi

dual

's p

ro-

fess

iona

l dev

elop

men

t mus

t be

affi

rmed

in w

rit-

ing.

73

Page 38: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Pol

icy

Rec

omm

enda

tion

37. C

olle

ges

and

univ

ersi

ties

mus

t rev

iew

all

facu

ltyev

alua

tion

proc

esse

s, ta

ke s

teps

to e

limin

ate

redu

ndan

cy, a

nd e

nsur

e th

at a

ll re

view

s ar

eco

nseq

uent

ial.

In d

evis

ing

effe

ctiv

e an

d ef

ficie

ntre

view

sys

tem

s th

at b

est m

eet t

heir

need

s,in

stitu

tions

mus

t aim

for

the

best

pos

sibl

e re

view

s a

the

low

est p

ossi

ble

cost

.

Ann

ual E

valu

atio

nsan

d M

erit

Pay

Rev

iew

sV

irtu

ally

eve

ry c

olle

ge a

nd u

nive

rsity

has

a s

yste

mof

ann

ual e

valu

atio

n of

fac

ulty

, pri

mar

ily f

or th

e pu

r-po

se o

f an

nual

sal

ary

adju

stm

ent.

The

se s

yste

ms

are

base

d on

per

form

ance

in te

achi

ng, r

esea

rch/

scho

l-ar

ship

and

ser

vice

. Boy

er (

Scho

lars

hip

Rec

onsi

dere

d,19

89)

foun

d th

at th

e va

lue

plac

ed u

pon

each

of

thes

eva

ries

sub

stan

tially

by

Car

negi

e cl

assi

fica

tion;

this

is tr

ue p

artic

ular

ly w

ith r

egar

d to

the

bala

nce

be-

twee

n te

achi

ng a

nd r

esea

rch.

Fur

ther

, the

dif

ficu

ltyin

iden

tifyi

ng r

elia

ble

mea

ns o

f ev

alua

ting

each

of-

ten

resu

lts in

ove

r-re

lianc

e on

the

rese

arch

com

po-

nent

, whe

ther

or

not t

hat i

s m

ost h

ighl

y va

lued

by

the

inst

itutio

n. T

his

is b

ecau

se r

esea

rch/

scho

lars

hip

is e

asy

to m

easu

re. A

s in

stitu

tions

incr

easi

ngly

hav

em

oved

tow

ard

ackn

owle

dgin

g te

achi

ng a

s a

mor

e si

g-ni

fica

nt c

ompo

nent

of

facu

lty w

ork,

new

mea

ns h

ave

been

exp

lore

d to

mea

sure

per

form

ance

in te

achi

ng.

But

the

rew

ard

syst

em h

as b

een

slow

to r

espo

nd to

this

shi

ft in

inst

itutio

nal p

rior

ity.

The

trad

ition

al e

valu

atio

n, r

anki

ng, a

nd r

ewar

d sy

s-te

m a

t mos

t res

earc

h un

iver

sitie

s is

bas

ed o

n a

stan

-da

rd d

istr

ibut

ion

of ti

me

(40

perc

ent t

each

ing,

40

perc

ent r

esea

rch,

20

perc

ent s

ervi

ce).

An

emer

ging

tren

d is

to s

uppl

emen

t the

trad

ition

al s

yste

m w

ithon

e th

at r

elie

s on

the

colle

ctiv

e ac

hiev

emen

t of

de-

part

men

tal g

oals

by

coor

dina

ting

indi

vidu

al s

tren

gths

and

tale

nts,

are

as o

f in

tere

st, a

nd s

tage

s in

aca

dem

icca

reer

s. U

ltim

atel

y, a

col

labo

rativ

e at

mos

pher

e m

ayre

plac

e on

e of

com

petit

ion,

and

inst

itutio

ns' h

uman

reso

urce

s m

ay b

e al

loca

ted

to m

ore

effe

ctiv

ely

sup-

port

thei

r m

issi

ons.

The

mov

emen

t tow

ard

colle

ctiv

e ac

hiev

emen

t re-

quir

es th

at m

ultip

le c

rite

ria

be e

mpl

oyed

to e

valu

ate

each

asp

ect o

f fa

culty

wor

k. T

his

is e

spec

ially

true

inth

e ar

ea o

f te

achi

ng e

ffec

tiven

ess,

the

eval

uatio

n of

whi

ch s

houl

d in

clud

e va

lidat

ed s

tude

nt r

atin

g da

taas

wel

l as

clas

sroo

m o

bser

vatio

ns b

y bo

th a

"m

aste

rte

ache

r" a

nd a

con

tent

spe

cial

ist.

Eva

luat

ion

shou

ldbe

bas

ed o

n in

divi

dual

ized

goa

ls a

nd e

xpec

tatio

nses

tabl

ishe

d by

the

depa

rtm

ent h

ead

and

facu

lty m

em-

ber;

thes

e go

als

shou

ld b

e co

nsis

tent

with

the

mis

-si

on a

nd o

bjec

tives

of

the

acad

emic

uni

t rat

her

than

the

rank

ing

of f

acul

ty in

com

pari

son

to o

ne a

noth

er.

The

ann

ual c

ycle

of

esta

blis

hing

goa

ls a

nd o

bjec

tives

,pe

rfor

min

g ev

alua

tions

bas

ed o

n th

ose

goal

s an

dob

ject

ives

, and

det

erm

inin

g sa

lary

incr

ease

s is

a p

ro-

cess

of

allo

catin

g re

sour

ces

(fac

ulty

tim

e) a

s w

ell a

sev

alua

ting

and

rew

ardi

ng p

erfo

rman

ce.

The

pro

cess

sho

uld

be b

ased

on

the

assu

mpt

ion

that

facu

lty w

ill m

eet i

ts o

bjec

tives

col

lect

ivel

y an

d co

n-

sequ

ently

cap

italiz

e on

the

com

bina

tion

of in

divi

dual

stre

ngth

s. T

he e

valu

atio

n sh

ould

incl

ude

both

dat

aan

d na

rrat

ive

and

shou

ld p

rovi

de f

orm

ativ

e an

dsu

mm

ativ

e in

form

atio

n to

the

indi

vidu

al a

nd th

e in

-st

itutio

n.

Key

in th

e ef

fort

to r

eest

ablis

h pu

blic

trus

t in

high

ered

ucat

ion

has

been

a f

ocus

on

build

ing

and

mai

n-ta

inin

g th

e hi

ghes

t qua

lity

facu

lty. T

he p

roce

ss u

sed

to h

ire

and

reap

poin

t fac

ulty

is a

t the

cor

e of

this

ef-

fort

. Tra

ditio

nally

, pee

rs a

re in

volv

ed in

the

earl

iest

stag

es o

f th

e pr

oces

s. I

ndiv

idua

ls in

one

's a

cade

mic

disc

iplin

e at

the

depa

rtm

enta

l lev

el a

re in

the

best

posi

tion

to e

valu

ate

cred

entia

ls in

a p

artic

ular

dis

ci-

plin

e. T

hese

are

als

o th

e in

divi

dual

s w

ho w

ill w

ork

on a

dai

ly b

asis

with

the

facu

lty m

embe

r th

ey a

reev

alua

ting

and

who

se f

utur

e th

ey a

re d

eter

min

ing

with

reg

ard

to r

eapp

oint

men

t and

tenu

re d

ecis

ions

.A

s w

e se

ek to

est

ablis

h m

ultip

le c

rite

ria

for

eval

uat-

ing

the

diff

eren

t com

pone

nts

of f

acul

ty w

ork

and

toin

corp

orat

e pe

er in

put b

ased

on

diff

eren

t are

as o

f ex

-pe

rtis

e (s

uch

as c

onte

nt a

nd p

edag

ogy)

, ins

titut

ions

may

wis

h to

con

side

r m

ore

inte

rnal

inte

rdis

cipl

inar

yfi

rst-

step

pee

r re

view

com

mitt

ees.

Mer

it P

ayO

nce

an in

stitu

tion

has

in p

lace

a r

elia

ble

syst

em f

oran

nual

ly e

valu

atin

g its

fac

ulty

, mer

it pa

y ca

n be

an

effe

ctiv

e m

eans

of

enha

ncin

g ou

tcom

es, f

urth

er r

e-st

orin

g pu

blic

trus

t in

high

er e

duca

tion,

and

enh

anc-

ing

inst

itutio

nal f

lexi

bilit

y.

7475

37

Page 39: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

38

How

ever

, mer

it pa

y ge

nera

tes

tens

ion

betw

een

the

inst

itutio

n's

need

to d

irec

t lim

ited

fina

ncia

l res

ourc

esto

sup

port

its

mis

sion

and

the

facu

lty's

con

cern

that

thos

e m

ost f

avor

ed b

y th

e ad

min

istr

atio

n w

ill b

e th

epr

inci

pal b

enef

icia

ries

of

a pe

rfor

man

ce-b

ased

com

-pe

nsat

ion

syst

em. N

ever

thel

ess,

man

y in

stitu

tions

have

inco

rpor

ated

mer

it pa

y in

to c

ompe

nsat

ion

plan

s,in

add

ition

to s

uch

trad

ition

al m

eans

of

reco

gniti

onas

pro

mot

ion,

trav

el f

unds

, ins

titut

iona

l sup

port

for

rese

arch

and

sch

olar

ship

, etc

. Acc

ordi

ng to

adv

ocat

esof

mer

it pa

y, a

nnua

l inc

reas

es in

com

pens

atio

n ba

sed

on lo

ngev

ity a

lone

pro

mot

e m

edio

crity

and

dis

cour

-ag

e hi

ghly

mot

ivat

ed a

nd p

erfo

rmin

g fa

culty

.

Facu

lty a

ssoc

iatio

ns a

nd b

arga

inin

g re

pres

enta

tives

gene

rally

hav

e no

t sup

port

ed m

erit

pay,

but

the

mod

elha

s w

ide

publ

ic a

nd in

stitu

tiona

l sup

port

. Som

e fa

c-ul

ty r

epre

sent

ativ

es s

ugge

st th

at m

erit

pay,

if c

onsi

d-er

ed a

t all,

mus

t be

in a

dditi

on to

com

petit

ive

base

sala

ries

; mus

t inc

lude

opp

ortu

nitie

s fo

r al

l fac

ulty

toob

tain

hig

her

sala

ries

and

car

eer

adva

ncem

ent;

mus

tin

volv

e fa

culty

in th

e de

velo

pmen

t of

the

plan

; mus

tbe

bas

ed o

n ob

ject

ives

agr

eed

to in

adv

ance

; mus

tin

clud

e de

velo

pmen

tal o

ppor

tuni

ties

whe

re a

ppro

-pr

iate

; and

mus

t be

appe

alab

le.

It is

als

o im

port

ant t

hat c

rite

ria

be w

ell c

omm

uni-

cate

d an

d cl

earl

y un

ders

tood

by

all p

artie

s. I

nstit

u-tio

ns s

houl

d in

vent

ory

all f

orm

s of

rec

ogni

tion

and

rew

ard

utili

zed;

thes

e fo

rms

shou

ld b

e au

gmen

ted

ifap

prop

riat

e. T

hey

shou

ld b

e ba

sed

on c

rite

ria

deve

l-op

ed f

or th

is p

urpo

se a

nd s

houl

d be

impl

emen

ted

ina

fair

and

impa

rtia

l man

ner.

Fur

ther

, the

inst

itutio

n

7 6

mus

t con

side

r w

heth

er to

pro

vide

mer

it pa

y in

the

form

of

incr

ease

s to

bas

e sa

lary

(a

met

hod

whi

ch h

aslo

ng-t

erm

fin

anci

al c

onse

quen

ces)

or

as o

ne-t

ime

cash

bon

uses

(to

rew

ard

acco

mpl

ishm

ent)

or

a co

m-

bina

tion

of th

e tw

o. C

onsi

dera

tion

shou

ld b

e gi

ven

topu

blic

izin

g re

cipi

ents

' nam

es b

oth

with

in th

e in

sti-

tutio

n an

d ex

tern

ally

, if

appr

opri

ate.

Fin

ally

, an

ap-

proa

ch to

mer

it pa

y ba

sed

on th

e in

divi

dual

acc

om-

plis

hmen

ts a

nd in

tere

sts

of f

acul

ty, w

hich

, in

turn

adva

nce

the

colle

ctiv

e ef

fort

of

acad

emic

uni

ts a

ndth

e in

stitu

tion,

war

rant

s se

riou

s co

nsid

erat

ion.

Col

-la

bora

tive

or g

roup

rew

ards

, inc

ludi

ng m

erit

pay

for

achi

evem

ent o

f st

rate

gic

inst

itutio

nal g

oals

are

a lo

gi-

cal f

ollo

w-u

p. Pol

icy

Rec

omm

enda

tions

38. A

ll po

stse

cond

ary

inst

itutio

ns m

ust h

ave

anef

fect

ive

annu

al p

erfo

rman

ce e

valu

atio

n sy

stem

. As

thei

r m

ix o

f ful

l-tim

e, p

art-

time,

adj

unct

and

oth

erem

ploy

men

t arr

ange

men

ts is

dev

elop

ed, i

tis

crit

ical

that

inst

itutio

ns in

tegr

ate

effe

ctiv

e an

nual

perf

orm

ance

eva

luat

ion

into

facu

lty r

oles

and

rew

ard

syst

emsb

oth

for

its s

tand

alo

ne v

alue

and

as a

foun

datio

n fo

r al

l oth

er ty

pes

of p

erfo

rman

ce

revi

ew. (

Reg

ardi

ng p

art-

time

facu

lty, s

ee a

lso

reco

mm

enda

tions

6, 8

, 9,

73, 2

6, 2

7, 4

4 an

d 46

.)

39. R

evie

ws

for

dete

rmin

atio

n of

mer

it pa

y m

ust b

elin

ked

dire

ctly

to in

stitu

tiona

l goa

ls a

nd m

issi

on. A

stra

tegi

c va

riety

of r

ewar

ds fo

r m

erit

shou

ld b

eco

nsid

ered

, and

par

ticul

ar a

ttent

ion

.sho

uld

be p

aid

to b

oth

indi

vidu

al a

nd c

olle

ctiv

e ac

hiev

emen

ts.

Com

preh

ensi

ve M

id-P

roba

tiona

ryR

evie

wT

he c

ompr

ehen

sive

mid

-pro

batio

nary

rev

iew

is a

sum

mat

ive,

dev

elop

men

tal r

evie

w o

f a

cand

idat

e's

prog

ress

tow

ard

mee

ting

the

inst

itutio

n's

wri

tten

cri-

teri

a fo

r ac

hiev

ing

prom

otio

n an

d te

nure

. Com

pre-

hens

ive

mid

-pro

batio

nary

rev

iew

s se

rve

as a

wri

t-te

n ea

rly

war

ning

sys

tem

for

pro

batio

nary

fac

ulty

rega

rdin

g th

eir

curr

ent l

evel

of

prod

uctiv

ity a

ndpr

ogre

ss to

war

d te

nure

.

Com

preh

ensi

ve m

id-p

roba

tiona

ry r

evie

ws

asse

ss th

ecu

rren

t sta

tus

and

futu

re p

rofe

ssio

nal p

oten

tial o

fte

nure

-elig

ible

fac

ulty

mem

bers

. Rev

iew

s m

ust o

b-je

ctiv

ely

asse

ss c

andi

date

s' s

tren

gths

and

wea

knes

ses

and

cont

ribu

tions

to d

epar

tmen

tal a

nd in

stitu

tiona

lob

ject

ives

.

Bec

ause

of

thei

r gr

eate

r de

pth

and

the

addi

tiona

l pee

rre

view

invo

lved

, com

preh

ensi

ve m

id-p

roba

tiona

ryre

view

s pr

ovid

e gr

eate

r ac

coun

tabi

lity

than

ann

ual

revi

ews.

Mid

-pro

batio

nary

rev

iew

s ar

e m

ore

than

the

sum

of

annu

al r

evie

ws,

so

they

may

rep

lace

the

an-

nual

rev

iew

in th

e ye

ar(s

) th

ey a

re p

erfo

rmed

.

At a

ll in

stitu

tions

that

aw

ard

tenu

re, f

acul

ty m

em-

bers

mus

t rec

eive

a m

id-p

roba

tiona

ry w

ritte

n ev

alu-

atio

n fr

om th

e de

part

men

t and

the

next

hig

hest

ad-

min

istr

ativ

e le

vel i

ndic

atin

g w

heth

er th

e cu

rren

t lev

elof

per

form

ance

mer

its c

ontin

uatio

n on

tenu

re tr

ack.

Ass

essm

ent o

f sa

tisfa

ctor

y ac

hiev

emen

t/pro

gres

sm

ade

and

sugg

estio

ns f

or f

urth

er d

evel

opm

ent,

even

Page 40: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

if c

ompl

eted

in th

e tim

e sp

ecif

ied,

sho

uld

not c

onst

i-tu

te a

gua

rant

ee o

f te

nure

.

Com

preh

ensi

ve m

id-p

roba

tiona

ry r

evie

ws

resu

lt in

one

of s

ever

al o

utco

mes

:

Ove

rall

Satis

fact

ory

Perf

orm

ance

A f

acul

ty m

embe

r pe

rfor

min

g sa

tisfa

ctor

ily w

ill c

on-

tinue

on

tenu

re tr

ack.

Sug

gest

ions

for

impr

oved

per

-fo

rman

ce o

r co

rrec

tion

of a

ny id

entif

ied

defi

cits

will

be m

ade

so th

e ca

ndid

ate

can

bette

r un

ders

tand

the

expe

ctat

ions

for

mee

ting

tenu

re c

rite

ria.

Thi

s in

no

way

gua

rant

ees

a po

sitiv

e te

nure

rec

omm

enda

tion,

even

if th

e ca

ndid

ate

addr

esse

s su

ch c

once

rns.

It d

oes

indi

cate

that

the

depa

rtm

ent a

nd th

e ne

xt h

ighe

st le

vel

wou

ld li

kely

sup

port

the

cand

idat

e fo

r te

nure

eve

n if

the

cand

idat

e ad

dres

ses

conc

erns

and

con

tinue

s to

perf

orm

and

dev

elop

at t

he c

urre

nt le

vel.

Can

dida

te N

eeds

Im

prov

emen

tin

One

or

Mor

e A

reas

The

cur

rent

pat

tern

of

achi

evem

ent p

uts

the

cand

i-da

te a

t ris

k of

not

ach

ievi

ng te

nure

. Non

ethe

less

, the

cand

idat

e ha

s th

e po

tent

ial t

o im

prov

e su

ffic

ient

ly to

achi

eve

tenu

re a

nd s

houl

d re

ceiv

e an

add

ition

al p

ro-

batio

nary

con

trac

t. T

he c

andi

date

, wor

king

with

the

depa

rtm

ent c

hair

and

the

next

hig

hest

leve

l, m

ust

deve

lop

a pl

an o

f ac

tion

to r

emed

y no

ted

defi

cien

-ci

es. E

very

inst

itutio

n sh

ould

dev

elop

a s

yste

m to

mon

itor

the

deve

lopm

ent o

f fa

culty

in th

is c

ateg

ory.

Rem

oval

fro

m T

enur

e T

rack

Can

dida

tes

who

se p

erfo

rman

ce is

sub

stan

tially

def

i-ci

ent a

nd a

re f

ound

unl

ikel

y to

rec

eive

tenu

re m

ust

73

not r

ecei

ve a

n ad

ditio

nal p

roba

tiona

ry a

ppoi

ntm

ent

afte

r th

e co

mpr

ehen

sive

mid

-pro

batio

nary

rev

iew

.In

mos

t cas

es th

is w

ill le

ad to

a te

rmin

al c

ontr

act.

Pol

icy

Rec

omm

enda

tion

40. F

acul

ty a

t all

inst

itutio

ns th

at a

war

d te

nure

mu

!re

ceiv

e w

ritte

n m

id-p

roba

tiona

ry p

erfo

rman

ceev

alua

tions

indi

catin

g th

eir

prog

ress

tow

ard

tenu

reno

late

r th

an th

e m

id-P

oint

of t

heir

prob

atio

nary

perio

d.

Pro

mot

ion

and

Ten

ure

Rev

iew

sT

enur

e is

con

side

red

one

of th

e m

ost i

mpo

rtan

t de-

cisi

ons

mad

e by

an

inst

itutio

n, r

epre

sent

ing

a m

ajor

com

mitm

ent a

nd in

vest

men

t of

reso

urce

s fo

r bo

thth

e fa

culty

mem

ber

and

the

inst

itutio

n. T

he a

war

dof

tenu

re is

not

sol

ely

a re

war

d fo

r se

rvic

es p

erfo

rmed

duri

ng th

e pr

obat

iona

ry y

ears

but

is a

n ex

pres

sion

of c

onfi

denc

e th

at th

e fa

culty

mem

ber

will

con

tinue

to b

e a

valu

ed c

olle

ague

, eff

ectiv

e in

stru

ctor

, and

activ

e sc

hola

r, a

rtis

t, or

lead

er in

the

prof

essi

on. C

on-

sequ

ently

, it d

efin

es th

e in

telle

ctua

l cha

ract

er o

f th

ein

stitu

tion.

Thr

ough

tenu

re, t

he in

stitu

tion

conf

irm

s its

com

mit-

men

t to

acad

emic

fre

edom

, hon

ors

its o

blig

atio

n to

prov

ide

a su

ffic

ient

deg

ree

of e

cono

mic

sec

urity

, and

supp

orts

the

cont

inuo

us p

rofe

ssio

nal d

evel

opm

ent

of th

e fa

culty

mem

ber.

For

thei

r pa

rt, f

acul

ty m

em-

bers

acc

ept t

he o

blig

atio

n to

ser

ve th

e in

stitu

tion

thro

ugh

the

purs

uit o

f te

achi

ng e

xcel

lenc

e, s

chol

arly

cont

ribu

tions

, and

ser

vice

to th

e pr

ofes

sion

al c

om-

mun

ity.

As

with

tenu

re, c

rite

ria

for

prom

otio

n in

aca

dem

icra

nk s

houl

d re

info

rce

the

inst

itutio

n's

mis

sion

and

valu

es a

nd s

houl

d be

cle

arly

exp

ress

ed in

wri

ting.

Prom

otio

n is

not

aut

omat

ic b

ut r

ecog

nize

s m

erit

and

abili

ty. A

lthou

gh p

rom

otio

n to

ass

ocia

te p

rofe

ssor

tra-

ditio

nally

is c

oncu

rren

t with

the

awar

d of

tenu

re, o

nede

cisi

on d

oes

not n

eces

sari

ly p

resu

ppos

e th

e ot

her.

Inst

itutio

ns s

houl

d ta

ke p

artic

ular

car

e to

def

ine

sepa

-ra

te s

tand

ards

for

pro

mot

ion

and

tenu

re in

way

s th

atm

ake

it cl

ear

whe

n th

ose

stan

dard

s ar

e m

ade

dis-

tinct

and

whe

re th

ey o

verl

ap o

r pr

esup

pose

the

othe

r.T

enur

e an

d pr

omot

ion

deci

sion

s ar

e on

the

basi

s of

the

reco

mm

enda

tions

of

peer

s in

the

acad

emic

dis

ci-

plin

e, e

xper

t rev

iew

ers,

and

app

ropr

iate

adm

inis

tra-

tors

.

Pol

icy

Rec

omm

enda

tion

41. C

riter

ia a

nd e

xpec

tatio

ns fo

r te

nure

, as

wel

l as

crite

ria fo

r pr

omot

ion

in a

cade

mic

ran

k, m

ust b

eco

mpa

tible

with

the

mis

sion

of t

he in

stitu

tion,

deve

lope

d in

con

sulta

tion

with

facu

lty, a

ndap

prov

ed a

t the

inst

itutio

nal l

evel

. Alth

ough

com

plex

lega

l iss

ues

aris

e w

hen

an in

stitu

tion

asse

rts

the

right

to d

eny

tenu

re b

ased

on

cons

trai

nts

such

afis

cal o

r pr

ogra

mm

atic

con

cern

s, th

e va

lue

ofco

mm

unic

atin

g th

ese

pote

ntia

l con

stra

ints

toca

ndid

ates

for

facu

lty p

ositi

ons

mak

es c

ando

rpr

efer

able

to s

ilenc

e.

7939

Page 41: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

40

Pos

t-te

nure

Rev

iew

Post

-ten

ure

revi

ew h

as b

ecom

e a

maj

or f

ocus

of

at-

tent

ion

for

high

er e

duca

tion

polic

y m

aker

s in

the

last

five

yea

rs. L

icat

a (1

998)

rep

orts

that

pos

t-te

nure

re-

view

is b

eing

con

side

red

or im

plem

ente

d in

mor

eth

an 3

0 st

ates

. The

nee

d fo

r su

ch o

ngoi

ng e

valu

atio

nof

tenu

red

facu

lty h

as b

een

a so

urce

of

cont

entio

nsi

nce

1982

whe

n th

e N

atio

nal C

omm

issi

on o

f H

ighe

rE

duca

tion

reco

mm

ende

d th

at te

nure

d fa

culty

be

re-

view

ed p

erio

dica

lly. A

AU

P's

mos

t rec

ent s

tate

men

t(1

2/9/

98)

cont

inue

s to

rai

se c

once

rns

abou

t the

nee

dfo

r, c

ost o

f, a

nd o

utco

mes

of

post

-ten

ure

revi

ew.

Such

rev

iew

typi

cally

is a

sys

tem

atic

and

com

pre-

hens

ive

proc

ess,

is s

epar

ate

from

the

annu

al r

evie

w,

is a

imed

spe

cifi

cally

at a

sses

sing

per

form

ance

and

/or

enc

oura

ging

fac

ulty

gro

wth

and

dev

elop

men

t. T

hepr

oces

s m

ay b

e in

itiat

ed f

or a

ll te

nure

d fa

culty

or

for

cert

ain

tenu

red

facu

lty a

s th

e re

sult

of s

ome

trig

ger

even

t. Fa

culty

may

als

o vo

lunt

eer

for

such

a r

evie

wfo

r pe

rson

al o

r pr

ofes

sion

al r

easo

ns.

Des

pite

the

tens

ions

sur

roun

ding

pos

t-te

nure

rev

iew

,pr

essu

re f

or in

crea

sed

acco

unta

bilit

y an

d th

e ne

edto

rec

laim

pub

lic tr

ust i

n hi

gher

edu

catio

n ha

ve k

ept

it at

the

fore

fron

t of

disc

ussi

on b

oth

with

in a

nd o

ut-

side

the

acad

emy.

The

pub

lic p

erce

ptio

n of

an

agin

g,le

ss p

rodu

ctiv

e pr

ofes

sori

ate

as a

n ou

tcom

e of

the

elim

inat

ion

of m

anda

tory

ret

irem

ent h

as s

tren

gth-

ened

dem

ands

for

pos

t-te

nure

rev

iew

.

Tw

o pu

rpos

es u

nder

lie p

ost-

tenu

re r

evie

w p

olic

yde

velo

pmen

t: 60

Form

ativ

e re

view

s ar

e de

velo

pmen

tal i

n na

ture

.T

he in

stitu

tion'

s ro

le is

pri

ncip

ally

to p

rovi

de s

up-

port

and

app

ropr

iate

res

ourc

es to

hel

p ad

vanc

e a

facu

lty m

embe

r's g

row

th a

nd to

pro

mot

e in

stitu

-tio

nal a

nd d

epar

tmen

tal m

issi

ons

and

goal

s.

Sum

mat

ive

revi

ews

iden

tify

a fa

culty

mem

ber's

perf

orm

ance

leve

l aga

inst

a s

tand

ard.

Whe

n pe

r-fo

rman

ce is

abo

ve th

e no

rm, r

ewar

ds m

ay f

ollo

w;

whe

n pe

rfor

man

ce is

bel

ow a

n ac

cept

able

leve

l,ou

tcom

es m

ay in

clud

e a

prof

essi

onal

dev

elop

-m

ent p

lan

or s

anct

ions

.

Few

"pu

re"

exam

ples

of

thes

e tw

o ap

proa

ches

exi

st.

Man

y of

the

post

-ten

ure

revi

ew s

yste

ms

in p

lace

, or

unde

r de

velo

pmen

t at t

his

time,

ref

lect

som

e co

mbi

-na

tion

of th

ese

purp

oses

. Thi

s ca

n le

ad to

com

plex

situ

atio

ns a

s st

akeh

olde

rs a

ttem

pt to

neg

otia

te c

om-

prom

ises

in p

olic

y an

d pr

oced

ures

to r

epre

sent

thei

rdi

ffer

ent p

urpo

ses.

The

task

is c

halle

ngin

g an

d it

re-

mai

ns to

be

seen

whe

ther

any

of

the

vari

ous

ap-

proa

ches

bei

ng d

evel

oped

and

impl

emen

ted

can

serv

e al

l of

thes

e pu

rpos

es e

qual

ly w

ell.

Lic

ata

and

Mor

real

e (1

996,

pp.

10-

15)

iden

tify

five

optio

ns f

or th

e de

sign

of

post

-ten

ure

revi

ew s

yste

ms:

Post

-ten

ure

Rev

iew

s B

ased

on

Ann

ual R

evie

ws

Rig

orou

s an

nual

rev

iew

s, w

here

alr

eady

in p

lace

, can

serv

e as

the

prim

ary

com

pone

nt o

f a

post

-ten

ure

re-

view

sys

tem

. The

ran

ge o

f an

nual

rev

iew

pra

ctic

esis

con

side

rabl

e, h

owev

er, a

nd c

an in

volv

e an

ythi

ngfr

om a

one

-pag

e su

mm

ary

of a

chie

vem

ents

to a

nex

tens

ive

port

folio

of

perf

orm

ance

dat

a. G

iven

this

vari

abili

ty, i

t is

unde

rsta

ndab

le th

at s

ome

polic

ym

aker

s an

d un

iver

sity

adm

inis

trat

ors

alik

e m

ay h

ave

little

fai

th in

the

annu

al r

evie

w a

s a

vehi

cle

for

pro-

vidi

ng f

eedb

ack

abou

t lon

g-te

rm c

aree

r de

velo

pmen

t.In

nova

tive

appr

oach

es to

ann

ual r

evie

ws

incl

ude

the

prac

tice

of c

ondu

ctin

g th

e re

view

ann

ually

but

eac

htim

e co

nsid

erin

g da

ta f

rom

a p

erio

d lo

nger

than

one

year

. For

exa

mpl

e, in

Ari

zona

, ann

ual r

evie

ws

now

are

base

d on

doc

umen

ted

perf

orm

ance

info

rmat

ion

from

the

prev

ious

36

mon

ths.

Sum

mat

ive

(Per

iodi

c/C

onse

quen

tial)

Peri

odic

com

preh

ensi

ve r

evie

ws

of a

ll fa

culty

mem

-be

rs a

re c

ondu

cted

by

a pe

er c

omm

ittee

, adm

inis

-tr

ator

s, o

r bo

th, a

ccor

ding

to a

pre

scri

bed

cycl

e, u

su-

ally

abo

ut f

ive

year

s in

dur

atio

n. O

utco

mes

may

in-

volv

e re

war

ds f

or o

utst

andi

ng p

erfo

rman

ce a

nd r

e-qu

ired

pro

fess

iona

l dev

elop

men

t pla

ns w

hen

perf

or-

man

ce is

dee

med

uns

atis

fact

ory.

If

prog

ress

rem

ains

unsa

tisfa

ctor

y af

ter

a gi

ven

time,

sub

stan

tial a

dmin

-is

trat

ive

sanc

tions

may

be

impo

sed.

Sum

mat

ive

(Tri

gger

ed/C

onse

quen

tial)

Thi

s fo

rm o

f su

mm

ativ

e re

view

dif

fers

fro

m th

e pe

-ri

odic

/con

sequ

entia

l in

that

onl

y se

lect

ed f

acul

tym

embe

rs a

re r

evie

wed

; the

se a

re id

entif

ied

by u

n-sa

tisfa

ctor

y pe

rfor

man

ce d

etai

led

in a

n ea

rlie

r re

view

(or

seri

es o

f re

view

s). C

onse

quen

ces

usua

lly a

re d

e-fi

ned

in a

dvan

ce.

Form

ativ

e (D

epar

tmen

tal)

Thi

s ty

pe o

f re

view

foc

uses

on

the

esta

blis

hmen

t of

apr

ofes

sion

al d

evel

opm

ent p

lan

for

each

fac

ulty

mem

-be

r. T

he p

lan

is d

evel

oped

with

the

depa

rtm

ent h

ead

81

Page 42: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

or d

ean

and

emph

asiz

es th

e ac

adem

ic n

eeds

of

the

univ

ersi

ty a

s w

ell a

s th

e ca

reer

inte

rest

s of

the

fac-

ulty

mem

ber.

Form

ativ

e (I

ndiv

idua

l)In

divi

dual

for

mat

ive

revi

ews

are

peri

odic

and

are

dire

cted

tow

ard

the

long

-ter

m d

evel

opm

ent o

f fa

c-ul

ty. A

s a

resu

lt of

this

rev

iew

, a d

evel

opm

ent p

lan

isfo

rmul

ated

in c

onju

nctio

n w

ith p

eers

, and

inst

itu-

tiona

l sup

port

is m

ade

avai

labl

e. T

here

are

no

con-

sequ

ence

s fo

r fa

ilure

to m

eet o

ne's

dev

elop

men

t pla

n,an

d m

ater

ials

col

lect

ed c

anno

t be

used

in d

ism

issa

l-fo

r-ca

use

proc

eedi

ngs.

Facu

lty d

evel

opm

ent s

houl

d be

a s

igni

fica

nt a

spec

tof

pos

t-te

nure

rev

iew

. We

supp

ort L

icat

a's

and

Mor

real

e's

reco

mm

enda

tion

that

pos

t-te

nure

rev

iew

syst

emat

ical

ly a

nd c

ompr

ehen

sive

ly a

sses

s pe

rfor

-m

ance

, inc

lude

sig

nifi

cant

pee

r in

volv

emen

t, as

sist

indi

vidu

al f

acul

ty in

est

ablis

hing

long

-ter

m p

rofe

s-si

onal

goa

ls w

ithin

the

cont

ext o

f in

stitu

tiona

l mis

-si

on a

nd p

rior

ities

, and

mak

e it

easi

er to

rem

ove

chro

nic

non-

perf

orm

ers.

Aca

dem

ic a

dmin

istr

ator

s at

inst

itutio

ns w

ith p

ost-

tenu

re r

evie

w g

ener

ally

are

pos

itive

abo

ut th

e pr

o-ce

ss. I

n th

ose

syst

ems

and

inst

itutio

ns w

here

pos

t-te

nure

rev

iew

coe

xist

s w

ith c

olle

ctiv

e ba

rgai

ning

,su

ch r

evie

w h

as b

een

sust

aine

d th

roug

h su

cces

sive

roun

ds o

f ne

gotia

tions

.

Evi

denc

e of

the

rela

tions

hip

betw

een

post

-ten

ure

revi

ew a

nd a

dmin

istr

ativ

e sa

nctio

ns is

less

com

pel-

ling;

this

incl

udes

dis

mis

sal f

or c

ause

, tho

ugh

a pa

t-

82

tern

of

incr

ease

d us

e of

ear

ly r

etir

emen

t opt

ions

seem

s to

be

emer

ging

.

Ten

sion

sSo

me

perc

eive

ext

erna

l sta

keho

lder

s' r

ole

in p

rom

ot-

ing

post

-ten

ure

revi

ew a

s an

infr

inge

men

t on

inst

i-tu

tiona

l aut

onom

y. M

any

facu

lty a

re c

once

rned

that

adm

inis

trat

ors

will

use

pos

t-te

nure

rev

iew

tosu

mm

ativ

ely,

arb

itrar

ily, a

nd c

apri

ciou

sly

dism

iss

"unw

elco

me"

fac

ulty

. Oth

ers

are

conc

erne

d th

at a

d-m

inis

trat

ors

do n

ot u

se th

e pe

rson

nel e

valu

atio

ns a

ndsa

nctio

ns a

lrea

dy a

vaila

ble.

His

tori

cally

, ten

ure

was

crea

ted

to p

rote

ct a

cade

mic

fre

edom

, not

to g

uara

n-te

e co

ntin

uing

em

ploy

men

t for

chr

onic

ally

poo

rly

perf

orm

ing

facu

lty. C

onse

quen

tly, p

ost-

tenu

re r

evie

wsy

stem

s m

ust u

phol

d th

e pr

otec

tion

of a

cade

mic

fre

e-do

m a

nd r

efle

ct e

stab

lishe

d m

inim

um p

erfo

rman

cest

anda

rds

belo

w w

hich

con

tinue

d em

ploy

men

t can

-no

t be

assu

red.

Lik

ewis

e, p

ost-

tenu

re r

evie

w s

yste

ms

mus

t inc

orpo

rate

fac

ulty

dev

elop

men

t to

max

imiz

ein

stitu

tions

' sub

stan

tial i

nves

tmen

t in

tenu

red

fac-

ulty

by

sust

aini

ng a

nd r

evita

lizin

g pe

rfor

man

ce.

Man

y ar

e co

ncer

ned

abou

t the

tim

e an

d re

sour

ces

that

mus

t be

devo

ted

to p

ost-

tenu

re r

evie

w. M

anda

ted

post

-ten

ure

revi

ew c

an b

e un

nece

ssar

ily ti

me

con-

sum

ing

give

n th

at th

e va

st m

ajor

ity o

f w

ell-

perf

orm

-in

g fa

culty

do

not n

eed

such

inte

nsiv

e re

view

. Fin

d-in

g th

e ap

prop

riat

e ba

lanc

e be

twee

n se

nsiti

vity

todi

scip

linar

y di

ffer

ence

s an

d ad

here

nce

to c

ampu

s-w

ide

stan

dard

s is

ano

ther

pri

mar

y co

ncer

n.

Post

-ten

ure

revi

ew a

lso

can

have

uni

nten

ded

cons

e-qu

ence

s. F

or e

xam

ple,

if th

e pe

riod

of

revi

ew is

sho

rt,

BE

ST C

OPY

AL

E

facu

lty m

ay b

e in

clin

ed to

pro

duce

sho

rt-t

erm

sch

ol-

arly

wor

k ra

ther

than

pur

sue

exte

nded

eff

orts

that

may

not

pro

vide

for

mal

out

com

es f

or s

ever

al y

ears

.Si

mila

rly,

the

ongo

ing

scru

tiny

of s

hort

-ter

m te

ach-

ing

perf

orm

ance

may

be

a di

sinc

entiv

e to

the

deve

l-op

men

t of

inno

vativ

e te

achi

ng p

ract

ices

part

icul

arly

thos

e in

volv

ing

high

-tec

h de

liver

y. F

or m

any

facu

lty,

ongo

ing

scru

tiny

of p

erfo

rman

ce m

ay p

rove

cou

n-te

rpro

duct

ive

to in

nova

tion.

Wha

teve

r po

st-t

enur

e re

view

may

ach

ieve

, it i

s no

t a"q

uick

fix

" to

the

prob

lem

s fa

cing

hig

her

educ

atio

n.N

or is

an

appr

opri

ate

stra

tegy

for

add

ress

ing

the

dif-

ficu

lt is

sues

of

reso

urce

rea

lloca

tion

and

rest

ruct

ur-

ing.

Spe

cifi

cally

, a f

acul

ty m

embe

r w

ho is

per

form

-in

g sa

tisfa

ctor

ily in

a p

rogr

am a

rea

for

whi

ch d

eman

dis

low

sho

uld

not b

e ju

dged

as

perf

orm

ing

unsa

tis-

fact

orily

in o

rder

to a

ddre

ss th

e de

man

d pr

oble

m.

Pol

icy

Rec

omm

enda

tions

42.

Eve

ry in

stitu

tion

that

gra

nts

tenu

re m

ust r

equi

repo

st-t

enur

e re

view

.

43.

The

pur

pose

of p

ost-

tenu

re r

evie

w is

to s

uppo

rtca

reer

-long

facu

lty d

evel

opm

ent a

nd to

pro

vide

qual

ity a

ssur

ance

. Whe

re p

ossi

ble,

pos

t-te

nure

revi

ew s

yste

ms

shou

ld in

volv

e re

war

ds fo

r hi

ghpe

rfor

man

ce a

nd c

onse

quen

ces

for

chro

nic

poor

perf

orm

ance

; the

mos

t int

ensi

ve r

evie

w e

ffort

ssh

ould

focu

s on

iden

tifyi

ng c

hron

ic p

oor

perf

orm

ers

Inst

itutio

ns s

houl

d gi

ve c

onsi

dera

tion

to b

oth

perio

dic

post

-ten

ure

revi

ew s

yste

ms

man

date

d fo

ral

l and

sys

tem

s w

here

a s

erie

s of

poo

r pe

rfor

man

ceon

ann

ual r

evie

ws

trig

gers

a p

ost-

tenu

re r

evie

w.

8341

Page 43: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

42

Rev

iew

of P

art-

time

and

Con

trac

t Fac

ulty

The

num

ber

of p

art-

time

and

cont

ract

(or

non

ten-

ure

trac

k) f

acul

ty h

as g

row

n si

gnif

ican

tly in

col

lege

san

d un

iver

sitie

s of

all

size

s. M

any

diff

eren

t sta

keho

ld-

ers

have

voi

ced

conc

erns

abo

ut p

oten

tial e

ffec

ts o

nth

e qu

ality

of

educ

atio

n. P

art-

time

facu

lty s

houl

d be

fully

inte

grat

ed in

to th

e ca

mpu

s en

viro

nmen

t. T

hey

prov

ide

inst

itutio

ns w

ith th

e fl

exib

ility

to r

espo

ndpr

ogra

mm

atic

ally

to c

lear

ly d

efin

ed c

omm

unity

and

stud

ent n

eeds

. How

ever

, par

t-tim

e an

d co

ntra

ct f

ac-

ulty

at m

any

inst

itutio

ns a

re le

ss li

kely

to r

ecei

vere

gula

r ev

alua

tions

, ser

ve o

n co

mm

ittee

s:pa

rtic

ipat

ein

fac

ulty

gov

erna

nce,

atte

nd p

rofe

ssio

nal c

onfe

r-en

ces,

eng

age

in r

esea

rch,

and

hav

e op

port

uniti

es to

inte

ract

with

col

leag

ues.

Man

y of

the

conc

erns

per

tain

ing

to p

art-

time

facu

ltyco

uld

be a

ddre

ssed

if in

stitu

tions

wer

e to

impl

emen

tre

gula

r ev

alua

tions

that

wou

ld a

sses

s in

-cla

ss te

ach-

ing

and

othe

r re

spon

sibi

litie

s su

ch a

s co

urse

pre

pa-

ratio

n, s

tude

nt a

dvis

emen

t, an

d se

rvic

e. I

ndiv

idua

lev

alua

tions

idea

lly w

ould

hav

e bo

th f

orm

ativ

e an

dsu

mm

ativ

e co

mpo

nent

s an

d w

ould

str

ess

cont

inu-

ous

prof

essi

onal

impr

ovem

ent.

Prog

ram

eva

luat

ions

, usi

ng c

rite

ria

esta

blis

hed

by th

ein

stitu

tion,

sta

te o

vers

ight

dep

artm

ents

, com

mis

sion

s,an

d ac

cred

iting

age

ncie

s sh

ould

ass

ess

the

role

of

part

-tim

e fa

culty

mem

bers

in a

dvan

cing

pro

gram

goal

s.

8 4

At t

he in

vita

tion

of th

e A

mer

ican

His

tori

cal A

ssoc

ia-

tion,

eig

ht d

isci

plin

ary

asso

ciat

ions

met

in th

e fa

ll of

1997

to a

sses

s th

e ex

cess

ive

use

of p

art-

time

facu

lty.

Tho

se a

ssoc

iatio

ns c

oncl

uded

that

hig

her

educ

atio

nsh

ould

dev

elop

new

for

ms

of c

ompe

nsat

ion

and

rec-

ogni

tion

to a

ddre

ss in

equi

ties

asso

ciat

ed w

ith c

ur-

rent

use

of

part

-tim

e fa

culty

, or

reth

ink

trai

ning

and

cont

ract

ual a

rran

gem

ents

for

thos

e w

ho a

re a

ssig

ned

to c

ours

es ty

pica

lly ta

ught

by

part

-tim

e fa

culty

.

Pol

icy

Rec

omm

enda

tion

44.

Col

lege

s an

d un

iver

sitie

s M

ust h

ave

in p

lke

polic

y st

atem

ents

whi

ch e

stab

lish

perio

dic

form

alev

alua

tions

for

part

-tim

e an

d co

ntra

ct fa

culty

. The

sest

atem

ents

mus

t be

base

d on

est

ablis

hed,

pub

lishe

dcr

iteria

dev

elop

ed in

con

sulta

tion

with

thos

e fa

culty

and

base

d on

the

inst

itutio

n's

expe

ctat

ions

and

the

facu

lty's

leve

l cif

invo

lveM

ent a

part

from

indi

vidu

alte

achi

ng r

espo

nsib

ilitie

s.(R

egar

ding

par

t-tim

e fa

culty

see

also

rec

omm

enda

tions

a 8

, a 1

3,' 2

6, 2

7,..

38an

d

46.)

Acc

redi

tatio

n R

evie

ws

Facu

lty p

erfo

rman

ce is

scr

utin

ized

in th

e co

ntex

t of

regi

onal

and

pro

fess

iona

l acc

redi

tatio

n re

view

s ba

sed

on s

tand

ards

des

igne

d pr

imar

ily b

y th

e sp

onso

ring

agen

cy. U

nfor

tuna

tely

, the

se s

tand

ards

may

con

flic

tw

ith th

e m

issi

on a

nd g

oals

of

the

cam

pus

unde

r re

-vi

ew. I

deal

ly, c

olle

ges

and

univ

ersi

ties

shou

ld s

eek

only

thos

e sp

ecia

lized

acc

redi

tatio

ns th

at a

re c

onsi

s-te

nt w

ith in

stitu

tiona

l and

dep

artm

enta

l mis

sion

s an

dth

at e

mph

asiz

e qu

ality

impr

ovem

ent.

Acc

redi

tatio

n pr

oces

ses

best

ser

ve h

ighe

r ed

ucat

ion

whe

n ac

cred

itors

rel

ate

facu

lty a

chie

vem

ents

to th

ose

of th

eir

peer

s an

d pr

ovid

e su

bsta

ntiv

e co

mm

ents

re-

gard

ing

prof

essi

onal

dev

elop

men

t opp

ortu

nitie

s.

Acc

redi

ting

agen

cies

are

urg

ed to

par

tner

with

hig

her

educ

atio

n to

dev

elop

sta

ndar

ds th

at w

ill e

nabl

e in

-st

itutio

ns to

pro

activ

ely

addr

ess

the

chal

leng

es p

osed

by d

ista

nce

lear

ning

, inc

reas

ing

dem

ands

for

ac-

\cou

ntab

ility

, vas

tly in

crea

sed

acce

ss, a

nd c

omm

er-

cial

com

petit

ion.

Mer

ely

mee

ting

stan

dard

s w

ill n

oten

able

the

natio

n's

educ

atio

n sy

stem

to m

eet t

hezi

eeds

and

cha

lleng

es o

f pe

ople

in th

e 21

st c

entu

ry.

Pol

icy

Rec

omm

enda

tion

45.

Inst

itutio

ns m

ust m

ake

stra

tegi

c de

cisi

ons

abou

tw

hich

acc

redi

tatio

ns th

ey w

ish

to p

ursu

e an

d m

ust

sele

ct, o

nly

thos

e ag

enci

es w

hich

rec

ogni

ze a

ndsu

ppor

t ind

ivid

ual i

nstit

utio

nal m

issi

ons

and

high

ered

ucat

ion'

s m

anda

te to

res

pond

to th

ech

angi

ngw

orld

of

lear

ning

and

wor

k.

Coh

ort S

tudi

es a

nd D

ata

Sha

ring

Som

e in

stitu

tions

hav

e de

velo

ped

stra

tegi

es f

or in

-fo

rmin

g th

eir

gove

rnin

g bo

ards

abo

ut th

e na

ture

of

high

er e

duca

tion

and

its u

niqu

e va

lues

. Fac

ulty

per

-so

nnel

man

agem

ent i

s on

e ar

ea w

hich

has

bee

n gi

ven

part

icul

ar a

ttent

ion.

Leg

itim

ate

conf

usio

n re

gard

ing

tenu

re in

pub

lic s

choo

ls v

ersu

s te

nure

in h

iglie

r ed

u-ca

tion

can

be c

orre

cted

thro

ugh

pres

enta

tion

of in

-st

itutio

nal c

ohor

t stu

dies

that

trac

k ov

er s

ix o

r se

ven

8 5

Page 44: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

year

s th

e em

ploy

men

t sta

tus

of a

ll th

e fu

ll-tim

e fa

c-ul

ty h

ired

in a

giv

en y

ear.

On

cam

puse

s w

here

suc

hst

udie

s ha

ve b

een

cond

ucte

d, c

ohor

t stu

dies

dem

on-

stra

te th

at n

ot e

very

one

hire

d in

to a

tenu

red

posi

tion

rece

ives

tenu

re, a

nd th

at th

ere

is s

igni

fica

nt a

ttriti

onin

the

pre-

tenu

re p

erio

d. T

he r

esul

t is

oppo

rtun

ities

to r

edef

ine

posi

tions

acc

ordi

ng to

upd

ated

inst

itu-

tiona

l nee

ds.

As

mor

e in

stitu

tions

dev

elop

dif

fere

nt e

mpl

oym

ent

arra

ngem

ents

and

str

ateg

ies

mor

e ar

eas

dese

rvin

gcl

oser

atte

ntio

n w

ill a

ppea

r. T

he w

orki

ng y

ears

of

the

tenu

red

wor

kfor

ce w

ere

"unc

appe

d" in

199

4 w

hen

the

Age

Dis

crim

inat

ion

in E

mpl

oym

ent A

ct (

AD

EA

)w

as a

pplie

d to

hig

her

educ

atio

n. L

ittle

ana

lysi

s of

the

pote

ntia

l im

pact

of

this

has

bee

n do

ne, a

nd f

urth

eran

alys

is is

nec

essa

ry. "

Ter

m te

nure

," w

hich

wou

ldlim

it te

nure

to a

spe

cifi

ed n

umbe

r of

yea

rs, o

r cr

e-at

ive

retir

emen

t inc

entiv

es m

ay n

eed

to b

e ex

plor

ed.

Stud

ies

coul

d pr

ovid

e da

ta to

ens

ure

that

inst

itutio

nal

effe

ctiv

enes

s is

wel

l ser

ved

and

that

no

disc

rim

ina-

tory

impa

cts

are

crea

ted.

The

y al

so c

ould

be

inst

ruc-

tive

in p

lann

ing

futu

re h

irin

g, f

acul

ty e

valu

atio

n, a

ndin

stitu

tiona

l ori

enta

tion

effo

rts.

In a

dditi

on to

con

duct

ing

inst

itutio

nal s

tudi

es, c

ol-

lege

s an

d un

iver

sitie

s ne

ed to

gat

her

and

shar

e m

ore

info

rmat

ion

abou

t the

ir p

erso

nnel

pol

icie

s, p

ract

ices

,an

d pr

oced

ures

. The

rec

ently

est

ablis

hed

lists

erv

onpo

st-t

enur

e re

view

(po

stte

nure

@os

fmai

l.isc

.rit.

edu)

spon

sore

d by

the

Am

eric

an A

ssoc

iatio

n of

Hig

her

Edu

catio

n's

(AA

HE

) N

ew P

athw

ays

II P

roje

ct is

an

exam

ple

of h

ow th

e In

tern

et c

an b

e us

ed e

ffec

tivel

y

to in

form

and

hel

p pr

actit

ione

rs a

nd p

olic

y m

aker

s.T

he P

roje

ct o

n Fa

culty

App

oint

men

ts, l

ed b

y R

ich-

ard

Cha

it, A

. Ann

Tro

wer

, Jam

es H

onan

, and

Hol

lyM

adse

n, w

ill f

urth

er a

id th

is e

ffor

t by

esta

blis

hing

an in

form

atio

n cl

eari

ngho

use

on f

acul

ty a

ppoi

ntm

ent

polic

ies

arou

nd th

e co

untr

y.

Pol

icy

Rec

omm

enda

tions

46. I

nstit

utio

ns s

houl

d ga

ther

and

use

,in

form

atio

n

abou

t eac

h ye

ar's

coh

ort o

fin

stru

ctio

nal p

erso

nnel

,

trac

kin§

new

hire

s th

roug

h te

nure

, ren

ewal

of

tont

eact

, reh

iring

, etc

., an

d m

onito

ring

how

wom

en

ahd

min

oriti

es fa

re in

em

ploy

men

t deC

isio

ns.

(Reg

ardi

ng p

art-

time

facu

lty, s

ee a

lso

reco

mm

enda

tions

6, 8

, 9, 1

3, 2

6, 2

7, 3

8 an

d 44

.)

47. I

nstit

utio

ns s

houl

d m

onito

r pa

ttern

sof

facu

lty

retir

emen

t ove

r th

e ne

xt s

ever

al y

ears

inor

der

to

dete

rmin

e w

heth

er in

stitu

tiona

l res

pons

es to

the

effe

cts

of "

unca

ppin

g" th

e re

tirem

ent a

geof

the

tenu

red

wor

kfor

ce a

re n

eede

d.

48. A

nat

iona

l stu

dy o

f the

effe

cts

of e

arly

retir

emen

t inc

entiv

e pr

ogra

ms

shou

ld b

eun

dert

aken

by

high

er e

duca

tion

rese

arch

asso

ciat

ions

suc

h as

the

Ass

ocia

tion

for

Inst

itutio

nal

Res

earc

hers

(A

IR)

and/

or th

e A

mer

ican

Edu

catio

nal

Res

earc

h A

ssoc

iatio

n.

49. I

nstit

utio

ns s

houl

d co

nduc

t stu

dies

of p

ast

offe

rings

of r

etire

men

t opt

ions

/ince

ntiv

es to

dete

rmin

e w

heth

er th

ey h

ave

been

inst

itutio

nally

adva

ntag

eous

.

BE

ST-C

OPY

IA

N8

743

Page 45: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

44

Polic

y R

ecom

men

datio

ns

1.T

enur

e sh

ould

be

mai

ntai

ned,

but

inst

itutio

ns m

ust

be v

igila

nt to

ens

ure

its in

tegr

ity in

con

cept

and

prac

tice,

thro

ugh

rigor

ous

eval

uatio

n an

din

nova

tion

whe

n ap

prop

riate

. Exc

ept i

n in

stitu

tiona

len

viro

nmen

ts w

here

the

mis

sion

or

prog

ram

dic

tate

sot

herw

ise,

a s

ubst

antia

l pro

port

ion

of th

e fa

culty

shou

ld b

e te

nure

elig

ible

.

2.In

stitu

tions

sho

uld

impl

emen

t del

iber

ate

effo

rts

toen

hanc

e bo

th fa

culty

and

pub

lic u

nder

stan

ding

of

the

oblig

atio

ns o

n fa

culty

that

are

ent

aile

d by

the

tenu

re s

yste

m.

3.T

he p

roba

tiona

ry p

erio

d, d

urin

g w

hich

tenu

re-

elig

ible

facu

lty a

re r

igor

ousl

y ev

alua

ted

cons

iste

ntw

ith in

stitu

tiona

l mis

sion

exp

ecta

tions

, sho

uld

bere

tain

ed. A

ny p

ract

ice

of g

rant

ing

tenu

re p

rinci

pally

on th

e ba

sis

of le

ngth

of s

ervi

ce s

houl

d be

elim

inat

ed.

4.In

stitu

tions

sho

uld

expl

ore

the

utili

ty o

f var

iatio

nsin

the

prob

atio

nary

per

iod,

app

ropr

iate

to v

aria

tions

in d

isci

plin

e an

d/or

ass

ignm

ent.

Sim

ilarly

, ins

titut

ions

shou

ld c

ontin

ue th

e pr

actic

e of

"st

oppi

ng th

e te

nure

cloc

k" fo

r re

ason

able

cau

se; o

ther

adj

ustm

ents

,w

hen

appr

opria

te, s

houl

d be

con

side

red.

5.In

stitu

tions

sho

uld

esta

blis

h lo

cus

of te

nure

upo

nhi

ring

of te

nure

-tra

ck fa

culty

and

sho

uld

cons

ider

vary

ing

the

locu

s of

tenu

re fo

r fa

culty

, app

ropr

iate

to d

iffer

ence

s in

dis

cipl

ine/

assi

gnm

ent a

ndin

stitu

tiona

l nee

d. W

hen

varia

nces

occ

ur, r

easo

nssh

ould

be

expl

icit.

88

6.In

stitu

tions

of h

ighe

r ed

ucat

ion

shou

ld h

ave

clea

r,w

ritte

n po

licy

stat

emen

ts a

nd p

roce

dure

s re

gard

ing

the

empl

oym

ent o

f non

tenu

re tr

ack

facu

lty; s

uch

polic

ies

shou

ld d

etai

l rec

ruitm

ent,

sele

ctio

n, a

ndap

poin

tmen

t pro

cess

es, i

nclu

ding

min

imum

acad

emic

qua

lific

atio

ns.

7.R

eapp

oint

men

t of n

onte

nure

trac

k fa

culty

sho

uld

beba

sed

upon

eva

luat

ion

gove

rned

by

esta

blis

hed

proc

edur

es.

8.P

art-

time

facu

lty s

houl

d be

com

pens

ated

equ

itabl

yre

lativ

e to

the

inst

itutio

n's

full-

time

facu

lty. T

heco

ncep

t of e

quity

incl

udes

con

side

ratio

n of

mar

ket

and

disc

iplin

ary

diffe

renc

es a

s w

ell a

s sa

Jary

stru

ctur

e ac

ross

the

inst

itutio

n(R

egar

ding

par

t-tim

efa

culty

, see

als

o re

com

men

datio

ns 6

, 9,

13, 2

6, 2

7, 3

8,

44 a

nd 4

6.)

9.In

stitu

tions

sho

uld

prov

ide

bene

fits,

sup

port

ser

vice

san

d op

port

uniti

es fo

r ca

reer

adv

ance

men

t and

colle

gial

par

ticip

atio

n fo

r no

nten

ure

trac

k fa

culty

whe

neve

r fe

asib

le. (

Reg

ardi

ng p

art-

time

facu

lty, s

ee

also

rec

omm

enda

tions

6, 8

,13

, 26,

27,

38,

44

and

46.)

10. I

nstit

utio

ns s

houl

d de

velo

p fle

xibl

e ar

rang

emen

ts in

dete

rmin

ing

dist

ribut

ion

of fa

culty

effo

rt. S

uch

arra

ngem

ents

wou

ld a

ccom

mod

ate

both

cha

ngin

gin

stitu

tiona

l nee

ds a

nd in

divi

dual

facu

lty m

embe

rs'

chan

ging

pro

fess

iona

l int

eres

ts.

11. I

nstit

utio

ns s

houl

d de

term

ine

the

appr

opria

te "

mix

"of

facu

lty p

ositi

ons

and

cate

gorie

s of

em

ploy

men

tba

sed

on m

issi

on a

nd e

duca

tiona

l ben

efits

as

wel

l as

finan

cial

res

ourc

es. T

he m

ix c

ould

var

y ac

ross

uni

tsw

ithin

a s

ingl

e in

stitu

tion.

12. A

ccre

ditin

g ag

enci

es s

houl

d re

exam

ine

the

valid

ity/

nece

ssity

of c

onst

rain

ts o

n in

stitu

tions

reg

ardi

ngfa

culty

"m

ix."

13. F

orm

al fa

culty

rec

ruitm

ent p

lans

,bo

th fo

r fu

ll-tim

ean

d fo

r pa

rt-t

ime

posi

tions

, sho

uld

be d

evel

oped

at

appr

opria

te le

vels

(e.

g., i

nstit

utio

ns o

r ac

adem

icun

its).

(R

egar

ding

par

t-tim

e fa

culty

, see

als

o

reco

mm

enda

tions

6, 8

, 9, 2

6, 2

7, 3

8, 4

4 an

d 46

.)

14. I

nstit

utio

ns s

houl

d im

prov

e an

d en

hanc

e th

epr

ofes

sion

alis

m o

f the

ir se

arch

pro

cess

es.

15. I

nstit

utio

ns s

houl

d de

velo

p, im

plem

ent,

and

mon

itor

hirin

g pr

oced

ures

des

igne

d to

enh

ance

facu

ltydi

vers

ity.

16. O

rient

atio

n an

d de

velo

pmen

t of n

ew fa

culty

sho

uld

prep

are

them

to b

ette

r fu

lfill

the

role

s of

teac

hing

,sc

hola

rshi

p, a

nd s

ervi

ce. T

his

shou

ld b

e a

maj

orin

stitu

tiona

l com

mitm

ent s

uppo

rted

by

inst

itutio

nal

finan

cing

.

17. A

nnua

l ret

irem

ent p

lann

ing

prog

ram

s sh

ould

be

inte

grat

ed in

to p

rofe

ssio

nal d

evel

opm

ent.

18. P

olic

ies

shou

ld p

erm

it la

yoff

and

retr

ench

men

t in

resp

onse

to m

issi

on o

r pr

ogra

m a

ltera

tions

.

89

Page 46: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

19. P

olic

ies

shou

ld p

erm

it in

stitu

tions

to c

onsi

der

mea

sure

s of

per

form

ance

as

wel

l as

seni

ority

inde

term

inin

g w

hich

facu

lty w

ill b

e af

fect

ed b

y la

yoff/

retr

ench

men

t.

20. W

hen

an in

stitu

tion

dete

rmin

es th

at la

yoff/

retr

ench

men

t is

nece

ssar

y, it

sho

uld

assi

st a

ffect

edfa

culty

mem

bers

in id

entif

ying

alte

rnat

ive

empl

oym

ent p

ossi

bilit

ies.

21. I

nstit

utio

ns s

houl

d ha

ve p

olic

ies

and

proc

edur

es o

nse

para

tion

for

caus

e th

at r

espe

ct th

e rig

hts

of a

llpa

rtie

s an

d pr

ovid

e fo

r tim

ely

disp

ositi

on.

22. I

nstit

utio

ns s

houl

d co

nsta

ntly

impr

ove

and

upda

tefa

culty

dev

elop

men

t opp

ortu

nitie

s, ta

king

into

cons

ider

atio

n th

e ch

angi

ng n

eeds

of t

he in

stitu

tion,

the

chan

ging

nat

ure

of b

oth

the

stud

ent b

ody

and

the

facu

lty, a

nd th

e ch

angi

ng n

atur

e of

kno

wle

dge.

The

y sh

ould

dev

ote

reso

urce

s su

ffici

ent t

o su

ppor

tap

prop

riate

dev

elop

men

t for

facu

lty a

t all

stag

es o

fth

eir

care

ers.

23. B

enef

its o

f fac

ulty

dev

elop

men

t and

val

ued

outc

omes

sho

uld

be a

ggre

ssiv

ely

com

mun

icat

ed. T

hein

stitu

tion'

s m

issi

on a

nd g

oals

sho

uld

be e

mph

asiz

edin

thes

e co

mm

unic

atio

ns.

24. I

nstit

utio

ns s

houl

d co

mm

it fin

anci

al r

esou

rces

toed

ucat

e an

d tr

ain

facu

lty in

ser

vice

/out

reac

h.

25. I

nstit

utio

ns o

f all

kind

s sh

ould

incr

ease

the

valu

e of

high

-qua

lity

teac

hing

in te

nure

and

pro

mot

ion

deci

sion

s.

90

26. B

ecau

se o

f its

pot

entia

l to

adve

rsel

y af

fect

stu

dent

san

d in

stitu

tions

, the

ext

ensi

ve u

se o

f par

t-tim

efa

culty

sho

uld

be c

aref

ully

re-

exam

ined

as

part

of a

larg

er r

e-ex

amin

atio

n of

app

ropr

iate

facu

lty m

ix.

(Reg

ardi

ng p

art-

time

facu

lty s

ee a

lso

reco

mm

enda

tions

6, 8

, 9, 1

3, 2

7, 3

8, 4

4 an

d 46

.)

27. T

he A

mer

ican

mod

el o

f pro

mot

ion

thro

ugh

the

facu

lty r

anks

has

had

a b

enef

icia

l im

pact

on

the

prof

essi

onal

dev

elop

men

t of f

acul

ty in

all

cate

gorie

sof

hig

her

educ

atio

n. It

is im

pera

tive

that

this

mod

elbe

ret

aine

d an

d th

at b

oth

part

-tim

e an

d no

nten

ure

trac

k fa

culty

hav

e op

port

uniti

es fo

r si

mila

rad

vanc

emen

t and

rew

ard.

(R

egar

ding

par

t-tim

e fa

culty

,se

e al

so r

ecom

men

datio

ns 6

, 8, 9

,13

, 26,

38,

44

and

46.)

28. T

he h

ighe

r ed

ucat

ion

com

mun

ity s

houl

d cl

early

com

mun

icat

e to

all

cons

titue

ncie

s th

e im

port

ance

of

teac

hing

in p

rom

otio

n an

d te

nure

dec

isio

ns a

tin

stitu

tions

of a

ll ki

nds.

29. H

ighe

r ed

ucat

ion

com

mun

ities

sho

uld

care

fully

revi

ew a

war

ds a

nd in

cent

ives

to e

nsur

e th

at th

eycl

osel

y lin

ked

to in

stitu

tiona

l ini

tiativ

es a

nd th

atth

ey r

efle

ct c

hang

ing

expe

ctat

ions

.

30. I

nstit

utio

ns s

houl

d de

velo

p an

d im

plem

ent

stra

tegi

es to

mor

e ef

fect

ivel

y co

mm

unic

ate

to th

epu

blic

the

bene

fits

of s

abba

tical

s to

stu

dent

s,in

stitu

tiona

l mis

sion

, and

the

com

mun

ity.

31. I

nstit

utio

ns n

eed

to c

ontin

ue to

str

engt

hen

the

sabb

atic

al p

roce

ss. W

hile

man

y in

stitu

tions

are

dem

andi

ng g

reat

er a

ccou

ntab

ility

, all

inst

itutio

nssh

ould

hav

e po

licie

s th

at r

equi

re a

rig

orou

sap

plic

atio

n pr

oces

s, m

eans

of m

onito

ring

prog

ress

,an

d ap

prop

riate

dis

sem

inat

ion

of th

e re

sults

.

32. I

nstit

utio

ns s

houl

d co

nsid

er a

llow

ing

grea

ter

flexi

bilit

y in

the

trad

ition

al s

abba

tical

pro

gram

, to

incl

ude

facu

lty im

prov

emen

t lea

ves.

Inst

itutio

ns s

houl

d pr

ovid

e fa

culty

pro

fess

iona

lde

velo

pmen

t opp

ortu

nitie

s th

at in

clud

e fo

ur b

road

area

s of

sup

port

:

33. E

duca

tion

oppo

rtun

ities

(te

chno

logy

use

and

teac

hing

, lea

rnin

g, a

nd e

valu

atio

n is

sues

and

met

hods

; cur

ricul

um d

esig

n pr

oces

ses)

.

34. A

cces

s to

peo

ple,

mat

eria

ls, a

nd e

quip

men

t dur

ing

the

entir

e cu

rric

ulum

des

ign,

dev

elop

men

t, de

liver

y,an

d ev

alua

tion

proc

ess.

are

35. F

undi

ng fo

r re

leas

e tim

e (in

clud

ing

sabb

atic

als)

,te

chno

logy

pur

chas

es a

nd u

pgra

des,

and

mat

eria

ls.

36. G

uida

nce

and

assi

stan

ce in

doc

umen

ting

and

eval

uatin

g th

e im

pact

of c

urric

ulum

cha

nge

and

tech

nolo

gy e

nhan

cem

ents

.

9145

Page 47: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

46

37. C

olle

ges

and

univ

ersi

ties

mus

t rev

iew

all

facu

ltyev

alua

tion

proc

esse

s, ta

ke s

teps

to e

limin

ate

redu

ndan

cy, a

nd e

nsur

e th

at a

ll re

view

s ar

eco

nseq

uent

ial.

In d

evis

ing

effe

ctiv

e an

d ef

ficie

ntre

view

sys

tem

s th

at b

est m

eet t

heir

need

s,in

stitu

tions

mus

t aim

for

the

best

pos

sibl

e re

view

s at

the

low

est p

ossi

ble

cost

.

38. A

ll po

stse

cond

ary

inst

itutio

ns m

ust h

ave

an e

ffect

ive

annu

al p

erfo

rman

ce e

valu

atio

n sy

stem

. As

thei

r m

ixof

full-

time,

par

t-tim

e, a

djun

ct, a

nd o

ther

empl

oym

ent a

rran

gem

ents

is d

evel

oped

, it i

s cr

itica

lth

at in

stitu

tions

inte

grat

e ef

fect

ive

annu

alpe

rfor

man

ce e

valu

atio

n in

to fa

culty

rol

es a

ndre

war

d sy

stem

sbot

h .fo

r its

sta

nd a

lone

val

ue a

ndas

a fo

unda

tion

for

all o

ther

type

s of

per

form

ance

revi

ew. (

Reg

ardi

ng p

art-

time

facu

lty, s

ee a

lso

reco

mm

enda

tions

6, 8

, 9,

13, 2

6, 2

7, 4

4 an

d 46

.)

39. R

evie

ws

for

dete

rmin

atio

n of

mer

it pa

y m

ust b

edi

rect

ly li

nked

to in

stitu

tiona

l goa

ls a

nd m

issi

on. A

stra

tegi

c va

riety

of r

ewar

ds fo

r m

erit

shou

ld b

eco

nsid

ered

, and

par

ticul

ar a

ttent

ion

shou

ld b

e pa

idto

bot

h in

divi

dual

and

col

lect

ive

achi

evem

ents

.

40. F

acul

ty a

t all

inst

itutio

ns th

at a

war

d te

nure

mus

tre

ceiv

e w

ritte

n m

id-p

roba

tiona

ry p

erfo

rman

ceev

alua

tions

indi

catin

g th

eir

prog

ress

tow

ard

tenu

reno

late

r th

an th

e m

id-p

oint

of t

heir

prob

atio

nary

perio

d.

92

41. C

riter

ia a

nd e

xpec

tatio

ns fo

r te

nure

, as

wel

l as

crite

ria fo

r pr

omot

ion

in a

cade

mic

ran

k, m

ust b

eco

mpa

tible

with

the

mis

sion

of t

he in

stitu

tion,

deve

lope

d in

con

sulta

tion

with

facu

lty, a

ndap

prov

ed a

t the

inst

itutio

nal l

evel

. Alth

ough

com

plex

lega

l iss

ues

aris

e w

hen

an in

stitu

tion

asse

rts

the

right

to d

eny

tenu

re b

ased

on

cons

trai

nts

such

as

fisca

l or

prog

ram

mat

ic c

once

rns,

the

valu

e of

com

mun

icat

ing

thes

e po

tent

ial c

onst

rain

ts to

cand

idat

es fo

r fa

culty

pos

ition

s m

akes

can

dor

pref

erab

le to

sile

nce.

42. E

very

inst

itutio

n th

at g

rant

s te

nure

mus

t req

uire

post

-ten

ure

revi

ew.

43. T

he p

urpo

se o

f pos

t-te

nure

rev

iew

is to

sup

port

care

er-lo

ng fa

culty

dev

elop

men

t and

to p

rovi

dequ

ality

ass

uran

ce. W

here

pos

sibl

e, p

ost-

tenu

rere

view

sys

tem

s sh

ould

invo

lve

rew

ards

for

high

perf

orm

ance

and

con

sequ

ence

s fo

r ch

roni

c po

orpe

rfor

man

ce; t

he m

ost i

nten

sive

rev

iew

effo

rts

shou

ld fo

cus

on id

entif

ying

chr

onic

poo

r pe

rfor

mer

s.In

stitu

tions

sho

uld

give

con

side

ratio

n to

bot

hpe

riodi

c po

st-t

enur

e re

view

sys

tem

s m

anda

ted

for

all a

nd s

yste

ms

whe

re a

ser

ies

of p

oor

perf

orm

ance

on a

nnua

l rev

iew

s tr

igge

rs a

pos

t-te

nure

rev

iew

.

44. C

olle

ges

and

univ

ersi

ties

mus

t hav

e in

pla

ce p

olic

yst

atem

ents

whi

ch e

stab

lish

perio

dic

form

alev

alua

tions

for

part

-tim

e an

d co

ntra

ct fa

culty

. The

sest

atem

ents

mus

t be

base

d on

est

ablis

hed,

pub

lishe

dcr

iteria

dev

elop

ed in

con

sulta

tion

with

thos

e fa

culty

and

base

d on

the

inst

itutio

n's

expe

ctat

ions

and

the

facu

lty's

leve

l of i

nvol

vem

ent a

part

from

indi

vidu

alte

achi

ng r

espo

nsib

ilitie

s.(R

egar

ding

par

t-tim

e fa

culty

,

see

also

rec

omm

enda

tions

6, 8

, 9,

13, 2

6, 2

7, 3

8 an

d46

.)

45. I

nstit

utio

ns m

ust m

ake

stra

tegi

c de

cisi

ons

abou

tw

hich

acc

redi

tatio

ns th

ey w

ish

to p

ursu

e an

d m

ust

sele

ct o

nly

thos

e ag

enci

es w

hich

rec

ogni

ze a

ndsu

ppor

t ind

ivid

ual i

nstit

utio

nal m

issi

ons

and

high

ered

ucat

ion'

s m

anda

te to

res

pond

to th

e ch

angi

ngw

orld

of l

earn

ing

and

wor

k.

46. I

nstit

utio

ns s

houl

d ga

ther

and

use

info

rmat

ion

abou

t eac

h ye

ar's

coh

ort o

f ins

truc

tiona

l per

sonn

el,

trac

king

new

hire

s th

roug

h te

nure

, ren

ewal

of

cont

ract

, reh

iring

, etc

., an

d m

onito

ring

how

wom

enan

d m

inor

ities

fare

in e

mpl

oym

ent d

ecis

ions

.(R

egar

ding

par

t-tim

e fa

culty

, see

als

o re

com

men

datio

ns

6, 8

, 9,

13, 2

6, 2

7, 3

8 an

d 44

.)

47. I

nstit

utio

ns s

houl

d m

onito

r pa

ttern

s of

facu

ltyre

tirem

ent o

ver

the

next

sev

eral

yea

rs in

ord

er to

dete

rmin

e w

heth

er in

stitu

tiona

l res

pons

es to

the

effe

cts

of "

unca

ppin

g" th

e re

tirem

ent a

ge o

f the

tenu

red

wor

kfor

ce a

re n

eede

d.

48. A

nat

iona

l stu

dy o

f the

effe

cts

of e

arly

ret

irem

ent

ince

ntiv

e pr

ogra

ms

shou

ld b

e un

dert

aken

by

high

ered

ucat

ion

rese

arch

ass

ocia

tions

suc

h as

the

Ass

ocia

tion

for

Inst

itutio

nal R

esea

rche

rs (

AIR

) an

d/or

the

Am

eric

an E

duca

tiona

l Res

earc

h A

ssoc

iatio

n.

49. I

nstit

utio

ns s

houl

d co

nduc

t stu

dies

of p

ast o

fferin

gsof

ret

irem

ent o

ptio

ns/in

cent

ives

to d

eter

min

ew

heth

er th

ey h

ave

been

inst

itutio

nally

adva

ntag

eous

.

93

Page 48: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Ref

eren

ces

Pol

icy

Wor

k G

roup

#1

Fac

ulty

Em

ploy

men

t Pol

icie

s

Ten

ure

1972

. Fac

ulty

tenu

re: a

rep

ort a

nd r

ecom

men

datio

ns b

yth

e co

mm

issi

on o

n ac

adem

ic te

nure

in h

ighe

red

ucat

ion:

Kea

st C

omm

issi

on.

1995

. Ten

ure:

than

ks b

ut n

o th

anks

. The

Chr

onic

le o

fH

ighe

r E

duca

tion,

12/

15/1

995.

1996

a. M

edic

al s

choo

ls c

onsi

der

limiti

ng te

nure

, cut

ting

sala

ries

. Chr

onic

le o

f H

ighe

r E

duca

tion,

Feb

ruar

y 16

.19

96b.

Rec

omm

enda

tion

to a

bolis

h te

nure

in O

klah

oma

is d

efea

ted.

Aca

dem

e.19

97a.

Con

side

ring

tenu

re.E

duca

tiona

l Rec

ord.

1997

b. R

epor

t of

the

Uni

vers

ity o

f Il

linoi

s se

min

ar o

nte

nure

. Pap

er r

ead

at U

nive

rsity

of

Illin

ois

Sem

inar

on T

enur

e, F

ebru

ary

1997

, at C

ham

pagn

e-U

rban

a.B

aade

, Han

s W

. 196

4. A

AU

P 19

15 d

ecla

ratio

n of

prin

cipl

es. L

aw a

nd C

onte

mpo

rary

Pro

blem

sB

eazl

y, H

amilt

on, a

nd J

ohn

Lob

uts,

Jr.

199

6. R

anso

med

teac

hing

, ind

entu

red

rese

arch

, and

the

loss

of

reas

on. A

cade

me

(Jan

uary

/Feb

ruar

y).

Ben

jam

in, E

rnes

t. 19

95. F

ive

mis

conc

eptio

ns a

bout

tenu

re. W

ashi

ngto

n, D

C: A

ssoc

iatio

n of

Gov

erni

ngB

oard

s.B

rew

ster

, Kin

gman

, Jr.

197

2. O

n te

nure

AA

UP

Bul

letin

1971

(Su

mm

er).

Bro

wn,

Ral

ph S

., an

d Jo

rdan

E. K

urla

nd. 1

990.

Aca

dem

icte

nure

and

aca

dem

ic f

reed

omL

aw a

ndC

onte

mpo

rary

Pro

blem

s 53

(Su

mm

er, 1

990,

No.

3).

Cha

it, R

icha

rd P

. 199

5. T

he f

utur

e of

aca

dem

ic te

nure

.A

GB

Pri

oriti

es 3

(Sp

ring

).C

hait,

Ric

hard

P.,

and

And

rew

T. F

ord.

198

2. E

xcer

pts

from

bey

ond

trad

ition

al te

nure

: a g

uide

to s

ound

polic

ies

and

prac

tices

.

oi 4

Cot

ter,

Will

iam

R. 1

996.

Why

tenu

re w

orks

. Aca

dem

e(J

anua

ry/F

ebru

ary)

.Fi

nkin

, Mat

thew

W, e

d. 1

996.

The

cas

e fo

r te

nuni

thac

aan

d L

ondo

n: C

orne

ll U

nive

rsity

Pre

ss.

O'T

oole

, Jam

es. 1

994.

Ten

ure:

a c

onsc

ient

ious

obj

ectio

n.C

hang

e 19

94 (

May

/Jun

e).

Pinn

ey, G

eorg

e W

. 199

5. M

any

say

it's

time

to ti

nker

with

tenu

re, b

ut s

ome

see

peri

l to

acad

emic

fre

edom

.M

inne

apol

is S

tar

Tri

bune

Dec

embe

r 26

.Po

ston

, Lar

ry. 1

996.

Rep

ort o

n th

e m

eetin

g of

the

Am

eric

an A

ssoc

iatio

n fo

r H

ighe

r E

duca

tion.

Chi

cago

: Uni

vers

ity o

f Il

linoi

s at

Chi

cago

.T

rach

tenb

erg,

Ste

phen

Joe

l. 19

96. W

hat s

trat

egy

shou

ldw

e no

w a

dopt

to p

rote

ct a

cade

mic

fre

edom

?A

cade

me

Uan

uary

/Feb

ruar

y).

Van

Als

tyne

, Will

iam

. 197

1. T

enur

e: a

sum

mar

y,ex

plan

atio

n an

d de

fens

e.A

A U

P B

ulle

tin (

Sum

mer

).W

ebst

er, G

uy. 1

995.

Reg

ents

to s

tudy

end

ing

univ

ersi

tyfa

culty

tenu

re. A

rizo

na R

epub

lic, S

epte

mbe

r 30

.W

ergi

n, J

on E

, and

Lar

ry B

rask

amp.

Dea

n's

disp

atch

#83

Chi

cago

: Uni

vers

ity o

f Il

linoi

s at

Chi

cago

, Col

lege

of

Edu

catio

n.

Prom

otio

n an

d T

enur

e O

verv

iew

1995

. Fac

ulty

app

oint

men

ts, t

enur

e an

d th

e re

sear

chun

iver

sity

-iss

ues

and

alte

rnat

ives

: a d

iscu

ssio

ndo

cum

ent.

St. P

aul,

MN

: Uni

vers

ity o

f M

inne

sota

.19

96. T

enur

e te

naci

ty. V

ibsh

ingt

on P

ost M

arch

10.

Goo

dman

, Mad

elei

ne J

. 199

0. T

he r

evie

w o

f te

nure

dfa

culty

. Jou

rnal

of

Hig

her

Edu

catio

n (J

uly/

Aug

ust)

.Je

nnin

gs, M

aria

nne

M.,

and

Step

hen

K. H

appe

l. 19

96.

Don

't el

imin

ate

tenu

re ju

st to

trim

dea

dwoo

d.C

hris

tian

Scie

nce

Mon

itoc

Febr

uary

22.

Kol

odny

, Ann

ette

. 199

6. T

he d

ism

antli

ng o

f te

nure

isai

med

at t

hose

who

hav

e ye

t to

atta

in a

fir

m f

ooth

old

with

in a

cade

me.

The

Chr

onic

le o

f H

ighe

r E

duca

tion,

Mar

ch 2

2.

Shan

ker,

Alb

ert.

1996

. Whe

re w

e st

and.

Pai

dad

vert

isem

ent:

Am

eric

an F

eder

atio

n of

Tea

cher

s.T

row

er, C

athy

A. 1

997.

Ten

ure

snap

shot

. Was

hing

ton,

DC

:A

mer

ican

Ass

ocia

tion

for

Hig

her

Edu

catio

n.W

esso

n, M

aria

nne,

and

San

dra

John

son.

199

1. P

ost-

tenu

re r

evie

w a

nd f

acul

ty r

evita

lizat

ion.

Aca

dem

e(M

ay/J

une)

.W

olfe

, Ala

n. 1

990.

The

feu

dal c

ultu

re o

f th

e po

stm

oder

nun

iver

sity

. Was

hing

ton,

DC

: Am

eric

an A

ssoc

iatio

n of

Uni

vers

ity P

rofe

ssor

s.Y

arm

olin

sky,

Ada

m. 1

994.

Ten

ure:

per

man

ence

and

chan

ge. C

hang

e (M

ay/J

une)

.

Con

trac

t Ful

l-tim

e an

d Pa

rt-t

ime

Non

-ten

ure

posi

tions

Ada

man

y, D

avid

. 199

7. A

uni

vers

ity p

resi

dent

ref

lect

s on

the

role

of

adju

nct f

acul

ty in

the

cont

empo

rary

rese

arch

uni

vers

ity. P

aper

rea

d at

Con

fere

nce

on th

eG

row

ing

Use

of

Part

-Tim

e/A

djun

ct F

acul

ty,

Sept

embe

r 26

-28,

at W

ashi

ngto

n, D

C.

Ben

jam

in, E

rnes

t. 19

97. F

acul

ty a

ppoi

ntm

ents

: an

over

view

of

the

data

. Pap

er r

ead

at C

onfe

renc

e on

the

Gro

win

g U

se o

f Pa

rt-T

ime/

Adj

unct

Fac

ulty

,Se

ptem

ber

26-2

8, a

t Was

hing

ton,

DC

.B

ranm

acho

wsk

i, G

race

. 199

6. P

ersp

ectiv

es a

ndpe

rcep

tions

: a r

evie

w o

f th

e lit

erat

ure

on th

e us

e of

part

-tim

e fa

culty

in c

omm

unity

col

lege

s. D

octo

ral

Dis

sert

atio

n, C

olle

ge o

f E

duca

tion

and

Alli

edPr

ofes

sion

s, D

epar

tmen

t of

Edu

catio

nal L

eade

rshi

p,D

octo

ral P

rogr

am in

Hig

her

Edu

catio

n, U

nive

rsity

of

Tol

edo,

Tol

edo,

OH

.B

rene

man

, Dav

id W

. 199

7. A

ltern

ativ

es to

tenu

re f

or th

ene

xt g

ener

atio

n of

aca

dem

ics.

Was

hing

ton,

DC

:A

mer

ican

Ass

ocia

tion

of H

ighe

r E

duca

tion.

Byr

ne, P

eter

J. 1

997.

Aca

dem

ic f

reed

om w

ithou

t ten

ure?

Was

hing

ton,

DC

: Am

eric

an A

ssoc

iatio

n of

Hig

her

Edu

catio

n.

CJ

47

Page 49: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Cha

it, R

icha

rd, a

nd C

athy

A. T

row

er. 1

997.

Whe

re te

nure

does

not

rei

gn. W

ashi

ngto

n, D

C: A

mer

ican

Ass

ocia

tion

of H

ighe

r E

duca

tion.

Cof

fee,

Sus

an O

sbor

n. 1

992.

Par

t-tim

e fa

culty

pol

icie

s an

dpr

oced

ures

in p

ublic

com

mun

ity c

olle

ges

in V

irgi

nia.

Doc

tora

l Dis

sert

atio

n, E

duca

tion,

Uni

vers

ity o

fV

irgi

nia,

Cha

rlot

te, V

A.

Eas

tern

Men

noni

te U

nive

rsity

. 199

4. F

acul

ty e

mpl

oym

ent

and

prom

otio

n po

licie

s. H

arri

sonb

urg,

VA

: Eas

tern

Men

noni

te U

nive

rsity

.G

appa

, Jud

ith M

., an

d D

avid

W. L

eslie

. 199

3. T

he in

visi

ble

facu

lty: i

mpr

ovin

g th

e st

atus

of

part

-tim

ers

in h

ighe

red

ucat

ion.

San

Fra

ncis

co, C

A: J

osse

y-B

ass

Publ

ishe

rs.

Gap

pa, J

udith

M.,

and

Dav

id W

. Les

lie. 1

997a

. Off

the

tenu

re tr

ack:

six

mod

els

for

full-

time,

non

tenu

rabl

eap

poin

tmen

ts. W

ashi

ngto

n, D

C: A

mer

ican

Ass

ocia

tion

of H

ighe

r E

duca

tion.

Gap

pa, J

udith

M.,

and

Dav

id W

. Les

lie. 1

997b

. Tw

ofa

culti

es o

r on

e?: t

he c

onun

drum

of

part

-tim

ers

in a

bifu

rcat

ed w

ork

forc

e. W

ashi

ngto

n, D

C: A

mer

ican

Ass

ocia

tion

of H

ighe

r E

duca

tion.

Got

tfri

ed, B

radl

ey, M

. 199

5. P

art-

time

facu

lty in

com

mun

ity c

olle

ges:

est

eem

ed c

ontr

ibut

ors

orin

visi

ble

entit

ies?

Mic

higa

n C

omm

unity

Col

lege

Jour

nal 1

(2)

.K

uh, C

harl

otte

. 199

7. P

art-

time

and

non-

tenu

re tr

ack

phds

: a s

tatis

tical

look

. Pap

er r

ead

at C

onfe

renc

e on

the

Gro

wni

ng U

se o

f Pa

rt-t

ime

and

Adj

unct

Fac

ulty

,Se

ptem

ber

26-2

8, a

t Was

hing

ton,

DC

.L

ee, J

ohn.

199

7. P

art-

time

empl

oym

ent i

n ac

adem

e. N

EA

Hig

her

Edu

catio

n R

esea

rch

Cen

ter

Upd

ate,

Jan

uary

.R

eich

ard,

Gar

y W

. 199

7. P

art-

time

facu

lty in

res

earc

hun

iver

sitie

s: p

robl

ems

and

pros

pect

s. P

aper

rea

d at

Con

fere

nce

on th

e G

row

ing

Use

of

Part

-Tim

e/A

djun

ct F

acul

ty, S

epte

mbe

r 26

-28,

at W

ashi

ngto

n,D

C.

48

Rou

eche

, Joh

n. 1

997.

Str

ange

rs in

thei

r ow

n la

nd: p

art-

time

facu

lty in

am

eric

an c

omm

unity

col

lege

s.W

ashi

ngto

n, D

C: A

mer

ican

Ass

ocia

tion

ofC

omm

unity

Col

lege

s.R

ouec

he, J

ohn,

Sua

nne

Rou

eche

, and

Mar

k D

. Mill

iron

.19

95. P

art-

time

facu

lty in

am

eric

an c

omm

unity

colle

ges.

Was

hing

ton,

DC

: Am

eric

an A

ssoc

iatio

n of

Com

mun

ity C

olle

ges.

Sant

a Fe

Com

mun

ity C

olle

ge. 1

989.

San

ta F

e co

mm

unity

colle

ge s

taff

dev

elop

men

t pro

gram

s, p

olic

ies,

and

proc

edur

es. P

aper

rea

d at

69t

h A

nnua

l AA

CJC

Con

vent

ion,

Mar

ch 2

9-A

pril

1, a

t Was

hing

ton,

DC

.Sh

awne

e St

ate

Uni

vers

ity. A

rtic

le X

I fa

culty

eva

luat

ion,

artic

le X

II, c

ontin

uing

con

trac

t, ar

ticle

XII

Ipr

omot

ion,

art

icle

XIV

, gri

evan

ce p

roce

dure

s. P

aper

read

at C

onfe

renc

e on

the

Gro

win

g U

se o

f Pa

rt-t

ime

and

Adj

unct

Fac

ulty

, Sep

tem

ber

26-2

8, a

tW

ashi

ngto

n, D

C.

Suar

ez, T

erra

nce,

and

Max

ine

Sing

leto

n. 1

997.

Enh

anci

ngsu

ppor

t for

adj

unct

fac

ulty

. Ric

hmon

d, V

A: V

irgi

nia

Com

mun

ity C

olle

ge S

yste

m.

Tod

d, A

llyse

n. 1

997.

A p

arad

igm

shi

ft: r

ecru

iting

, tra

inin

g,an

d de

velo

ping

qua

lity

part

-tim

e an

d ad

junc

t fac

ulty

.Pa

per

read

at S

ixth

Ann

ual T

each

ing

for

a C

hang

eC

onfe

renc

e, J

une

16-1

8, a

t Aur

ora,

CO

.W

inga

te U

nive

rsity

. 199

7. F

acul

ty e

valu

atio

n se

ctio

n 5.

22.

Win

gate

, NC

: Win

gate

Uni

vers

ity.

Facu

lty M

ix19

88. T

he s

trat

egic

stu

dy g

roup

on

the

stat

us o

f w

omen

:R

epor

t to

the

Pres

iden

t and

the

Com

mis

sion

for

Wom

en. W

ashi

ngto

n, D

C.

Bes

s, J

ames

L. 1

997.

Con

trac

t sys

tem

s, b

urea

ucra

cies

and

facu

lty m

otiv

atio

n: th

e pr

obab

le e

ffec

ts o

f a

no-

tenu

re p

olic

y. P

aper

rea

d at

Am

eric

an E

duca

tion

Res

earc

h A

ssoc

iatio

n, a

t Chi

cago

, IL

.

Coo

k, W

illia

m A

. 199

5. E

mpo

wer

ing

facu

lty to

man

age

off-

cam

pus

degr

ee p

rogr

ams:

red

efin

ing

facu

ltyw

orkl

oads

and

ser

vice

.Fl

achm

ann,

Kim

. 199

3. T

erm

s an

d co

nditi

ons

ofem

ploy

men

t in

the

Cal

ifor

nia

Stat

e U

nive

rsity

.T

hom

pson

, Kar

en. 1

994.

Cen

tral

con

tinge

ncie

s: p

art t

ime

facu

lty a

nd th

e fu

ture

of

high

er e

duca

tion.

Div

ersi

ty19

92a.

Pol

icie

s fo

r di

vers

ity in

edu

catio

n. L

ondo

n an

dN

ew Y

ork:

Ope

n U

nive

rsity

.19

92b.

Pro

mot

ing

dive

rsity

in c

olle

ge c

lass

room

s:in

nova

tive

resp

onse

s fo

r th

e cu

rric

ulum

, fac

ulty

and

inst

itutio

ns. S

an F

ranc

isco

, CA

: Jos

sey-

Bas

s.19

93. M

akin

g di

vers

ity h

appe

n: c

ontr

over

sies

and

solu

tions

. Gre

ensb

oro,

NC

: Cen

ter

for

Cre

ativ

eL

eade

rshi

p.A

lger

, Jon

atha

n R

. 199

7. T

he e

duca

tiona

l val

ue o

fdi

vers

ity. A

cade

me

(Jan

uary

-Feb

ruar

y).

Bay

tos,

Law

renc

e M

. 199

5. D

esig

ning

and

impl

emen

ting

succ

essf

ul d

iver

sity

pro

gram

s. E

ngle

woo

d C

liffs

, NJ:

Pren

tice

Hal

l, co

-pub

lishe

d w

ith th

e So

ciet

y fo

rH

uman

Res

ourc

e M

anag

emen

t.R

endo

n, L

aura

I. 1

996.

Edu

catin

g a

new

maj

ority

:tr

ansf

orm

ing

amer

ica'

s ed

ucat

iona

l sys

tem

for

dive

rsity

. San

Fra

ncis

co: J

osse

y-B

ass.

Smith

, Dar

yl G

. Div

ersi

ty w

orks

: the

em

ergi

ng p

ictu

re o

fho

w s

tude

nts

bene

fit.

Was

hing

ton,

DC

: Ass

ocia

tion

ofA

mer

ican

Col

lege

s &

Uni

vers

ities

.Sm

ith, D

aryl

G. 1

996.

Ach

ievi

ng f

acul

ty d

iver

sity

:de

bunk

ing

the

myt

hs. W

ashi

ngto

n, D

C: A

ssoc

iatio

nof

Am

eric

an C

olle

ges

& U

nive

rsiti

es.

Wol

f-D

evin

e, C

elia

. 199

7. D

iver

sity

and

com

mun

ity in

the

acad

emy.

New

Yor

k: R

owm

an &

Litt

lefi

eld.

o 7

Page 50: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

Facu

lty P

repa

ratio

n19

98. S

cien

ce's

nex

t wav

e: a

n el

ectr

onic

net

wor

k fo

r th

ene

xt g

ener

atio

n of

sci

entis

ts. M

ento

ring

in th

eSc

ient

ific

Com

mun

ity (

Janu

ary

9).

Cag

e, M

ary

C. 1

996.

Lea

rnin

g to

teac

hThe

Chr

onic

le o

fH

ighe

r E

duca

tion,

Feb

ruar

y 9,

Al,

A19

-20.

Gaf

f, J

erry

G. 1

994.

Fac

ulty

dev

elop

men

t: th

e ne

wfr

ontie

r. L

iber

al E

duca

tion

80 (

4, F

all)

:16-

21.

Gaf

f, J

erry

G. 1

997.

The

cha

ngin

g ro

les

of f

acul

ty a

ndad

min

istr

ator

s. L

iber

al E

duca

tion

83 (

3,Su

mm

er)

:12-

17.

Gaf

f, J

erry

G.,

and

Leo

M. L

ambe

rt. 1

996.

Soc

ializ

ing

futu

re f

acul

ty to

the

valu

es o

f un

derg

radu

ate

educ

atio

n. C

hang

e (J

uly/

Aug

ust)

:38-

45.

Gaf

f, J

erry

G.,

and

Ann

e S.

Pru

itt-L

ogan

. In

Pres

s. W

hat

happ

ens

whe

n w

e re

ally

pre

pare

gra

duat

e st

uden

tsto

bec

ome

colle

ge p

rofe

ssor

s. I

n T

he G

radu

ate

Exp

erie

nce,

edi

ted

by M

. And

erso

n. S

an F

ranc

isco

:Jo

ssey

-Bas

s.M

urra

y, B

ridg

et. 1

997.

Uni

que

men

tor

prog

ram

s bo

lste

rst

uden

ts' c

aree

rs. A

mer

ican

Psy

chol

ogic

alA

ssoc

iatio

n M

onito

r (M

ay).

Ryu

go, D

avid

K. 1

998.

Why

you

sho

uld

care

abo

utm

ento

ring

. Men

tori

ng in

the

Scie

ntif

ic C

omm

unity

.St

owe,

Noe

l J. 1

997.

Dev

elop

ing

a pr

ofes

sori

ate

trac

k fo

rdo

ctor

al p

rogr

ams.

Org

aniz

atio

n of

Am

eric

anH

isto

rian

s N

ewsl

ette

r, N

ovem

ber.

Tic

e, S

tace

y L

ane,

Jer

ry G

. Gaf

f, a

nd A

nne

S. P

ruitt

-Log

an.

In P

ress

. Pre

pari

ng f

utur

e fa

culty

pro

gram

s: b

eyon

dtz

dev

elop

men

t. In

the

prof

essi

onal

dev

elop

men

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uate

teac

hing

ass

ista

nts,

edi

ted

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.M

arin

covi

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. Pro

stco

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F. S

tout

: Ank

erPu

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hing

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renc

hmen

tB

utte

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nd W

olfe

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habo

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n 19

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en 1

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oupt

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iss

ler

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re f

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e: th

e ro

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n-si

zing

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n. W

ashi

ngto

n, D

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nive

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ssoc

iatio

n.C

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ivat

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'm

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d un

iver

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s.C

UPA

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he c

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am r

educ

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Jou

rnal

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her

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catio

n 64

(3,

May

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orri

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., JD

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l com

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ium

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: Nat

iona

lA

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iatio

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ttorn

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d R

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7. W

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f H

ighe

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68 (

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427-

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Pol

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#2

Fac

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AFT

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Why

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Wor

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Wom

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9 (4

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Ben

jam

in, E

rnes

t. 19

90. C

hang

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dist

ribu

tion

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acul

tyby

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re s

tatu

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d ge

nder

. Was

hing

ton,

DC

:A

mer

ican

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ocia

tion

of U

nive

rsity

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t L. 1

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Sch

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ofes

sori

ate.

Pri

ncet

on, N

.J.:

Car

negi

e Fo

unda

tion

for

the

Adv

ance

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t of

Tea

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g.C

hase

, S. 1

996.

Bri

dgin

g th

e ga

p be

twee

n ca

mpu

s an

dsc

hool

thro

ugh

colla

bora

tion

in a

pro

fess

iona

lde

velo

pmen

t sch

ool n

etw

ork

in s

ocia

l stu

dies

and

glob

al e

duca

tion.

Pap

er r

ead

at a

nnua

l mee

ting

ofth

e A

mer

ican

Edu

catio

nal R

esea

rch

Ass

ocia

tion,

at

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k.

Dou

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Sab

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uctiv

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ited

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ww

.aln

.org

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/jour

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s2/d

uder

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t.htm

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haw

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lain

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993.

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pus

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se o

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r tr

aini

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ines

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edia

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itor

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ill J

. 199

4. T

each

ing

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ge: a

res

ourc

e fo

rco

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6. R

epor

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Ten

ness

ee B

oard

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Reg

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pol

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on f

acul

ty d

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opm

ent.

Nas

hvill

e:T

enne

ssee

Boa

rd o

f R

egen

ts.

Gla

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997.

Scho

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dvan

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f T

each

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enne

th C

. 199

8. T

he c

ampu

s co

mpu

ting

proj

ect:

the

1997

nat

iona

l sur

vey

of in

form

atio

n te

chno

logy

in h

ighe

r ed

ucat

ion

[HT

ML

jour

nal]

. 199

7 [c

ited

1998

]. A

vaila

ble

from

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icir

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ject

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ampu

s_co

mpu

ting/

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Page 51: 105p.DOCUMENT RESUME. HE 031 817. Facing Change: Building the Faculty of the Future. American Association of State Colleges and Universities, Washington, DC. American Association of

50

Iow

a, U

nive

rsity

of

Nor

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998.

Pro

fess

iona

lde

velo

pmen

t lea

ve p

olic

y. C

edar

Fal

ls, I

A: T

heG

radu

ate

Col

lege

, Uni

vers

ity o

f N

orth

ern

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a.Je

nret

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., an

d K

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996.

Hon

orin

g ex

empl

ary

teac

hing

: the

two-

year

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set

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New

Dir

ectio

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or T

each

ing

and

Lea

rnin

g 65

:77-

83.

Kan

sas,

Uni

vers

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f. 1

997.

Han

dboo

k fo

r fa

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othe

r un

clas

sifi

ed s

taff

. Law

renc

e, K

S: U

nive

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Kan

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199

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ost-

tenu

rere

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rH

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duca

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Dec

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aliz

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orT

each

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rnin

g 65

:93-

98.

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Rew

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to in

divi

dual

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ew D

irec

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Tea

chin

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d L

earn

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65 (

3-9)

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isso

uri,

Uni

vers

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f. 1

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Rev

ised

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inut

es 1

0-9-

1981

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ende

d bo

ard

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utes

7-2

2-19

83 a

nd 1

0-30

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87. C

olum

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MO

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isso

uri.

NE

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5. T

enur

e. W

ashi

ngto

n, D

C:

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iona

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catio

n A

ssoc

iatio

n.N

EA

, Res

earc

h C

ente

r. 1

997.

Par

t-tim

e em

ploy

men

t in

acad

eme.

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ton,

DC

: Nat

iona

l Edu

catio

nA

ssoc

iatio

n.N

oble

, Dav

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. 199

8. D

igita

l dip

lom

a m

ills:

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auto

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of h

ighe

r ed

ucat

ion

[HT

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art

icle

]. 1

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(cite

d 19

98].

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ilabl

e fr

om h

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wo.

ca/

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a/ar

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ble.

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rry,

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tt. 1

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Mea

suri

ng tr

aini

ng's

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I. T

rain

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Dev

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men

t (M

ay)

:72.

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ano,

Cat

heri

ne. 1

995.

Tim

e fo

r a

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al?

HR

Focu

s (J

uly)

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Rus

sell,

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mas

. 199

8. N

o si

gnif

ican

t dif

fere

nce

[Web

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[cite

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981

Ava

ilabl

e fr

om h

ttp://

tenb

.mta

.ca/

phen

om/.

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eide

r, A

. 199

8. M

ore

prof

esso

rs a

re w

orki

ng p

art

time

and

mor

e te

ach

at tw

o-ye

ar c

olle

ges.

The

Chr

onic

le o

f H

ighe

r E

duca

tion,

Vol

. XL

IV, N

o. 2

7.Sh

eley

, Eliz

abet

h. 1

996.

Why

giv

e em

ploy

ees

sabb

atic

als?

:to

rew

ard,

rel

ax a

nd r

echa

rge.

HR

Mag

azin

e(M

arch

).So

rcin

elli,

M.D

., an

d A

.E. A

ustin

. 199

2. D

evel

opin

g ne

wan

d ju

nior

fac

ulty

. New

Dir

ectio

ns F

or T

each

ing

and

Lea

rnin

g 59

:71-

76.

Sorc

inel

li, M

.D.,

and

B. D

avis

. 199

6. H

onor

ing

exem

plar

yte

achi

ng in

res

earc

h un

iver

sitie

s. N

ew D

irec

tions

for

Tea

chin

g an

d L

earn

ing

65 (

71-7

6).

Svin

icki

, M.,

and

R. M

enge

s. 1

996.

Hon

orin

g ex

empl

ary

teac

hing

[sp

ecia

l edi

tion]

. New

Dir

ectio

ns f

orT

each

ing

and

Lea

rnin

g 65

.T

apsc

ott,

Don

ald.

199

6. T

he d

igita

l eco

nom

y: p

rom

ise

and

peri

l in

the

age

of n

etw

orke

d in

telli

genc

e. N

ewJe

rsey

: McG

raw

Hill

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row

er, C

athy

A. 1

997.

Fac

ulty

app

oint

men

ts f

or th

e 21

stce

ntur

y. P

aper

rea

d at

AA

SCU

Aca

dem

ic L

eade

rshi

pC

onfe

renc

e, N

ovem

ber

3.V

an N

ote

Chi

sm, N

., J.

Fra

ser,

and

Arn

old

R. 1

996.

Tea

chin

g ac

adem

ies:

hon

orin

g an

d pr

omot

ing

teac

hing

thro

ugh

a co

mm

unity

of

expe

rtis

e. N

ewD

irec

tions

for

Tea

chin

g an

d L

earn

ing

65:8

5-92

.Z

ahor

ski,

Ken

neth

J. 1

994.

The

sab

batic

al m

ento

r: a

prac

tical

gui

de to

suc

cess

ful s

abba

tical

s. B

olto

n, M

A:

Ank

er.

On

Oct

ober

22,

199

7 th

e A

mer

ican

Pro

duct

ivity

and

Qua

lity

Cen

ter

and

the

Stat

e H

ighe

r E

duca

tion

Exe

cutiv

eO

ffic

ers

asso

ciat

ion

dist

ribu

ted

a pr

ospe

ctus

for

abe

nchm

arki

ng/b

est p

ract

ice

stud

y on

fac

ulty

inst

ruct

iona

lde

velo

pmen

t: su

ppor

ting

facu

lty u

se o

f te

chno

logy

inte

achi

ng. T

he s

tudy

will

foc

us o

n de

velo

ping

fac

ulty

and

supp

ort s

truc

ture

s an

d w

ill e

xam

ine

fina

ncin

g an

d co

st,

orga

niza

tiona

l arr

ange

men

ts, s

taff

ing,

phy

sica

l des

ign,

func

tions

, con

sort

ial a

ppro

ache

s, a

nd e

ffec

tiven

ess

ofin

stru

ctio

nal d

evel

opm

ent p

rogr

ams.

Dra

ft p

olic

y do

cum

ents

on

facu

lty d

evel

opm

ent w

ere

used

fro

m f

ive

diff

eren

t ins

titut

ions

. Onl

y tw

o w

ere

in a

nad

vanc

ed o

r co

mpl

ete

form

and

ava

ilabl

e fo

r pu

blic

use

duri

ng th

e pe

ndan

cy o

f th

is s

tudy

.A

ll ar

e lis

ted

sinc

eth

ey m

ay w

ell b

e co

mpl

ete

upon

pub

licat

ion

of o

ur f

inal

repo

rt.

Mas

sach

uset

ts D

ista

nce

Edu

catio

n C

onso

rtiu

mT

he U

nive

rsity

of

Cen

tral

Flo

rida

The

Uni

vers

ity o

f C

inci

nnat

i http

://w

ww

.uc.

edu/

ww

w/

facu

lty/d

ev/f

acde

vdef

ault.

htm

l)T

he U

nive

rsity

of

Mic

higa

nT

he U

nive

rsity

of

Min

neso

ta

Als

o w

orth

rev

iew

are

sam

ple

prog

ram

s fr

om:

The

Uni

vers

ity o

f C

entr

al F

lori

da (

http

://re

ach.

ucfe

du/

-fct

l and

http

://pe

gasu

s.cc

.uct

iedu

/-di

stri

b/)

The

Uni

vers

ity o

f C

inci

nnat

i (ht

tp://

ww

w.u

c.ed

u/w

ww

/fa

culty

/dev

/fac

devh

ome.

htm

l)

The

Uni

vers

ity o

f Io

wa

(http

://w

ww

.uio

wa.

edu/

-cen

teac

h/)

The

Uni

vers

ity o

f M

ichi

gan

(http

://w

ww

.oit.

itd.u

mic

h.ed

u/)

Indi

ana

Uni

vers

ity/P

urdu

e U

nive

rsity

Ind

iana

polis

(http

://w

ww

.indi

ana.

edu/

-iud

iste

d/dl

reso

urce

s/fa

cdev

l.htm

l)

101

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Pol

icy

Wor

k G

roup

#3

Fac

ulty

Rev

iew

Pol

icie

s

Sele

ct R

efer

ence

sA

dam

any,

Dav

id. 1

997.

A u

nive

rsity

pre

side

nt r

efle

cts

onth

e ro

le o

f ad

junc

t fac

ulty

in th

e co

ntem

pora

ryre

sear

ch u

nive

rsity

. Pap

er r

ead

at C

onfe

renc

e on

the

Gro

win

g U

se o

f Pa

rt-T

ime/

Adj

unct

Fac

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,Se

ptem

ber

26-2

8, a

t Was

hing

ton,

DC

.A

lger

, Jon

atha

n R

. 199

7. T

he e

duca

tiona

l val

ue o

fdi

vers

ity. A

cade

me

(Jan

uary

-Feb

ruar

y).

Ban

acho

wsk

i, G

race

. 199

6. P

ersp

ectiv

es a

nd p

erce

ptio

ns:

a re

view

of

the

liter

atur

e on

the

use

of p

art-

time

facu

lty in

com

mun

ity c

olle

ges.

Dis

sert

atio

n,D

epar

tmen

t of

Edu

catio

nal L

eade

rshi

p, U

nive

rsity

of

Tol

edo,

Tol

edo,

OH

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anac

how

ski,

Gra

ce. 1

997.

Adv

anta

ges

and

disa

dvan

tage

sof

em

ploy

ing

part

-tim

e fa

culty

in c

omm

unity

colle

ges.

Was

hing

ton,

DC

: Off

ice

of E

duca

tion

Res

earc

h an

d Im

prov

emen

t.B

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n, O

.W.,

and

HJ.

Zof

fer.

199

6. M

anag

ing

part

-tim

ean

d ad

junc

t fac

ulty

. Pap

er r

ead

at A

mer

ican

Ass

ocia

tion

of C

olle

giat

e Sc

hool

s of

Bus

ines

s A

nnua

lM

eetin

g, A

pril,

at L

os A

ngel

es, C

alif

orni

a.B

erry

, Alic

e. 1

996.

Fac

ulty

ass

essm

ent a

nd d

evel

opm

ent

in a

cha

ngin

g pr

ofes

sion

. AD

FL B

ulle

tin, S

prin

g.B

lack

burn

, Rob

ert T

, and

Jan

et H

. Law

renc

e. 1

995.

Facu

lty a

t wor

k. B

altim

ore,

MD

: The

Joh

n H

opki

nsU

nive

rsity

Pre

ss.

Bod

e, R

ita, a

nd R

ober

t J. M

enge

s. 1

997.

Fee

dbac

k se

ekin

gan

d re

ceiv

ing

by c

olle

ge a

nd u

nive

rsity

fac

ulty

. Pap

erre

ad a

t ann

ual m

eetin

g of

the

Am

eric

an E

duca

tiona

lR

esea

rch

Ass

ocia

tion,

Mar

ch 2

4-28

, at C

hica

go, I

L.

102

Boy

er, E

rnes

t L. 1

990.

Sch

olar

ship

rec

onsi

dere

d:pr

iori

ties

of th

e pr

ofes

sori

ate.

Pri

ncet

on, N

.J.:

Car

negi

e Fo

unda

tion

for

the

Adv

ance

men

t of

Tea

chin

g.B

rask

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Lar

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., an

d Jo

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. Ory

. 199

4. A

sses

sing

facu

lty w

ork:

enh

anci

ng in

divi

dual

and

inst

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nal

perf

orm

ance

, Hig

her

and

Adu

lt E

duca

tion

Seri

es.

San

Fran

cisc

o: J

osse

y-B

ass.

Cam

p, R

ober

t C.,

Men

ten

L. G

ibbs

, and

Rob

ert J

. Mas

ters

.19

88. T

he f

inite

incr

emen

t fac

ulty

mer

it pa

yal

loca

tion

mod

el. J

ourn

al o

f H

ighe

r E

duca

tion

59(n

o. 6

, Nov

embe

r/D

ecem

ber)

.C

hait,

Ric

hard

P. 1

996.

The

new

act

ivis

m o

f co

rpor

ate

boar

ds a

nd th

e im

plic

atio

ns f

or c

ampu

s go

vern

ance

.W

ashi

ngto

n, D

C: A

ssoc

iatio

n of

Gov

erni

ng B

oard

s of

Uni

vers

ities

and

Col

lege

s.C

offe

y, S

usan

Osb

orn.

199

2. P

art-

time

facu

lty p

olic

ies

and

proc

edur

es in

pub

lic c

omm

unity

col

lege

s in

Vir

gini

a.D

isse

rtat

ion,

Edu

catio

n, U

nive

rsity

of

Vir

gini

a,C

harl

otte

.C

ohen

, How

ard,

Ric

hard

Edw

ards

, Mad

elei

ne G

oodm

an,

Chr

istin

e L

icat

a, a

nd J

.N. M

usto

. 199

6. P

ost t

enur

ere

view

: fro

m p

olic

y to

pra

ctic

e. P

aper

rea

d at

AA

HE

Con

fere

nce

on F

acul

ty R

oles

8z

Rew

ards

, Jan

uary

, at

San

Die

go, C

A.

Coh

en, S

helb

y R

uth.

199

7. T

he m

ism

easu

re o

f th

e co

llege

prof

esso

r. C

olle

ge S

tude

nt J

ourn

al 3

1 (S

epte

mbe

r).

Edw

ards

, Ric

hard

. 199

4. T

owar

ds c

onst

ruct

ive

revi

ew o

fdi

seng

aged

fac

ulty

. AA

HE

Bul

letin

(no

. 47,

Oct

ober

).E

dwar

ds, R

icha

rd. 1

997.

Can

pos

t-te

nure

rev

iew

hel

p us

save

the

tenu

re s

yste

m?

Aca

dem

e 83

(3.

May

/Ju

ne):

26-7

1.G

appa

, Jud

ith M

. Par

t-tim

e fa

culty

: hig

her

educ

atio

n at

acr

ossr

oads

: Nat

iona

l Ins

titut

e of

Edu

catio

n.

Gap

pa, J

udith

M.,

and

Dav

id W

. Les

lie. 1

993.

The

invi

sibl

efa

culty

: im

prov

ing

the

stat

us o

f pa

rt-t

imer

s in

hig

her

educ

atio

n. S

an F

ranc

isco

, CA

: Jos

sey-

Bas

sPu

blis

hers

.G

appa

, Jud

ith M

., an

d D

avid

W. L

eslie

. 199

7. T

wo

facu

lties

or o

ne?:

the

conu

ndru

m o

f pa

rt-t

imer

s in

abi

furc

ated

wor

k fo

rce.

Was

hing

ton,

DC

: Am

eric

anA

ssoc

iatio

n of

Hig

her

Edu

catio

n.G

ottf

ried

, Bra

dley

, M. 1

995.

Par

t-tim

e fa

culty

inco

mm

unity

col

lege

s: e

stee

med

con

trib

utor

s or

invi

sibl

e en

titie

s? M

ichi

gan

Com

mun

ity C

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geJo

urna

l 1 (

2).

Gre

en, K

. 199

2. A

fter

the

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: man

agem

ent m

ajor

s in

the

1990

s: M

cGra

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Ken

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, Don

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7. A

cade

mic

dut

y. C

ambr

idge

, MA

:H

arva

rd U

nive

rsity

Pre

ss.

Lea

ther

man

, Cou

rtne

y. 1

997.

Lea

ders

of

scho

larl

y gr

oups

outli

ne r

espo

nse

to g

row

th in

the

use

of p

art-

time

facu

lty. T

he C

hron

icle

of

Hig

her

Edu

catio

n,D

ecem

ber

5, A

18.

Lee

, Joh

n. 1

997.

Par

t-tim

e em

ploy

men

t in

acad

eme.

NE

AH

ighe

r E

duca

tion

Res

earc

h C

ente

r U

pdat

e, J

anua

ry.

Lic

ata,

Chr

istin

e M

. 199

8. P

ost-

tenu

re r

evie

w: a

t the

cros

sroa

ds o

f ac

coun

tabi

lity

and

oppo

rtun

ity. A

AH

EB

ulle

tin (

June

):3-

6.L

icat

a, C

hris

tine

M.,

and

Jose

ph C

. Mor

real

e. 1

988.

The

eye

sees

not

itse

lf. N

EA

Hig

her

Edu

catio

n Jo

urna

l IV

(1, S

prin

g) :4

9-56

.

Lic

ata,

Chr

istin

e M

., an

d Jo

seph

C. M

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ost-

tenu

re r

evie

w p

olic

ies,

pra

ctic

es, p

reca

utio

ns. I

nW

orki

ng P

aper

Ser

ies.

Was

hing

ton,

DC

: Am

eric

anA

ssoc

iatio

n fo

r H

ighe

r E

duca

tion.

Man

ger,

Den

nis

K. 1

996.

U. o

f T

exas

, with

an

eye

on th

ele

gisl

atur

e, s

tart

s a

syst

em o

f po

st-t

enur

e re

view

s.T

he C

hron

icle

of

Hig

her

Edu

catio

n, D

ecem

ber

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51

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Mor

ehea

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ere

W.,

and

Pete

r J.

She

dd. 1

997.

Util

izin

gsu

mm

ativ

e ev

alua

tion

thro

ugh

exte

rnal

pee

r re

view

of te

achi

ng. I

nnov

ativ

e H

ighe

r E

duca

tion

22 (

1, F

all)

.M

ortim

er, K

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985.

Fle

xibi

lity

in a

cade

mic

sta

ffin

g.A

mer

ican

Soc

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of

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her

Edu

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n.R

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7. N

ew p

athw

ay I

I -

acad

emic

car

eers

for

a ne

w c

entu

ry. W

ashi

ngto

n, D

C: A

mer

ican

Ass

ocia

tion

for

Hig

her

Edu

catio

n.R

ouec

he, J

ohn,

Sua

nne

Rou

eche

, and

Mar

k D

. Mill

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.19

95. P

art-

time

facu

lty in

am

eric

an c

omm

unity

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Was

hing

ton,

DC

: Am

eric

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ssoc

iatio

n of

Com

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ity C

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ges.

Row

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assy

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983.

Pan

dora

's d

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ma,

som

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flec

tions

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rev

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dem

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ay-

June

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ent o

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ime

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an c

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unity

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ashi

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n, D

C:

Am

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an A

ssoc

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n of

Uni

vers

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s.T

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m G

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mic

com

mun

ity a

nd p

ost-

tenu

re r

evie

w. A

cade

me

83 (

3, M

ay-J

un):

23-2

5.T

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Ally

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7. A

par

adig

m s

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: rec

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ng, t

rain

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and

deve

lopi

ng q

ualit

y pa

rt-t

ime

and

adju

nct f

acul

ty.

Pape

r re

ad a

t Six

th A

nnua

l Tea

chin

g fo

r a

Cha

nge

Con

fere

nce,

Jun

e 16

-18,

at A

uror

a, C

O.

Inst

itutio

nal C

ontr

acts

/Pol

icie

sFa

culty

rev

iew

pol

icie

s m

eriti

ng th

ough

tful

con

side

ratio

nca

n be

fou

nd a

t:C

ente

nary

Col

lege

, New

Jer

sey

The

Col

lege

of

New

Jer

sey

Kea

n U

nive

rsity

, New

Jer

sey

Cam

eron

Uni

vers

ity, O

klah

oma

Mon

tcla

ir U

nive

rsity

, New

Jer

sey

San

Die

go C

omm

unity

Col

lege

Dis

tric

t, C

alif

orni

aU

nive

rsity

of

Del

awar

e

Uni

vers

ity S

yste

m o

f G

eorg

iaG

eorg

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outh

ern

Uni

vers

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nive

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on

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ashi

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n, D

C: A

mer

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nive

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Pro

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AA

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On

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eva

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7. A

mer

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Ass

ocia

tion

of U

nive

rsity

Prof

esso

rs a

nd C

omm

unity

Col

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Hum

aniti

esA

ssoc

iatio

n 's

tate

men

t fro

m th

e co

nfer

ence

on

the

grow

ing

use

of p

art-

time

and

adju

nct f

acul

ty'.

Dig

est

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duca

tion

Stat

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mbe

r 26

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AU

P. 1

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Pos

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rev

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: an

AA

UP

resp

onse

.W

ashi

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n, D

C: A

mer

ican

Ass

ocia

tion

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nive

rsity

Prof

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E. 1

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impo

rtan

ce o

f di

vers

ity in

hig

her

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atio

n. W

ashi

ngto

n, D

C: A

mer

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Cou

ncil

onE

duca

tion.

Boa

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atio

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Sci

ence

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eng

inee

ring

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cato

rs19

96. W

ashi

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n, D

C: N

atio

nal S

cien

ceB

oard

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hand

ler,

Alic

e. 1

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Sta

tem

ent o

n ac

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, inc

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ndeq

uity

. Was

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iatio

n of

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e C

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ges

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oced

ures

. Pap

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Ann

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AC

JCC

onve

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n. 1

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atio

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men

t of

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-tim

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cupa

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l/tec

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acul

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lco

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ence

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essi

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l/tec

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