Faculty Handbook 2016-2017 - pgu.edu Handbook_2016-2017.pdf · Faculty Handbook 2016-2017 This...

Faculty Handbook 2016-2017

This policy manual is the property of Phillips Graduate University. These provisions supersede all existing policies and procedures within legal and human resource guidelines. Phillips Graduate University reserves the right to revise, delete or add policies at any time. This can be exercised

only by the written approval of the President of Phillips Graduate University.

(Approved by the Phillips Board of Trustees on December 3, 2016; revised December 3, 2016)

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TABLE OF CONTENTS

SECTION I – INTRODUCTION……………………………………………………. 5

Receipt and Acknowledgement Form………………………………………….. 6

Purpose of the Faculty Handbook………………………………………………. 8

History……………………………………………………………………………….. 9

Vision, Mission, Values……………………………………………………........... 10

SECTION II – FACULTY…………………………………………………………… 11

Definition of the Faculty Titles…………………………………………………... 12

Faculty………………………………………………………………………………… 12

Department Chair……………………………………………………………………. 12

Core Faculty…………………………………………………………………………. 12

Semester Contract Faculty…………………………………………………………. 14

Other Definitions and Information for Faculty………………………………... 15

Faculty Recruitment and Hiring Procedures………………………………….. 16

Hiring Philosophy……………………………………………………………………. 16

Equal Employment Opportunity……………………………………………………. 16

Nondiscrimination and Equal Opportunity – Protected Categories…………….. 16

General Hiring Policy………………………………………………………………... 16

Development of Position Announcements………………………………………... 16

Job Announcement Description……………………………………………………. 17

Recruitment and Job Postings……………………………………………………... 17

Hiring Process for Core Faculty……………………………………………………. 17

Conducting Reference Checks…………………………………………………….. 17

Semester Contract Faculty Hiring Procedures…………………………………… 18

Criteria for Appointment and Consideration of Faculty………………………….. 18

Exceptional Hire……………………………………………………………………... 18

Orientation of New Faculty…………………………………………………………. 19

Roles and Responsibilities of Faculty…………………………………………. 19

Teaching Effectiveness……………………………………………………………... 19

Professional Ethics and Conduct………………………………………………...... 19

Licensure/Credentials/Liability Insurance…………………………………………. 20

Academic Advisement………………………………………………………………. 20

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Effectiveness as an Advisor………………………………………………………... 21

Course Syllabi……………………………………………………………………….. 21

Textbooks…………………………………………………………………………….. 22

Course Assignments and Schedules……………………………………………… 22

Class Meetings……………………..………………………………………………... 22

Evaluation of Student Performance……………………………………………….. 22

Grading Guidelines………………………………………………………………….. 22

Course and Instructor Evaluation………………………………………………….. 23

Scholarly and/or Professional Activity…………………………………………….. 23

Outside Employment and/or Professional Activity……………………………….. 23

Restrictions…………………………………………………………………………… 24

Limitations on Phillips’ Responsibility for Performance of Outside Activities……………………………………………………………………………….

24

Commitment and Service to the Institution……………………………………….. 24

Community and Professional Service……………………………………………... 24

Core Faculty Workload Responsibilities…………………………………........ 25

Core Faculty Workload Agreements and Annual Contracts………................... 25

Workload Parameters……………………..………………………………………… 25

Non-Teaching Assignments/Modified Workloads………………………………... 26

Faculty Work Hours……………………..…………………………………………... 26

Office Hours……………………..…………………………………………………… 26

Professional Development……………………..…………………………………… 26

Overload……………………..……………………..………………………………… 27

Contracted Faculty Roles and Responsibilities……………………………… 27

Adjunct Instructor……………………..……………………………………………... 27

Visiting Instructor……………………..……………………………………………… 27

Clinical Faculty……………………..………………………………………………... 27

Evaluation of Core Faculty……………………………………………………….. 28

Faculty Evaluation Process…………………………………………..…………….. 28

Biennial Faculty Evaluation/Development Plan …………………………………. 28

Faculty Evaluation and Promotion…………………………………………………. 29

Core Faculty Promotion in Rank/Title………………………………………….. 29

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Important Factors Related to Faculty Promotion………………………………… 30

Promotion Process………………………………………………………………….. 30

Faculty Remediation………………………………………………………………… 30

Salary Increases…………………………………………………………………….. 30

Policy on Emeritus Faculty………………………………………………………. 31

SECTION III – CAMPUS GOVERNANCE……………………………………….. 32

Campus Governance……………………………………………………………… 33

Campus Executive/Leadership Team………………………………………….. 33

Academic Governance Structure……………………………………………….. 34

The Vice President of Academic Affairs…………………………………………... 34

Department Chairs…………………………………………………………………... 34

Academic Affairs Council…………………………………………………………… 34

Faculty Council…………………………………………………………................... 35

Faculty Council Constitution…………………………………………………….. 35

Decision-Making Process Related to Faculty Policy………………………… 37

Campus-Wide Standing Committees & Functional Workgroups…………. 38

SECTION IV – ACADEMIC PROGRAMS & ASSESSMENT………………….. 39

Academic Programs……………………………………………………………….. 40

Educational Philosophy…………………………………………………………... 40

Educator/Practitioner Model……………………………………………………... 40

Training & Development………………………………………………………….. 40

On-Site Counseling Services…………………………………………………….. 41

Continuing Education/Extension……………………………………………….. 41

A Culture of Evidence…………………………………………………………….. 42

Assessment of Student Learning………...………………………………………... 42

Institutional-Level Assessment and Annual Faculty Retreat……………………. 42

Institutional Student Learning Outcomes……………………………………... 43

Institutional Goal 1: Knowledge………………………………………................... 43

Institutional Goal 2: Skills…………………………………………………………… 43

Institutional Goal 3: Professionalism (Conduct) ……………………................... 43

SECTION V – FACULTY-RELATED POLICIES………………………………… 44

Faculty-Related Academic Policies…………………………………………….. 45

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Academic Freedom Policy………………………………………………………….. 45

Diversity Policy…………………………………………………………................... 45

Non-Discrimination Policy………………………………………………................. 46

Policy on Consensual Relationships Between Faculty and Students…………. 48

Scientific Misconduct……………………………………………………................. 50

Academic Honesty and Sanctions for Violation………………………………….. 51

Faculty Responsibility to Students with Special Accommodations…………….. 51

Library Privileges for Faculty………………………..……………………………… 51

Copyright Compliance Policy…………………………………………................... 52

Conflict of Interest…………………………………………………………………… 54

Confidentiality………………………………………………………………………… 54

Student Records…………………………………………………………................. 55

FERPA Guidelines………………………………………………………................. 55

Sexual Harassment Policy………………………………………………………….. 57

Grievance Policy…………………………………………………………................. 60

Reduction in Workforce Policy…………………………………………................. 64

APPENDICES………………………………………………………………….......... 66

Appendix A - Faculty Workload Agreement ………………................................ 67

Appendix B – Faculty Evaluation Process......................................................... 71

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SECTION I

Introduction

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Phillips Graduate University

Faculty Handbook

RECEIPT AND ACKNOWLEDGEMENT FORM I acknowledge that I have received an electronic copy of the Faculty Handbook that can also be viewed on the Phillips Graduate University’s website at www.pgi.edu under Human Resources and that this Handbook supersedes any previous policies or procedures. Faculty members employed by Phillips Graduate University must consult the Employee Handbook for general personnel related matters.

I understand that it is my responsibility to read the Faculty Handbook and that any questions I may have regarding the contents should be directed to the Vice President of Academic Affairs and/or the Human Resources Office.

I understand and agree that my employment and role as a faculty member at Phillips Graduate University will be governed by the policies contained in both the Faculty and Employee Handbooks.

I understand that faculty at Phillips are employed on an at-will basis. Nothing in this handbook shall limit the right to terminate at-will employment. Employment at-will may be terminated with or without cause and with or without notice at any time by the employee or Phillips. No manager, supervisor, or employee of Phillips has any authority to enter into an agreement for employment for any specified period of time or to make an agreement for employment on other than at-will terms. Only the President of Phillips has the authority to make any such agreement, which is binding only if it is in writing.

The governing bodies of Phillips reserve the right to revise, modify, delete or add to any or all policies, procedures, work rules, or benefits stated in this Handbook or in any other document without notice.

NAME (Please print)

SIGNATURE DATE

Please retain this page for your records.

http://www.pgi.edu/

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Phillips Graduate University

Faculty Handbook

RECEIPT AND ACKNOWLEDGEMENT FORM I acknowledge that the Faculty Handbook can be viewed on the Phillips Graduate University’s website at www.pgi.edu under Human Resources and that this Handbook supersedes any previous policies or procedures. Faculty members employed by Phillips Graduate University must consult the Employee Handbook for general personnel related matters. The Employee Handbook is also found under Human Resources on the Phillips Graduate University website.

I understand that it is my responsibility to read the Faculty Handbook and that any questions I may have regarding the contents should be directed to the Vice President of Academic Affairs and the Human Resources Office.

I understand and agree that my employment and role as a faculty member at Phillips Graduate University will be governed by the policies contained in both the Faculty and Employee Handbooks.

I understand that faculty at Phillips are employed on an at-will basis. Nothing in this handbook shall limit the right to terminate at-will employment. Employment at-will may be terminated with or without cause and with or without notice at any time by the employee or Phillips. No manager, supervisor, or employee of Phillips has any authority to enter into an agreement for employment for any specified period of time or to make an agreement for employment on other than at-will terms. Only the President of Phillips has the authority to make any such agreement, which is binding only if it is in writing.

The governing bodies of Phillips reserve the right to revise, modify, delete or add to any or all policies, procedures, work rules, or benefits stated in this Handbook or in any other document without notice.

NAME (Please print)

SIGNATURE DATE

This copy is to remain in the Handbook

http://www.pgi.edu/

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PURPOSE OF THIS FACULTY HANDBOOK

This Faculty Handbook is reflective of the current practices and policies of Phillips Graduate University (hereinafter referred to as “Phillips”) and is designed to familiarize faculty with the various policies and procedures pertinent to their role/employment as faculty members. This handbook summarizes the policies and practices at Phillips. It supersedes all previously issued Faculty Handbooks and any policy or benefits statements or memoranda that are inconsistent with the policies described here.

The intention of this handbook is to provide faculty members with clear descriptions of faculty-related policies, practices and procedures. In particular, the handbook describes the processes and criteria for faculty evaluation, hiring, and recruitment, promotion and workload parameters, titles, roles and responsibility of faculty, faculty contracts and other faculty-related policies.

Additionally, the handbook provides an overview of the decision-making process related to faculty and academic policies. It is important that faculty understand their role in policy development, decision-making, and campus governance. The decision-making process provides an opportunity for a collaborative relationship between faculty and leadership in the refinement of faculty and academic policies. To that end, the handbook and policies contained within will be evaluated on a regular basis by both faculty and leadership.

The handbook also provides a brief overview of the role of faculty in sustaining a culture of evidence on campus. At Phillips faculty play a significant role in the assessment of student learning, program review, and curriculum development. The handbook outlines the Institutional Student Learning Outcomes and describes faculty engagement in assessment practices both at the institutional and program levels.

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HISTORY

A nonprofit educational, counseling and training center, Phillips traces its origins to the 1950s when Clinton E. Phillips, Ph.D., pioneered the application of family systems theory and the initiation of family therapy at the American Institute of Family Relations.

Phillips Graduate University (Phillips) is a free-standing, non-profit, non-residential, non-sectarian graduate school dedicated to the training and preparation of students for human services related professions. Located in Chatsworth in the San Fernando Valley in Southern California, Phillips was founded in 1971 as the California Family Study Center (CFSC or CalFam) by Clinton E. Phillips, Ph.D. and T. David Jansen, D. Min. The program’s initial regional accreditation was granted through Azusa Pacific College (APC) (now Azusa Pacific University). It was recommended by WASC that CFSC seek independent accreditation, which the institution sought and obtained in 1983. In 1995, the California Family Study Center became Phillips Graduate Institute. The name change was both a tribute to the institution’s deceased founder and an indicator of its strategic decision to expand program offerings.

From its inception until 1997, Phillips/CFSC offered a single degree program: a Master of Arts degree in Marriage and Family Therapy. In 1997, the Board of Trustees identified program diversification as one of the primary initiatives of the institution’s strategic plan critical to ensuring the financial viability of the institution. The 1997 WASC site visit team also encouraged the development of new programs. Between 1997 and 2005, Phillips added masters’ programs in School Counseling, Art Therapy, and School Psychology and Doctor of Psychology programs in Clinical Psychology and Organizational Consulting. Today, approximately 250 students attend our programs and are taught by approximately 85 core and adjunct faculty members.

With almost fifty years of excellence in graduate education and training, Phillips has grown from a small, single-degree granting institution to a leader in the field, offering multiple degrees at both the master’s and doctoral levels.

In 2016 the Board of Trustees voted to rename the institution, Phillips Graduate University, and today, Phillips remains at the forefront of confronting complex interpersonal business and social issues, exploring new avenues for change, and ultimately creating academic programs that are shaped by the communities it serves.

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PHILLIPS GRADUATE UNIVERSITY

VISION, MISSION, VALUES

VISION Phillips strives to be a thriving global, diverse learning community.

MISSION Our mission is to provide outstanding education and training to students as well as counseling and consulting services to the community. We inspire personal transformation and professional excellence in an experiential, collaborative, and innovative learning environment.

VALUES

The Challenge to Grow and Develop This is applicable at the individual, family, and organizational levels. We apply it to ourselves and others.

Collaborative Involvement This is the catalyst for innovative and effective solutions outside the organization.

Integrity We encourage the making and honoring of commitments, consistency, and wholeness even under challenging circumstances.

Creativity Institutional support for creativity helps to find new solutions and to look "out-of-the-box" for new opportunities in times of change.

Appreciation for Diversity We can capitalize on the advantage of differences, learning new ways of doing things from each other.

Contribution to Positive Social Change Every person involved with Phillips Graduate University contributes to the well-being of the community. This contribution, however seemingly small, is eventually reflected at global levels.

THE PHILLIPS GRADUATE UNIVERSITY BRAND PROMISE

Phillips Graduate University provides a hands-on, experiential learning environment for people pursuing advanced degrees in counseling and consulting. Phillips’ programs are designed to help students put theory into practice so that they will have the real world tools and experience needed to excel in their chosen field.

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SECTION II

Faculty

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INTRODUCTION

As an institution of higher learning, Phillips has many priorities, typically defined as teaching, professional development, scholarly and creative activities, and service to the community. Central to its mission is the delivery of educational programs and services. Faculty members are central to accomplishing the educational mission. Efforts have been made to define a faculty structure that reflects the educational and service activities of the institution. Further, the faculty titles were created to provide uniformity and consistency across academic programs. This section of the handbook outlines the role of faculty and provides specific information related to faculty titles, roles, and responsibilities, recruitment and hiring, faculty evaluation and promotion.

DEFINITION OF THE FACULTY TITLES

Faculty of Phillips are classified into two broad categories, Core Faculty, and Semester Contract Faculty. Each category contains several sub-levels or titles which are described (including qualifying criteria) below:

1. “Faculty” - Employees engaged primarily in instruction and/or training

and who are employed and compensated on the basis of faculty title. 2. “Department Chair” – Employees whose primary responsibility is the

oversight and leadership of a specific academic program. Although the primary role of a Department Chair is administrative, it is typical for a portion of a Department Chair’s workload to include some degree of Core Faculty related activities. The percentage of faculty-related activities are determined based both on institutional and departmental needs in each academic year.

3. “Core Faculty” - Employees (full time or part time) holding the title of “Professor,” “Associate Professor,” or “Assistant Professor.” Core Faculty may be contracted for one or more academic years.

a. “Professor” - Core Faculty who hold an appropriate earned

doctorate from a graduate institution of recognized standing; with five (5) or more years of half-to-full-time teaching experience at a university level; and who meet five (5) out of the six (6) following criteria:

Has written peer reviewed or professional (Professional indicates textbook chapter, peer- reviewed journals and/or other professional publications), published material.

Has delivered professional presentations within the field.

Has made significant contributions in the area of training and development within the field (i.e., training program development and leadership; curriculum

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development specific to training and applied learning).

Has chaired, developed and delivered core coursework within his/her academic program.

Possesses knowledge and expertise related to the field of study in which s/he are teaching.

Maintains ongoing and active involvement in professional activities related to the field (i.e., consultation, practice, active membership in professional organizations).

b. “Associate Professor” is a title used for Core Faculty who holds a master’s or doctoral degree; with three (3) or more years of half-to-full-time teaching experience at a university level; and who meets three (3) out of the six (6) following criteria:

Has written peer reviewed or professional (professional indicates textbook chapter, peer- reviewed journals and/or other professional publications), published material.

Has delivered professional presentations within the field.

Has made significant contributions in the area of training and development within the field (i.e., training program development and leadership; curriculum development specific to training and applied learning).

Has chaired, developed and delivered core coursework within his/her academic program.

Possesses knowledge and expertise related to the field of study in which s/he are teaching.


c. “Assistant Professor” is a title used for Core Faculty who holds a master’s or doctoral degree; with two (2) or more years of adjunct-to-full-time teaching experience at a university level; and who has:

Chaired, developed and delivered core coursework within his/her academic program.

Possesses knowledge and expertise related to the field of study in which they are teaching.


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4. “Semester Contract Faculty” are employees (part-time) holding the title of “Adjunct Instructor,” “Visiting Instructor,” or “Clinical Faculty.” Semester Contract Faculty are typically contracted as needed per semester.

a. “Adjunct Instructor” is a title used for Semester Contracted Faculty who holds a master’s or doctoral degree; and who is a professional in the field. Adjunct Instructors are typically contracted to chair and/or deliver an entire course within a semester. In consultation with the respective Department Chair, Adjunct Instructors are responsible for the development and coordination of course materials including, syllabi, selection of textbooks, course readers, additional handout materials, exams, etc., grading and evaluation of student performance and participation in departmental meetings as needed.

b. “Visiting Instructor” is a title used for Semester Contract Faculty

who holds a master’s or doctoral degree; and who is a professional in the field. Visiting instructors typically teach no more than one-two classes within a course focused on a specific area of expertise. Unlike adjunct instructors, visiting instructors are not responsible for comprehensive course materials or evaluation of students.

c. “Clinical Faculty” is a title used for faculty whose primary

responsibility is to train and/or supervise the clinical work of students and interns in the counseling center at Phillips. They are expected to commit to the mission, core values, and training model of Phillips and the counseling center. Clinical faculty (depending on their status/duties) are expected to be on campus to provide training/supervision to trainees and interns, attend all required meetings, and participate in all counseling center functions related to their program as well as recruitment activities and committee meetings. All clinical faculty members must adhere to the legal and ethical guidelines associated with their profession.

Specifically, clinical faculty members are expected to:

Demonstrate skill in teaching and supervision

Serve as role models for students

Participate in campus governance as needed

Attend counseling center meetings

Attend Program meetings (full/part-time clinical faculty only)

Be responsible for grading in their courses and submitting

grades in a timely manner

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Participate in the development/implementation of program evaluation

Develop syllabi and training materials

Prepare/modify traineeship handbook as required

Evaluate trainee and intern performance in a timely manner and as required

Monitor clinical files to ensure compliance with counseling center standards

Participate in recruitment efforts including information sessions, orientation sessions, interviewing and selection process, and

Be available at all times by phone to handle client emergencies

OTHER DEFINITIONS AND INFORMATION FOR FACULTY

Phillips Graduate University holds three-semester terms, fall, spring, and summer. Exact start and end dates for each semester vary annually; see the academic calendar on the Phillips website for updated information and critical dates within each semester.

1. “Academic Year” (AY) is the period which typically begins in late August

(with the start of the fall semester) of a given calendar year and ends in mid-August (at the end of summer semester) of the next calendar year.

2. “Contract Year” is considered to be a ten (10) month term of service which

begins with the start of the fall semester (August) and ends during the month of June (exact start and end dates are indicated in faculty contracts). Professional service is required of all full-time and part- time core faculty members for the entire “contract year” with the exception of semester breaks, spring break, and legal holidays.

3. Faculty Payment Schedule:

Members of the core faculty with a ten (10) month term of service contract are paid on the basis of a twelve (12) month year beginning on September 1 of each calendar year and ending on August 31 of the next calendar year.

Semester contract faculty are typically contracted per semester and paid either on a per unit basis or hourly depending on their title. Contract start and end dates will be clearly defined in semester faculty contracts.

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FACULTY RECRUITMENT AND HIRING PROCEDURES

Hiring Philosophy The policy of Phillips Graduate University is to provide equal opportunity in all aspects of employment. Phillips is committed to its goal to employ a diverse faculty and to comply with its obligation to hire the most qualified applicant for each job. Through a workforce that is diverse, we benefit students of all backgrounds by exposing them to different ideas, experiences, and worldviews. By doing so, we improve student success and educational quality.

Equal Employment Opportunity

All qualified individuals have a full and fair opportunity to compete for hiring and promotion and to enjoy the benefits of employment within Phillips. Ensuring equal employment opportunity also involves creating an environment that fosters cooperation, acceptance, democracy, and free expression and is welcoming to men and women, persons with disabilities, and individuals from all ethnic and other protected groups.

Nondiscrimination and Equal Opportunity – Protected Categories

Race/National Origin/Color/Ancestry

Religion

Sex (Pregnancy/Sexual Orientation)

Disability (Physical/Mental)

Age (40+)

Marital Status

Medical Condition

General Hiring Policy Sole authority to hire and retain Core Faculty is vested in the President. No representative of the institution may make commitments to prospective appointees without the approval of all details of such commitments by the President or by the Vice President of Academic Affairs (VPAA).

Identification, recruitment, and selection of well-qualified faculty is a joint effort of the Department Chair, faculty and administration including the President and VPAA of Phillips Graduate University.

Development of Position Announcements

Department Chairs and the VPAA in collaboration with Human Resources shall develop mutually agree upon faculty job descriptions, requirements, and desirable qualifications.

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Job Announcement Description All job announcements shall include the following:

Duties and responsibilities

Minimum qualifications including: 1. The knowledge, skill, and ability that a successful candidate shall

possess. 2. Sensitivity to and understanding of the diverse academic,

socioeconomic, cultural, disability and ethnic backgrounds of graduate school students.

Recruitment and Job Postings

Once a job description has been finalized, and resource allocation is approved by the President, the faculty position is then publicized through available channels in accordance with equal opportunity requirements. Additionally, all new positions shall be posted on the Phillips’ website.

Hiring Process for Core Faculty

In most cases, new Core Faculty candidates (Professor, Associate Professor, and/or Assistant Professor) are recruited through a Search Committee appointed by the VPAA and respective Department Chair. The Search Committee will consist of one or two Core Faculty members from the department hiring, a faculty member from outside of the department, the respective Department Chair, the VPAA and the Director of Human Resources. The following steps outline the recruitment process:

1. Curriculum Vitae of potential candidates are reviewed by the Search

Committee. 2. Search Committee recommendations are forwarded to the Director of Human

Resources who will then contact candidates for an initial interview. 3. Final candidates are determined through the interviews conducted by the

Search Committee. 4. The VPAA and respective Department Chair make a

recommendation to the President. 5. Final hiring decisions rest with the President.

Conducting Reference and Background Checks

Reference checks will include academic and criminal background, professional experience, and professional/personal references relevant to performance and will be conducted by the Director of Human Resources.

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Semester Contract Faculty Hiring Procedures

Hiring of Semester Contract Faculty members (Adjunct Instructor, Visiting Instructor, Clinical Faculty) in part-time or non-teaching roles may be recruited and hired by the Department Chair without the use of a Hiring Committee. The hiring of Semester Contract Faculty is determined by the Department Chair in collaboration with the VPAA. While a formal search process is not required for hiring contract faculty, care should be taken to ascertain that the proposed contract faculty members possess the appropriate credentials and experience. Appropriate documentation of credentials and teaching experience must be obtained and submitted to the VPAA before a contract will be issued. Final contracts for Semester Contract Faculty are subject to the discretion of the President and VPAA.

Criteria for Appointment and Consideration of All Faculty Regardless of Rank

Desirable candidates may possess some or all of the following as a fit for hiring:

personal and professional experience

excellence in scholarship and training

interest and skill in teaching

other languages(s)

mentoring or volunteer experience

formal training or special skills

education, training, and experience in areas of specialization needed in the department

potential for creativity, innovation, and diverse teaching approaches

effective communication and interpersonal skills

potential for overall teaching effectiveness and leadership

promise for professional growth

contribution to the diversity of the institution

Exceptional Hire

In the event of an unexpected Core Faculty vacancy, the Vice President for Academic

Affairs may make a recommendation to the President for the appointment of a Core

Faculty member without a full search. The duration of this appointment shall not exceed

one year. An exceptional hire may occur when: (1) a faculty member is unable to

complete a semester already started; (2) a faculty member advises the Department Chair

less than six weeks prior to the start of a semester that he/she will be unable to continue to

provide professional service outlined in his/her contract; (3) the Department Chair

identifies an urgent departmental need which cannot be met by semester contract faculty

less than six weeks prior to the start of a semester; or (4) immediate promotion is required

due to sudden vacancy or development of a new position.

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ORIENTATION OF NEW FACULTY

[Policies are currently being developed.]

ROLES AND RESPONSIBILITIES OF FACULTY

Faculty members at Phillips are expected to be effective teachers, advisors, and mentors. The criteria and procedures by which faculty demonstrate teaching/advising/mentoring effectiveness, based on his/her title, are described below:

Teaching Effectiveness

At Phillips Graduate University, teaching effectiveness is the most important attribute of a faculty member.

An effective teacher is one who:

fulfills basic teaching obligations

has command of the subject and knowledge of current developments in the discipline

relates the subject to other areas of knowledge

effectively communicates with students

plans and executes a substantive, well-organized course

stimulates critical and creative thinking

actively engages students in the learning process

designs assignments and assesses student performance consistent with high academic standards

uses a variety of teaching methods where appropriate

makes efforts to improve overall teaching

reflects core values and mission of Phillips Graduate University

Professional Ethics and Conduct The successful business operation and the reputation of Phillips are built upon the principles of fair dealing and ethical conduct. Our reputation for integrity and excellence requires careful observance of the spirit and letter of all applicable laws and regulations, as well as a scrupulous regard for the highest standards of conduct and personal integrity. All faculty members shall be diligent, conscientious, and committed to the highest standards of performance of their respective discipline.

Phillips will comply with all applicable laws and regulations and expects its trustees, officers, faculty, and other employees to conduct business in accordance with the letter, spirit, and intent of all relevant laws and to refrain from any illegal, dishonest, or unethical conduct. In general, the use of good judgment, based on high ethical principles, will guide faculty

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with respect to acceptable conduct. If a situation arises where it is difficult to determine the proper course of action, the faculty member should discuss the matter openly with his/her Department Chair and, if necessary, with Human Resources.

Compliance with this policy of business ethics and conduct is the responsibility of every Phillips faculty member. Disregarding or failing to comply with this standard of business ethics and conduct could lead to disciplinary action, up to and including possible termination of employment.

Licensure/Credentials/Liability Insurance

Because Phillips values an educator/practitioner model, engagement in professional activities that enhance and inform teaching are encouraged (e.g., clinical practice, consulting). Faculty must maintain credentials/licenses at all times where a credential or licensure is required for professional activities. Copies of current credentials and licenses must be kept in personnel files.

Additionally, when a faculty member uses Phillips’ facility to provide professional services, Phillips Graduate University must be named on the faculty member’s liability policy as an additional named insured. A copy of the faculty member’s valid and current certificate of insurance of the liability policy must be submitted to Human Resources. It is the faculty member’s responsibility to provide the most current certificate of insurance when expired. This policy applies to all faculty. Any questions regarding this policy should be directed to the VPAA.

Academic Advisement

Academic advisors are members of the Core Faculty and Adjunct Instructors of the academic program in which the student is enrolled. Each Core Faculty member is expected to serve as academic advisor to her/his proportionate number of full-time or part-time degree-seeking students. In some programs, Adjunct Instructors are utilized as academic advisors, in such situations the same expectations apply. It is the advisor's responsibility to become familiar with existing school policies, regulations, rules and curriculum requirements in preparation for advising students thoroughly and accurately. If faculty advisors are unclear about how to proceed with specific student issues, they should direct their concerns to and consult with their respective Department Chair.

Advisors are expected to serve as an advocate and mentor. Students will be assigned an academic advisor within the first two weeks of their enrollment at Phillips. A student should meet with his/her academic advisor as required by his/her respective academic program.

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Effectiveness as an Advisor An effective advisor is one who:

is knowledgeable about all curricular requirements

is available to students by maintaining adequate office hours

helps students select a course of study

accepts a proportionate share of advisees

develops a remediation plan if an advisee has performance difficulties

guides students to integrate professional development activities into their academic and career planning

provides students in the faculty member’s classes with additional consultation and guidance outside of class

Course Syllabi Each faculty member responsible for chairing a course is expected to file a complete and detailed syllabus with the appropriate Program Office according to the deadlines established by his/her Department Chair.

The elements required in a course syllabi include:

Course Description (as stated in the Institutional Catalog)

Course Objective(s): a series of statements about the content to be covered in the course and the specific performance objectives the student is expected to attain as a result of the course

Student Learning Outcomes

Learning methods to be used: a series of statements identifying the teaching/learning methodologies that will be used in the course

Course assignments, evaluation methods, and percentage toward the total grade for each assignment: description of evaluative methods that will be used; a grading rubric used by faculty to assess each assignment by which students will be evaluated

Required text: the required text(s) for purchase and required reading on reserve

Supplemental readings: suggested supplemental readings

Policy on attendance

Policy on late assignments

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Textbooks All faculty members who are chairing courses are responsible for submitting required course textbook information to their departments each semester. Textbooks selected should be in accordance with graduate-level education. For assistance with this process, please contact the Academic Affairs Office.

Course Assignments and Schedules Using guidelines issued by the VPAA, the Registrar, and the Department Chair develop a schedule of proposed teaching assignments and offerings in consultation with the members of the department and with the chairs of other departments that have overlapping or conflicting interests either in courses or faculty. The VPAA may change teaching assignments or schedules after consulting with the Department Chair and the faculty member involved if preliminary enrollment figures indicate that a course is not likely to achieve minimum enrollment.

Class Meetings

All faculty members are expected to hold classes on schedule in the designated location. Faculty members may not permanently change the designated time or place of classes without the approval of the VPAA in consultation with the Registrar. If faculty members are unable to meet a class, they must notify the appropriate Department Coordinator and ensure that the students are notified as soon as possible. The Department Chair and the VPAA must be notified and approve of any anticipated prolonged absence (one week or more away from campus or numerous intermittent absences), and satisfactory arrangements must be made for work to continue during the absence.

Evaluation of Student Performance

Faculty will provide objective, professional evaluation of students’ academic work and will provide fair, equitable treatment in the course of their academic career. Students’ work should be evaluated through the semester and the results communicated in a timely fashion. Grading of students’ academic work should follow policies identified in the institution’s catalog and by the Registrar’s Office.

Grading Guidelines

The instructor is the final authority on all grades and, except in extraordinary circumstances, has the responsibility for assigning or changing a course grade.

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Course and Instructor Evaluation Faculty members are responsible for ensuring that students have the opportunity to evaluate each course they teach. The purposes of instructor evaluation are:

To provide faculty with useful feedback that can inform their development and affirm their effectiveness as instructors

To provide information for formal evaluation of faculty teaching effectiveness as part of the faculty evaluation process

Student course evaluations are conducted on-line during the final weeks of classes. Summaries of responses are sent to faculty members after grades have been submitted. In addition, the results are distributed to Department Chairs and to the VPAA for their review.

Scholarly and/or Professional Activity

Faculty are expected to serve as professional role models to students and to engage in scholarly, professional or creative activities. A productive faculty member engages in a sustained program of scholarship or professional activities in his or her field of expertise. These activities benefit the institution, particularly when they support the faculty member’s teaching and contributes to student learning.

Evidence of scholarly and/or professional activity is provided through:

documentation of such activities as advanced study, research, publication, leadership in scholarly or professional organizations, and/or creative activities appropriate to a specific discipline

presentations and/or publications in professional settings

awards, grants, or commendations

ongoing involvement in professional activities and/or practice related to discipline

Outside Employment and/or Professional Activity

The primary responsibility of a faculty member is to devote his/her full working time as effectively as possible to the institution. At the same time, counseling, consulting, and other outside activities of a professional nature are encouraged by Phillips when such activities offer the faculty member experience and knowledge valuable to professional growth and development, strengthen the competence of the faculty member as an instructor and professional person, enhance the reputation of the institution and open to students valuable opportunities for experience and employment outside of the institution.

All outside employment is subject to Phillips policy such that conflict between such activities and a faculty member’s primary responsibility or the appearance thereof be avoided.

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Restrictions These activities must not interfere with a full-time Core Faculty member’s responsibilities of teaching, advising and institution/community service. The general guideline for time spent on such activities is that it be limited to the equivalent of one work day or eight hours per five-day week.

Limitations on Phillips’ Responsibility for Performance of Outside Activities

Phillips assumes no responsibility for the competence of a faculty member performing outside activities, nor may any responsibility be implied in any advertising about such activities. Unless explicitly authorized to do so, a faculty member may not represent him or herself as acting on behalf of Phillips Graduate University.

Commitment and Service to the Institution

Faculty members are expected to participate actively as members of the Phillips community by:

participating in the work of their department

recruiting new students

participating in official academic gatherings including, faculty retreats, student orientations, student recruitment activities, and Commencement.

attending and contributing to faculty meetings by providing effective service on institutional and faculty committees

demonstrating initiative, leadership, or sustained responsibility in some area that contributes to the vitality of the Phillips community

Community and Professional Service Phillips faculty is encouraged to be active in the larger community. Faculty involvement in community organizations increase the visibility and enhance the reputation of the institution. These activities, however, should not detract from the faculty member’s other responsibilities.

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CORE FACULTY WORKLOAD RESPONSIBILITIES

A new Faculty Workload Agreement was adopted in spring of 2011 and implemented for AY 2011-12. See Appendix A for the current Faculty Workload Agreement revision of 4/9/2015. Core Faculty Workload Agreements and Core Faculty Contracts Core Faculty workloads are negotiated each spring for the next academic year. Department Chairs meet with each Core Faculty member, and the agreed-to workload is submitted to the VPAA for approval. Faculty Workloads cover a 10- month period which includes both the fall and spring semester. After the agreed-to workload is approved, annual faculty contracts are prepared; the contracts are then executed by both the faculty members and the President prior to the start of the next academic year.

Workload Parameters

The Faculty Workload parameters include four categories: Direct Instruction, Indirect Instruction, Institutional Service, and Professional Activities. (See Appendix A – Faculty Workload Agreement for the activities aligned within each category).

Core Faculty are contracted at varying Full-Time Equivalent (FTE) ratios ranging from 1.0 to .5. See table below for workload parameters associated with FTE ratios:

Workload Parameters Per Academic Year

Full-Time Equivalent

Total Units Direct

Teaching Units Indirect Teaching Units &

Institutional Service

FTE = 1.0 28 units 16-20 8-12

FTE = 0.75 21 units 12-15 6-9

FTE = 0.50 14 units 8-11 3-6

Direct teaching or faculty instructional load is most heavily weighted in the faculty workload. Teaching and advisement of students constitute the primary and most critical role of Faculty at Phillips. Except for illness, approved or unavoidable absence, or approved modifications to the class schedule, faculty members with instructional assignments are responsible for meeting all assigned classes in accordance with Phillips’ Class Schedule and faculty office hours as scheduled, posted, and on file in Department offices.

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Non-Teaching Assignments and the inclusion of Modified Workloads

For a specific period of time, as determined by the appropriate administrator, a Core Faculty member may have the normal instructional load reduced by assignment of non-teaching responsibilities, such as:

1. Administrative assignments of responsibility associated with positions such

as Department Chair 2. Coordinator of Field Placement, Clinical Placement or Field Studies 3. Program Director of a Training and Development Program

Faculty Work Hours

Faculty commitment cannot adequately be measured by time on campus, as many faculty-related activities require being away from campus. Nonetheless, faculty members are held accountable for being available and visible on campus. Consistent with their workloads and designated FTE, faculty are expected to commit to their assigned instructional time, time on campus for office hours, campus governance, other campus activities as well as time spent in preparation for teaching and student evaluation activities. As a general rule full-time core faculty (1.0) are expected to have a presence on campus a minimum of four (4) days per week, part-time faculty (.50-.75 FTE) are expected to have a presence on campus a minimum of two (2) to three (3) days a week. Faculty are encouraged to participate in professional practice, development of scholarly, creative or community activities outside of their other workload responsibilities.

Office Hours

All core faculty members are expected to maintain and observe regularly scheduled office hours when students from their program are typically on campus. A minimum of four (4) office hours per week is required of all full-time core faculty. Part-time core faculty should hold office hours in proportion to their FTE (with a minimum of two per week). Faculty are required to post their office- hours schedule at Phillips on their office door, indicate their office hours in their course syllabi and provide a copy of their office hours to the respective Department Chair. Additionally, all faculty members are expected to respond to their students via email or by phone in a timely manner. Faculty should also make themselves available to meet with students as needed by appointment.

Professional Development

Phillips is committed to the professional development of its faculty. Full-time and part-time Core Faculty members are encouraged to participate in professional development activities, which may include conferences, training, or other educational opportunities. As appropriate, faculty may be reimbursed for said professional activities. However, all reimbursements must be pre-approved by the VPAA prior to making a commitment or purchase. Faculty members are responsible for making approved purchases and for submitting receipts to the VPAA for final approval for reimbursement. Please contact the VPAA to discuss a specific request.

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Overload

Overload is defined as additional duties and/or units exceeding the contracted workload and/or FTE for faculty on 10-month contracts. Overload is not encouraged during the regular contract year and is granted only in rare circumstances. Any proposal for overload must be reviewed in advance by the VPAA and Department Chair and submitted to the President for final approval. Additionally, if on occasion there is an institutional or program need and a Department Chair or Core Faculty member is asked and agrees to be on duty outside of the present 10-month term of service (e.g., the summer semester), he/she shall receive additional compensation at a per unit or hourly rate.

CONTRACTED FACULTY ROLES AND RESPONSIBILITIES

Semester contract faculty members at Phillips are expected to be effective teachers, advisors, and mentors. The criteria and procedures by which semester contract faculty demonstrate teaching/advising/mentoring effectiveness are identified in the section on Core Faculty Roles and Responsibilities.

Adjunct Instructor

Adjunct Instructors are responsible for teaching a designated course or courses during a specific semester. The Department Chair customarily identifies the responsibilities for which the Adjunct Faculty member is contracted. During each semester, adjunct faculty members are required to attend selected faculty and related program meetings as designated by each respective Department Chair. These appointments are made on an as-needed basis per semester and are based on programmatic need and resource availability. Adjunct Faculty are contracted and compensated on a per-unit rate which varies depending on the program and number of units taught each semester.

Visiting Instructor

Visiting Instructors are hired for designated task(s) or assignment(s) during a specific semester or academic year. The individual customarily teaches or presents to a specific class within an academic course. Visiting Instructors are compensated at an established hourly rate. The total compensation will vary depending on the number of hours taught.

Clinical Faculty

Clinical Faculty are hired for training and/or supervision duties in the counseling center at Phillips. Clinical Faculty are contracted either annually or by semester depending on their specific roles and responsibilities.

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EVALUATION OF CORE FACULTY

The purpose of faculty evaluation is to assist faculty in their development as teachers, advisors, scholars, and contributing members of the Phillips community. Additionally, the comprehensive evaluation process is used when an existing faculty member is considered for promotion in title/rank as a Core Faculty member. The Core Faculty members at Phillips participate in semester evaluations, and a biennial Faculty Evaluation and Professional Development Plan (see Appendix B).

Faculty Evaluation Process Members of the Core Faculty are regularly evaluated on the performance of their faculty assignments and their professional development. Course and Instructor Evaluations from students of each faculty member are reviewed by Department Chairs and faculty member at the conclusion of each semester. Semester Contract Faculty are evaluated through the Course and Instructor Evaluation process that occurs at the end of each course. The results of these evaluations are distributed to both the respective Department Chair and the semester contract faculty member for review.

Biennial Faculty Evaluation/Development Plan (see Appendix B) Faculty members will be evaluated biennially at the beginning of the academic year. Student course evaluations are required evidence for all faculty evaluations. In addition, the faculty member and department chair agree on a Faculty Professional Development Plan. This plan should include details regarding the responsibilities of both the faculty member and the institution. The final plan should be signed by the faculty member, the chair(s), and the VPAA. A copy of the Faculty Evaluation/Development Plan will be included in the faculty member’s employee file.

These evaluations shall include four major categories associated with faculty workload and performance. Evaluations include feedback from various stakeholders in the Phillips academic community, including self (faculty member under review), students, peers, and the respective Department Chair. The following indicates which stakeholders are responsible for providing feedback in the various categories of evaluation:

1. Direct Instruction – Including but not limited to: classroom teaching, training

and development activities, research mentoring, field placement/studies coordination

a. Student Instructor/Course evaluations b. Peer evaluation c. Self-evaluation

d. Department Chair evaluation

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2. Indirect Instruction – Including but not limited to: syllabus, curriculum

development, advisement, assessment of student learning a. Student Instructor/Course evaluations b. Self-evaluation c. Department Chair evaluation

3. Institutional Service – Including but not limited to: committee membership, campus governance, student recruitment, institutional activities

a. Self-evaluation b. Department Chair evaluation

4. Professional Activities - Including but not limited to: practice activities relevant to

the faculty member’s profession, professional presentations, research, pursuit of advanced degrees, scholarly writing, and publication

a. Self-evaluation b. Evidence (documentation) of accomplishments (if applicable)

Faculty Evaluation and Promotion

When a faculty member is under consideration for promotion in title/rank, the faculty member’s Department Chair, the President, and the VPAA review the faculty member’s and the Department Chair’s narrative summaries. Decisions regarding promotion in title/rank are determined by the President in consultation with the VPAA, and the Department Chair in accordance with the Faculty Promotion in Rank Policy.

Core Faculty Promotion in Rank/Title Promotion in rank and/or title is one of the ways Phillips Graduate University recognizes and rewards faculty members for demonstrated excellence. Promotion is earned and not automatic and will be based on the needs of the Institution. Promotions are not solely based on a faculty member’s longevity, and length of service does not constitute sufficient reason for promotion. Consideration for promotion is based on faculty members’ eligibility and the results of their evaluation. A standard rubric has been developed and is used for all faculty evaluations (see Appendix B). Promotion in rank applies only to Core Faculty positions.

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Important Factors Related to Faculty Promotion

1. The faculty member must have consistently fulfilled the performance expectations required of all faculty members and have met criteria specific to the title/rank in which they are being considered for promotion. See Definition of Core Faculty Titles for the criteria associated with each level of the core faculty. Levels of rank for Core Faculty include Assistant Professor, Associate Professor, and Professor. Promotion in rank will occur in accordance with meeting the qualifications indicated in each level and engaging in the evaluation process.

2. The faculty member must have participated in at least three (3) academic years of semester course/instructor evaluations and Bienniel Faculty Evaluation/Professional development Plan..

3. Department Chairs and faculty members have an obligation to assist and mentor new faculty in identifying and meeting the criteria for promotion.

Promotion Process

Once a faculty member has met the basic criteria for promotion he/she must engage in the following process:

1. The year prior to possible promotion the faculty member will create a Biennial

Evaluation and Professional Development Plan (Appendix B).

2. He/She will then submit his/her evaluation for review to the respective Department Chair and VPAA, who then review the evaluation and make a recommendation to the President.

3. The President will make the final decision regarding promotion.

4. If a faculty member is approved for promotion, the new title/rank will take effect in the following academic year, except in cases of exceptional hire or promotion.

Faculty Remediation

Faculty who cannot achieve or maintain standards of professional and academic excellence may be granted a one-year developmental contract and asked to follow a remediation plan. The remediation plan would be written by the respective Department Chair in consultation with the VPAA. Faculty members who do not meet the parameters indicated in their remediation plan may not have their contract renewed or may be terminated immediately.

Salary Increases

Final decisions regarding salary increases associated with promotion are determined by the President. Faculty members will be notified of salary increases associated with promotion by the Vice President of Academic Affairs.

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POLICY ON EMERITUS FACULTY

In recognition of the scholarly and professional contributions made by faculty at retirement and in recognition that professional activities do not end with retirement, it is the policy of Phillips Graduate University to honor retired faculty with emeritus status, to encourage their continued association with Phillips, and to provide, where possible, for the continued pursuit of their scholarly interests.

1. Upon retirement from Phillips Graduate University, a member of the core faculty who has a minimum of twelve years of full-time service to Phillips shall be granted emeritus/emerita status. A member of the faculty who does not meet these criteria but who has made exceptional contributions to Phillips may be recommended for emeritus/emerita status by his or her academic department or division to the President. The President shall make the final decision in such cases.

2. Emeritus/emerita status shall be granted at the highest academic rank or administrative position held by an individual, e.g., Professor Emeritus/Emerita, Librarian Emeritus/Emerita.

3. At retirement, emeritus faculty shall receive recognition.

4. Emeritus faculty shall receive an identification card indicating emeritus status, shall be listed with faculty in catalogs and directories, may receive business cards on the same basis as other faculty. Emeritus faculty may also maintain access to campus email privileges.

5. Emeritus faculty shall have the same library privileges as other faculty. This includes, but is not limited to, remote access to library on-line data bases.

6. Emeritus faculty may apply to the Vice President for Academic Affairs for use of office or other space, equipment, and other campus facilities in support of research or educational projects.

7. Emeritus faculty may receive complimentary parking on the same basis as regular faculty, with assignment to faculty and staff parking lots on the basis of space available.

8. Emeritus faculty may receive information from the Vice President for Academic Affairs about opportunities to register in courses for credit.

9. Emeritus faculty may participate on the same basis as regular faculty in Phillips public ceremonies such as Commencement, and may receive campus publications on request.

10. When an emeritus faculty member is employed by Phillips (such as in the position of an adjunct instructor), the provision of the appointment shall prevail, but they shall not deprive the appointee of any of the entitlements specified under the previous paragraphs

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SECTION III

Campus Governance

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CAMPUS GOVERNANCE

Phillips is governed by the Board of Trustees that is responsible for operating the Institution in compliance with the laws of the State of California and the federal government as well as the Institution's accrediting bodies. The Board has overall fiduciary and management responsibility.

The Board delegates authority and responsibility for all operations to the President, who serves as the Chief Executive Officer (CEO) of the Institution. As CEO, the President is accountable to the Board of Trustees for the implementation of Board policy, the implementation of institutional goals and objectives, and campus fiduciary duty and operating matters. The President provides overall leadership to the campus community by serving as the chief decision-maker. The President is also responsible for institutional planning, development, and advancement.

CAMPUS EXECUTIVE/LEADERSHIP TEAM

The President delegates responsibility to the following officers:

Vice-President of Finance/Chief Financial Officer (CFO) reports to the President, manages all financial functions of the Institution, and has oversight of the Department of Finance and Business Affairs. Working closely with the President and appropriate members of the Board of Trustees, the CFO is responsible for developing the annual budget to support the Institution's strategic objectives, budget management, and budget oversight.

Vice-President of Academic Affairs (VPAA) is the Chief Academic Officer of the Institution and reports directly to the President. The VPAA is responsible for the oversight of the academic programs, day-to-day academic operations, long-term academic planning, oversight of program reviews and the assessment of student learning. Additionally, the VPAA facilitates the student and faculty grievance processes. The VPAA provides guidance and leadership to the academic Department Chairs, the Executive Director of the counseling center, the Director of Library Services and the Stipend Program Director. The Faculty Council reports directly to the VPAA. In conjunction with the Faculty Council, the VPAA guides the professional development of the faculty. The VPAA in collaboration with Department Chairs serves as a campus representative to local, regional and national professional and accrediting bodies and ensures the University’s compliance with all academic matters related to regional and specialty accreditation. The VPAA serves as chair of the Academic Affairs Council (AAC) and is a member of the Executive and Leadership Teams.

Additional members of the Leadership Team include:

Director Human Resources (DHR) reports to the President and manages all functions related to the human resources of the University. The DHR is responsible for designing, planning and implementing human resource programs and policies including compensation, benefits administration, employee relations, employee counseling,

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compliance with regulatory agency rules and regulations, recruitment and training, maintenance of employee personnel records, and the employee performance review process for non-academic personnel. The DHR is also responsible for the Employee Policy and Procedures Handbook and, in conjunction with the academic leadership, the Faculty Handbook, Faculty contract distribution and management of faculty personnel files. The DHR serves as a member of the Leadership Team.

Director of Institutional Research, Assessment, and Planning (DIRAP) reports to the President and works in collaboration with other campus entities to develop meaningful assessment initiatives. The Director is responsible for the implementation of these initiatives for both the academic and administrative functions of the Institution. The Department of Institutional Research, Assessment and Planning is the University’s primary data collection unit of non-financial information and generates institutional reports/analyses. The DIRAP serves as a member of the Leadership Team, the Academic Affairs Council (AAC), and the Strategic Planning Committee.

ACADEMIC GOVERNANCE STRUCTURE

The Vice President of Academic Affairs (VPAA) The VPAA is the chief academic officer for the Institution. All academic departments, the counseling center, the Library, Training and Development and the Stipend Program report to the VPAA. The department heads for each of these campus divisions report to the VPAA, who works collaboratively with each division to provide opportunities for consultation, planning, and allocation of resources. The VPAA reports to the President.

Department Chairs A Department Chair functions not only in a leadership capacity for their academic program but also has faculty-related responsibilities. Department Chairs typically carry between .25-.50 FTE teaching responsibilities. The Department Chairs report to the VPAA.

Academic Affairs Council (AAC)

The primary vehicle through which the academic community participates in decision-making is through the Academic Affairs Council (AAC), which is chaired by and reports to the VPAA. The membership of AAC includes all Department Chairs, the Director of Library Services, the Registrar, the Executive Director of the Counseling Center, the Assessment Coordinators, the Accreditation Liaison Officer (ALO), a representative from the Faculty Council, other Department Heads who interface with Academic Affairs, the VPA, CFO and President (as needed) and invited department representatives on an as-needed basis. The AAC is responsible for reviewing, developing, and recommending the formulation of campus-wide academic policy. Further, the AAC is responsible for coordinating regional accreditation efforts related to academic policy; ensuring the sustainability of a student-learning environment across all programs; enhancing communication among all academic programs and departments and facilitating the sustainability of the assessment of student learning.

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Faculty Council The Faculty Council is the primary governing body for the faculty of Phillips. The Faculty Council reports to the VPAA. See the Faculty Council Constitution, which outlines in detail the Council’s role in campus governance.

FACULTY COUNCIL CONSTITUTION

Charge: The Faculty Council functions as an independent body, yet is part of the overall governance structure at Phillips Graduate University. The Council is composed of faculty members representing all academic programs/areas. The Purpose of Faculty Council is to develop and recommend policies and procedures related to the career progression and development of faculty members at Phillips Graduate University.

Functions:

1. To ensure the representation of members of the faculty in the governance structure of the institution.

2. To provide a faculty forum on matters related to policies and procedures for faculty performance, scholarship activities, promotion and decisions related to compensation.

3. To provide the President and the Vice President of Academic Affairs with feedback and recommendations regarding faculty performance, scholarship activities, promotion, and decisions related to compensation.

4. To follow through with leadership on the implementation of the council’s recommendations.

5. To provide assessment of student learning.

Membership:

All core and adjunct faculty shall be considered members of the Faculty Council except those who have administrative responsibilities, including but not limited to Department Chairs, Deans, Vice Presidents, and President. (Revised 1/15/14)

Faculty Council Executive Committee

Faculty Council President: responsible for organizing, leading and facilitating meetings.

Faculty Council Vice-President: responsible for collaboration with the president, and substitutes for the president if s/he is not available.

Faculty Council Secretary: responsible for taking meeting notes, providing action reports and agendas, and keeping archives.

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Executive Committee members are nominated and elected by the membership at the end of each academic year, serve for one academic year, and can be re-elected for a second consecutive year. Executive Committee members may also be re-elected to any Executive Committee position after at least one term out of office.

Meetings

1. The Faculty Council shall meet at least one time per semester during the 10-month contracted academic year.

2. Notice of meetings and agendas shall be communicated via email to all faculty members.

3. Minutes of the meetings shall be made available to faculty council members who do not attend meetings.

4. Members of the Executive Committee shall meet at least once during each semester of the contracted academic year with the President or her/his designee.

5. Members of administration/leadership may attend faculty council meetings by invitation.

Approval of Constitution

1. This Constitution was originally ratified May 19, 2010, and revised June 9, 2010, and April 9, 2013. The current text was revised and ratified at a meeting on October 15, 2014.

2. Changes and amendments to the constitution shall occur, after notification and discussion with the entire membership, by a simple majority vote of a quorum of members in attendance at the meeting where amendments are being considered.

Quorum for Meetings and Voting

1. The quorum for meetings shall be fifty percent (50%) of the number of core faculty currently employed plus one (1).

2. All those present at a meeting, whether core or adjunct, may vote. Occasionally, the Executive Committee may decide that it is appropriate to conduct a vote by e-mail. In such a case, the quorum for a valid vote is the same as for a meeting. For an e-mail vote to be valid, the number of votes received must be at least fifty percent (50%) of the number of core faculty plus one (1).

Faculty Council Constitution Approved May 19, 2010

Revisions made: June 9, 2010; April 9, 2013; October 15, 2014

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DECISION-MAKING PROCESS RELATED TO FACULTY POLICY

The following is a graphic depiction of the decision-making process employed by Administration and the Faculty Council:

Narrative Description of Process:

The Faculty Council makes initial recommendations and revisions of faculty-related policies and procedures to the VPAA. As these recommendations move through the approval process, opportunities for consultation, request for additional information, and/or clarifying questions regarding said policies may occur at any point in the process. These communications are facilitated by the VPAA in collaboration with the Executive Committee of the Faculty Council. Final approval and adoption of all faculty-related policies rest with the Board of Trustees.

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CAMPUS-WIDE STANDING COMMITTEES & FUNCTIONAL

WORKGROUPS

Faculty members participate in a number of standing committees and functional workgroups. Core faculty members typically meet a minimum of twice monthly with the Department Chair facilitating program meetings. Core faculty members are responsible for academic program content and requirements, including curricular review and revision to their specific academic programs. The core faculty’s recommendations regarding program change(s) are forwarded to AAC for approval via the Department Chair. All core faculty members are required to participate in governance activities.

Faculty members participate in the following campus committees:

Committee Type Reports to Chair

Academic Affairs Academic VPAA VPAA

Curriculum Academic VPAA

Ethical Research Committee

Academic VPAA ERC Chair

Student Evaluation and Review (SERC)

Academic Dean of Students Faculty

Faculty Council Academic VPAA Faculty

Health and Safety Administrative Campus Security HR Manager

Strategic Planning Administrative President Director, IRAP

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SECTION IV

Academic Programs

and

The Assessment of

Student Learning

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ACADEMIC PROGRAMS

All Phillips programs integrate academic knowledge and theory with practical experience and training. Students balance process and theory to create a framework for understanding their chosen field of study. Phillips emphasizes effective interpersonal relationships and self-awareness and is dedicated to the educational, professional, and personal growth of each student.

Phillips Graduate University offers the following degree programs: Doctor of Psychology degree in Organizational Management and Consulting, (Psy.D.) Master of Arts in Psychology/Marriage and Family Emphasis Master of Arts in Psychology/Marriage and Family/Art Therapy Emphasis Master of Arts in Psychology/School Counseling Emphasis/Pupil Personnel Services

Credential Master of Arts in School Psychology/Pupil Personnel Services Credential

See the Institutional Catalog for detailed information on degree programs at www.pgi.edu

EDUCATIONAL PHILOSOPHY

Phillips’ educational philosophy emphasizes a "systems" approach to the investigation, understanding, and treatment of human relationships. Broadly, this means that an entire network of relationships is the focus of attention and assistance, rather than one individual. Interventions are seen as most helpful when they address the family, school, or larger organization as well as the individual’s issues. Phillips’ educational philosophy balances three types of learning: academic knowledge, practical application, and personal and professional growth. Phillips believes that all three domains are crucial components in the development of helping professionals.

EDUCATOR/PRACTITIONER MODEL

The academic degree programs at Phillips Graduate University are framed within an educator-practitioner model. All of our faculty members are actively engaged as professionals within their respective fields. This allows them to bring contemporary practice into the classroom, complementing traditional teaching methods. Within this model, our programs challenge students to learn cutting-edge professional skills, while supporting their academic education.

TRAINING & DEVELOPMENT

The Master of Arts and Doctoral degree programs at Phillips include the application of theory through direct experience. Students are required to provide direct service in order to meet the specific requirements of their professional field.

The placement sites must be approved in advance by the Phillips. This hands-on training is intended to augment, enhance, and integrate the academic and applied knowledge acquired through coursework. Phillips views the affiliation with the approved sites as critical to the education of our students; therefore, we strive to maintain collaborative and ongoing relationships to serve our programs and the community.

http://www.pgi.edu/

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The training received at an approved training site is often referred to as a practicum, internship or field placement. It is through these designated training sites that students obtain their required hours of practical experience (practicum/internship). Please refer to program-specific Clinical Placement/Field Studies Manuals for program specific requirements. Placement Handbooks can be found on the Phillips website at www.pgi.edu. For detailed information regarding placement requirements, please consult the appropriate Department Chair.

ON-SITE COUNSELING SERVICES

Since 1971, the David H. Fox Counseling Center has been providing a safe, compassionate and confidential place for personal counseling and support. Additionally, Phillips provides clinical training for master's level students and interns, and affordable counseling and psycho-educational services to the community through its on-site counseling center. The center offers a wide range of clinical experiences at the University and at a variety of sites throughout the San Fernando Valley. In over thirty years, the counseling center has helped more than 44,000 families reach a higher level of functioning while training beginning and advanced clinicians to work with individuals, couples, families, children, adolescents and seniors. Group therapy is offered around a variety of topics including but not limited to Parenting, Anger Management for Adults, Men’s Group for Ending Domestic Violence. Specialized training for work with children, juvenile offenders, the elderly, and with Spanish-speaking communities are offered at the center and at local schools, probation facilities, and elderly residential settings. Fees are based on the client's ability to pay, and scholarships are available for clients in need.

CONTINUING EDUCATION/EXTENSION

The Department of Continuing Education/Extension at Phillips offers classes, workshops, special events and certificate programs for students, pre- and post- licensed mental health practitioners, educators, and the business community. The programs offered are designed to meet the changing needs, schedules and expanding awareness of those seeking continuing education in our community and conform to the requirements for Mandatory Continuing Education (MCE). Faculty are encouraged and supported to participate in professional development activities through the extension department at Phillips.

http://www.pgi.edu/

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A CULTURE OF EVIDENCE

Assessment of Student Learning

The faculty and Department Chairs at Phillips are actively engaged in the assessment of

student learning both at the program and institutional levels. Faculty and/or Chairs are

appointed as Program-Level Assessment Coordinators and hold significant responsibility

for moving assessment forward at the program- level each academic year. The primary

activities of the Program-Level Assessment Coordinators include the following:

Developing and implementing the assessment plan for measuring the student-

learning outcomes (SLOs) at the program-level each academic year

Engaging departmental faculty in assessment activities

Collecting data and analyzing the results with departmental faculty

Producing an Annual-Assessment Report

Presenting annual program-level results at the All-Faculty Retreat

Participation in “closing the loop” activities at the institutional-level

The Program-Level Assessment Coordinators attend the Academic Affairs Council

meetings dedicated to assessment, which occur once monthly. At these meetings they

work collaboratively with other departments, sharing best practices and working through

challenges. All program-level assessment activities are supported by the Office of

Institutional Research, Assessment, and Planning.

Through organizing assessment efforts first at the program-level, Phillips has developed a

sustainable model that produces meaningful results and encourages faculty to take

ownership of the process. All faculty are responsible for ensuring that their syllabi, course

objectives and assignments are in alignment with the program-level student learning

outcomes. Additionally, faculty should develop rubrics for grading that also assist with the

assessment process. Any questions around developing course materials or rubrics for

grading and assessment should be directed to the respective Department Chair and/or

Program-Level Assessment Coordinator. The assessment of student learning process

contributes to maintaining a strong culture of evidence that is campus-wide and faculty-

driven.

Institutional-Level Assessment and Annual Faculty Retreat

Annually Phillips holds an All-Faculty Retreat and Professional Development Day. This

event occurs at the beginning of each academic year and is part of the overall

assessment plan. All teaching faculty are required to attend the retreat and participate in

the assessment of student learning activities, which include a panel presentation by all

Program-Level Assessment Coordinators. At the retreat faculty from all departments

participate in assessment activities, which promote the discovery of initial results for

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measuring SLOs at the Institutional-Level.

Feedback from the retreat is later used by AAC to finalize the assessment of SLOs at the

Institutional-Level for each academic year. A final report of these results is produced by

the Office of Institutional Research, Assessment and Planning.

INSTITUTIONAL STUDENT LEARNING OUTCOMES

Institutional Goal 1: Knowledge Student Learning Outcomes:

1.1 Articulate and value historical foundations of their profession. 1.2 Evaluate and analyze specific professional situations to determine application of legal and ethical standards. 1.3 Synthesize key concepts, theories, research, and multicultural models related to their profession.

Institutional Goal 2: Skills

Student Learning Outcomes: 2.1 Employ appropriate assessment methods in their profession. 2.2 Design and implement intervention plans for diverse populations. 2.3 Communicate effectively in professional activities. 2.4 Analyze and apply research related to their profession.

Institutional Goal 3: Professionalism (Conduct)

Student Learning Outcomes: 3.1 Demonstrate professional conduct that adheres to discipline’s code of ethics and legal guidelines. 3.2 Exhibit skills that facilitate lifelong learning. 3.3 Practice and display awareness of one’s impact on others in professional activities.

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SECTION V

Faculty-Related Policies

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FACULTY-RELATED ACADEMIC POLICIES

Academic Freedom Policy

Academic freedom at Phillips assures both faculty and students the freedom to critically examine the entire spectrum of philosophies, theories, and methodologies related to the disciplines of study offered at Phillips, to assess truth claims made by scholars and practitioners, and to integrate their individual philosophy, theory and methodology in their professional work. Faculty and students are expected to be open to varying opinions, points of view and experience.

In the exercise of this freedom, each member of the academic staff may discuss their opinions in the classroom regarding the content of the course. The concept of freedom shall be accompanied by a corresponding concept of responsibility so as to assure adequate coverage of course material as indicated in the Institutional Catalog course descriptions. The Institution protects the academic freedom of its members by maintaining, through policy and practice, an environment that fosters the independent pursuit of knowledge. Phillips adheres to the 1940 Statement of Principles on Academic Freedom set forth by the representatives of the American Association of University Professors and the Association of American Colleges.

Diversity Policy

1. Purpose:

Phillips’ commitment to diversity includes focused consideration of ethnicity, race, culture, gender, sexual orientation, socioeconomic status, age, spiritual or religious beliefs, and disability as factors which have a salient impact on individuals’ and groups’ worldviews, values, and practices. Recruitment and retention of students, faculty, and staff, and the integration of diversity issues in education, training, and community outreach programs reflect this commitment.

Issues of Diversity are central to the ethics and richness which guide the mission of Phillips. The mission’s overarching goal of enhancing relationships among individuals, families, and organizations presents a challenge which the University embraces and integrates into its planning and daily functioning. Accordingly, Phillips’ academic, field training and clinical programs encourage the growth and development of its diverse faculty, staff, students, and service recipients.

2. Policy:

The policy applies to all full-time and part-time employees, non-regular employees, Independent Contractors, and students. Phillips acts affirmatively to assure that it will:

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a. Recruit, hire and promote for all job classifications without regard to race, creed, color, national origin, age, religion, sex, pregnancy, ancestry, citizenship, marital status, physical or mental disability, medical condition, sexual orientation, special disabled or Vietnam era veteran status, or other protected group status.

b. Make promotion decisions only on the individual's qualifications as

related to the requirements of the position for which the associate is being considered without regard to race, creed, color, national origin, age, religion, sex, disability, special disabled or Vietnam Era veteran status, or other protected group status.

c. Ensure that all other personnel actions such as compensation, benefits,

transfers, staff reductions, company-sponsored training, education, tuition assistance, social and recreational programs will be administered without regard to race, creed, color, national origin, age, religion, sex, pregnancy, ancestry, citizenship, marital status, physical or mental disability, medical condition, sexual orientation, special disabled or Vietnam Era veteran status, or other protected group status.

3. Equal Employment Opportunity Statement:

Phillips is committed to the policy of Equal Employment Opportunity for all persons and does not discriminate against associates or applicants because of race, color, religious creed, sex, pregnancy, national origin, ancestry, citizenship, age, marital status, physical or mental disability, a legally protected medical condition, sexual orientation or any other characteristic protected by local, state or federal law. Employment decisions shall comply with all applicable laws prohibiting discrimination in employment.

Non-Discrimination Policy

1. Purpose:

It is the policy of Phillips to provide an educational, employment, and business environment in which no person shall be unlawfully subjected to discrimination or sexual harassment, nor unlawfully denied full and equal access to the benefits of any program or activity of the Institution.

2. Scope:

This policy applies to all full-time and part-time employees, non-regular employees, faculty, vendors, consultants, independent contractors, students, and other visitors to the Institution.

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3. Definition:

“Unlawful Discrimination” means discrimination on the basis of ethnic group identification, national origin, religion, age, sex, race, color, ancestry, sexual orientation, citizenship, marital status, medical condition, mental disability, pregnancy or veteran status as defined and otherwise prohibited by state and federal statutes, and includes sexual harassment.

It shall be a violation of this policy for anyone who is authorized to recommend or take personal or academic action affecting an employee or student, or who is otherwise authorized to transact business or perform other acts or services on behalf of Phillips, to engage in unlawful discrimination as defined below, or for anyone to retaliate against a person who files a discrimination complaint, who participates in an investigation of a complaint, or who represents or serves as an advocate for the complaint or for the person against whom a complaint is made.

a. The Institution will take preventive, corrective, and disciplinary action for

anyone who violates this policy or the rights and privileges it is designed to

protect.

b. Employees, students, or other persons acting on behalf of the Institution who

engage in unlawful discrimination or retaliation may be subject to discipline, up

to and including discharge, expulsion, or termination of the contract.

c. Employees should be aware that if they engage in unlawful discrimination,

such acts are outside the course and scope of their employment and may

result in personal liability to the employee.

4. Procedure:

a. Any employee who feels he or she is a victim of unlawful discrimination

should promptly report the incident to the Human Resources.

b. Employees who observe an unlawful discrimination incident should report

the incident to the Human Resources.

c. All incidents of unlawful discrimination should be reported to Human

Resources, Phillips Graduate University, 19900 Plummer St., Chatsworth,

CA 91311; Telephone (818) 861-6627.

d. An employee who reports an incident of unlawful discrimination or is a

participant in an investigation will be protected against retaliation. An

employee who feels subjected to retaliation should report the conduct

directly to the Human Resources.

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e. Upon receipt of a complaint, Phillips will immediately undertake an

effective, thorough, and objective investigation of the harassment

allegations.

f. A copy of this policy will be provided to faculty and staff. All newly hired

employees will receive a copy of this policy at new hire orientation.

g. Employees should be aware that the Federal Equal Employment Opportunity

Commission and the California Department of Fair Employment and Housing

investigate and prosecute complaints of prohibited unlawful discrimination

and harassment in employment. If an employee thinks that he or she has

been discriminated against or harassed, or that he or she has been retaliated

against for resisting or complaining, the employee may file a complaint with

the appropriate agency. The nearest office is listed in the telephone

directory.

Policy on Consensual Relationships Between Faculty and Students

Mutual trust, confidence, and professional ethics guide the interactions between faculty and students in graduate education programs sponsored by Phillips. The University’s educational mission is promoted by professional relationships between faculty members and students. Inherent in the professional faculty/student relationship is a power differential between faculty and student. As such, personal relationships between faculty and students present inherent risks of actual or perceived conflict of interest, breach of trust, abuse of power and breach of professional ethics. The following policy is equally concerned with actual and perceived conflict(s) of interest that may arise should a consensual relationship develop.

1. Policy

Consensual relationships between students and faculty members are prohibited whenever the Faculty member has a professional "supervisory responsibility" with respect to the student in such matters, which involve evaluation of the student's performance as part of the graduate education program. In spite of such warnings, Phillips recognizes that sometimes such relationships occur. Should a consensual relationship develop, or appear likely to develop, while the faculty member has supervisory responsibility, the faculty member must disclose the relationship, or likelihood thereof, so that a resolution to the conflict or perceived conflict can be sought.

If the Faculty has no supervisory responsibility for the student, the faculty member nevertheless should be sensitive to the perception(s) of other members of the Phillips community. A student who has a consensual relationship with a faculty member may be perceived as receiving preferential treatment from the faculty member or the faculty member's colleagues.

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2. Definitions

a. "Faculty," for purposes of this policy only, consists of all full or part- time faculty, staff, administrative, teacher's assistants, clinical supervisors, as well as all other personnel who evaluate or supervise student performance, allocate financial aid or guide student research.

b. A "student" is any individual enrolled or receiving instruction or

supervision at Phillips or from Phillips’ faculty, whether full, part- time or for one or more courses.

c. A "consensual relationship" is any dating, romantic, sexual or marriage

or partner relationship, past or present.

d. "Supervisory responsibility" shall mean any situation in which the faculty member has direct supervisory, decision-making, oversight, instructive, evaluative, academic, or advisory responsibilities. Supervisory responsibility can occur on- or off-campus, as well as in curricular, co-curricular or extra-curricular settings.

3. Procedures

When a consensual relationship exists or develops:

a. Prohibition of Supervision: A faculty member is prohibited from having supervisory responsibility for a student with whom s/he is currently having, or has had, a consensual relationship. A faculty member may be prohibited from having supervisory responsibility for a student with whom s/he has had a consensual relationship in the past.

b. Disclosure Requirement: If a faculty member has supervisory responsibility

for a student with whom he or she is having, or has had, or is likely to develop, a consensual relationship, the faculty member must disclose the relationship to his or her academic administrator, or to the Human Resources Office at the earliest opportunity.

c. Development and Approval of a Conflict Resolution Plan (hereinafter referred

to as the "plan"): A written plan to resolve the conflict of interest should be developed by the faculty member, the academic administrator and the Human Resources Office. In most cases, the plan will include alternative arrangements for the supervisory responsibility of the student. The plan must address the need to preserve and maintain the student's immediate and long- term educational opportunities, ability to meet program requirements, and career progression.

For these reasons, the student must find the plan to be acceptable. If no acceptable plan can be developed to accommodate all potentially impacted

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parties, then the consensual relationship must be discontinued until the faculty member no longer has supervisory responsibility for the student. A written record of the approved plan must be placed in the faculty member's personnel file. Any faculty member or administrator who learns that a conflict of interest covered by this policy exists or may exist is obligated to inform the appropriate academic administrator or Human Resources Office.

4. Impact on Third Parties

Any student who believes s/he is receiving or has received inappropriately favorable or unfavorable treatment as the result of a consensual relationship between a faculty member and a student may file a complaint with a relevant academic administrator or to the Human Resources Office.

5. Existing Student Policies

This policy does not preempt existing codes of student conduct.

6. Confidentiality

Every reasonable effort will be made to preserve confidentiality and protect the privacy of all parties in the course of investigating a potential conflict of interest or, where a conflict of interest exists, in attempting to develop an alternative plan for supervision of the student.

7. Non-Compliance with Policy

Once it has been determined that a conflict of interest covered by this policy exists and a plan is developed and agreed upon (including the termination of the consensual relationship in the event that no plan is agreed upon), all parties must comply. Should the faculty member involved refuse to comply with the approved plan, the academic administrator in conjunction with the Human Resources Manager shall terminate the supervisory responsibility and can impose sanctions against parties involved.

8. Sanctions

Faculty in violation of this policy shall be subject to sanctions ranging from warnings to dismissal, termination, or expulsion.

Scientific Misconduct

Phillips requires all faculty to adhere to the highest ethical standards in the conduct of research and to comply with the standards for the protection of human subjects set forth in the Federal Regulations 45 CFR 46. Scientific misconduct is defined as "fabrication, falsification, plagiarism or other practices that seriously deviate from those that are commonly accepted by the scientific community for proposing,

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conducting, and reporting research" (Association of American Medical Colleges, Advisory Memo #89-51; 54 Federal Register 32446). All allegations of misconduct in research or concerns about possible misconduct should be referred to the VPAA or to the President.

Academic Honesty and Sanctions for Violation

Phillips Graduate University expects faculty to uphold the principles of academic honesty. A breach in honesty is seen as a serious violation of professional ethics and will be dealt with harshly. Penalties may include being placed on probation or termination.

Faculty Responsibility to Students with Special Accommodations

Phillips Graduate University is committed to non-discrimination on the basis of disability in admission or access to, or treatment of, or employment in, its program and activities. In accordance with Section 504 of the Rehabilitation Act of 1975, and the Americans with Disabilities Act (ADA), all Phillips facilities are designed to be essentially barrier-free and accessible to persons with disabilities. Faculty members are required to adhere to accommodation requests by students, which are approved by the Department Chair and VPAA.

Phillips is committed to providing reasonable accommodations and adjustments for persons with disabilities. However, to facilitate our efforts, a person with a disability has the obligation of making her/his needs known. Phillips makes reasonable attempts to accommodate students' special needs. Phillips, in concert with the student, takes responsibility for making the educational experience as valuable and rewarding as possible. See the Institutional Catalog for additional information.

Library Privileges for Faculty

All faculty members have library privileges at the Phillips Library. These privileges include borrowing of books, journal issues, audios and video/DVD, access to electronic information resources and interlibrary loan. Directions for offsite access to EBSCOhost research databases, including User ID and password, are available from the library personnel. Please contact the library directly for information on database access and library policies and procedures.

Faculty may reach the library using the following contact information: by email at [email protected], or by phone at (818) 386-5640.

mailto:[email protected]

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Copyright Compliance Policy

All faculty members must adhere to the Phillips Copyright Policy as set forth below: Phillips Graduate University is committed to encouraging the lawful use of copyright-protected materials by its students, faculty, staff, administration and visitors. This document provides information and guidelines to assist the PGI community in complying with U.S. copyright law.

Excerpted from Academic Copyright Policy – Sample (2005). Retrieved October 21, 2005, from The Campus Guide to Copyright Compliance at the CCC web site: http://www.copyrightoncampus.com/compliance/policy_sample.asp

WHAT IS COPYRIGHT? Copyright is an area of law that provides creators and distributors of creative works with an incentive to share their works by granting them the right to be compensated when others use those works in certain ways. Specific rights are granted to the creators of creative works in the U.S. Copyright Act (Title 17, U.S. Code). If you are not a copyright holder for a particular work, as determined by the law, you must ordinarily obtain copyright permission prior to reusing or reproducing that work. However, there are some specific exceptions in the Copyright Act for certain academic uses, and permission is never required for certain other actions, such as reading or borrowing original literary works or photographs from a library collection.

WHAT IS PROTECTED BY COPYRIGHT? The rights granted by the Copyright Act are intended to benefit "authors” of "original works of authorship,” including literary, dramatic, musical, architectural, cartographic, choreographic, pantomimic, pictorial, graphic, sculptural and audiovisual creations. This means that virtually any creative work that you may come across—including books, magazines, journals, newsletters, maps, charts, photographs, graphic materials, and other printed materials; unpublished materials, such as analysts' and consultants' reports; and non-print materials, including electronic content, computer programs and other software, sound recordings, motion pictures, video files, sculptures, and other artistic works—is almost certainly protected by copyright. Among the exclusive rights granted to those "authors" are the rights to reproduce, distribute, publicly perform and publicly display their works.

These rights provide copyright holders control over the use of their creations and ability to benefit, monetarily and otherwise, from the use of their works. Copyright also protects the right to "make a derivative work," such as a movie from a book; the right to include a work in a collective work, such as publishing an article in a book or journal; and the rights of attribution and integrity for "authors" of certain

The following is provided courtesy of Copyright Clearance Center.

For more information visit www.copyright.com.

http://www.copyright.com/

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works of visual art. Copyright law does not protect ideas, data or facts.

In the U.S., the general rule of copyright duration for a work created on or after January 1, 1978, is the author's life plus 70 years after the author's death. This is often referred to as "life-plus-70". Works created by companies or other types of organizations generally have a copyright term of 95 years. For more information on copyright duration, visit http://www.copyright.gov/circs/circ1.html#hlc.

FAIR USE A provision for fair use is found in the Copyright Act at Section 107. Under the fair use provision, a reproduction of someone else's copyright- protected work is likely to be considered fair if it is used for one of the following purposes: criticism, comment, news reporting, teaching, scholarship and research. If the reproduction is for one of these purposes, a determination as to whether the reproduction is fair use must be made based upon four factors:

1. The purpose and character of use (principally, whether for

commercial or nonprofit educational use); 2. The nature of the copyright-protected work; 3. The amount and substantiality of the portion used; and 4. The effect of the use being evaluated upon the potential market for or value

of the copyright-protected work.

Fair use is an ambiguous concept, and the law does not state exactly what uses of a copyrighted work will be considered fair uses under the law and may, therefore, be used without obtaining permission. As such, individuals who are not lawyers may often need to be interpreters of the law in everyday circumstances, and answers as to how much reproduction may be considered fair use often remain unclear. The bottom line is that fair use requires a very circumstance-specific analysis as to whether a particular use or reuse of a work may indeed be considered fair use.

To avoid confusion and minimize the risk of copyright infringement, PGI interprets the following situations as fair use:

Quotation of short passages in a scholarly or technical work for

illustration or clarification of the author's observations.

Reproduction of material for classroom use where the reproduction is unexpected and spontaneous – for example, where an article in the morning's paper is directly relevant to that day's class topic. This would generally cover one-time use in only one semester.

Use in a parody of short portions of the work itself.

A summary of an address or article, which may include quotations of short passages of the copyright-protected work.

If your use does not meet the above criteria and the work is protected by copyright, you probably need to obtain permission to use the work from the copyright holder

http://www.copyright.gov/title17

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or its agent.

Alternative: Refer to the Fair Use Checklist for Guidelines on Determining Fair Use.

Conflict of Interest

It is the responsibility of each faculty member to conduct business within guidelines that prohibit actual or potential conflicts of interest. To protect the interests of both Phillips and the faculty member, any potential or apparent conflict of interest activity must be disclosed by the faculty member and be approved by the VPAA.

Phillips does not intend to interfere with the rights of Core Faculty to engage in outside business or other activities that do not conflict with their obligations to Phillips. The following are examples of activities that would be deemed in conflict with the duties of core faculty and contrary to Phillip’s policy:

Any outside activity, including employment, which by its nature or duration, lessens the performance, effectiveness, productivity, impartiality or judgment expected from core faculty in their jobs.

Outside work by a core faculty member for, or being a director or agent of, a current or prospective competitor or supplier of Phillips without the prior written authorization of the VPAA.

Members of the academic staff are committed to the principles of fairness and objectivity in the assessment of academic performance. Towards this end, members of the academic staff will refrain from business and/or professional relationships with those whom they must evaluate and/or review in terms of performance in classes, in field settings, and/or research projects. Conflicting relationships are construed as relationships of a financial nature including employment, shared practice, or consulting.

Confidentiality

Each faculty member is responsible for safeguarding confidential information obtained during employment. In the course of a faculty member’s work, s/he may have access to confidential information regarding Phillips, its suppliers, students, clients or fellow employees. Faculty members have the responsibility to prevent revealing or divulging any such information unless it is necessary for the faculty member to do so in the performance of her/his duties.

Access to confidential information is on a “need-to-know” basis and must be authorized by Human Resources or by the President. Any breach of this policy will not be tolerated and could lead to immediate termination of employment.

http://www.copyrightoncampus.com/basics/fairuse_list.asp

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Student Records

Faculty who are provided access to student records must follow the policies established by the Office of the Registrar. Please see the Family Educational Rights and Privacy Act (FERPA) below:

FERPA Guidelines

What is FERPA?

FERPA is the Family Educational Rights and Privacy Act of 1974, often referred to as the Buckley Amendment. FERPA is the federal law that requires colleges and universities to maintain the privacy of student's education records. FERPA guarantees students the right to consent prior to the release of a record to a third party, the right to be notified of the privacy rights, as well as some other rights. Every faculty and staff member who comes into contact with education records has an important role to play in protecting the privacy of these records and thus maintaining compliance with federal law.

Who does this law affect?

FERPA compliance is required for each educational agency and institution that receives funds under any program administered by the Secretary of Education. Although the Registrar's Office is responsible for FERPA compliance and training on our campus, FERPA affects the entire institution.

What are the privacy rights?

All current and former students have three basic privacy rights at the postsecondary level:

1. Right to inspect and review education records 2. Right to seek to amend education records 3. Right to have some control over the disclosure of 'personally

identifiable information' from education records 4. Right to file a complaint

What happens if we don't comply?

The Department of Education could issue a notice to cease the practice complained of and could withhold our Title IX funds (financial aid).

What is an educational record?

Information directly relating to a student maintained by Phillips, or by a person acting for Phillips is considered a student educational record. Any record directly related to the student should be held in confidence.

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Examples of educational records include:

Grades/transcripts

Records of student discipline

Personal information such as social security number, address, phone number, etc.

Educational records are not:

Sole possession records (not accessible or revealed to any other person)

Employment records

Medical records

Alumni records

Anonymous student work used solely for the purpose of assessment of Student Learning Outcomes

The storage media in which you find the record does not matter. A student record may be a document in the student's file, a computer printout in your office (e.g. rosters, grade sheets), a memo on your desktop, a computer display screen, or an email.

What are the basic rules?

Student educational records are considered confidential and may not be released without written consent of the student except to authorized government representatives, school officials with legitimate educational interest, financial aid organizations, parents of dependent children and in compliance with lawfully issued subpoenas. As a faculty member, you have a responsibility to protect educational records in your possession.

Some information is considered public - call Directory Information - and can be released without the student's written permission. However, a student may opt to consider this information confidential as well, and it will be flagged in the student system. Under the terms of FERPA Phillips identifies the following as directory information: name, major field of study/concentration, dates of attendance and classification, degrees and/or awards received, previous academic institutions attended, and date of birth. This information may be released for any purpose at the discretion of Phillips. However, the Office of the Registrar does not verify any information unless there is a release signed by the student.

Special `DONT'S' for Faculty

To avoid FERPA violations DO NOT:

At any time use the entire Social Security Number of student in a public posting of grades

Ever link the name of a student with that student's social security number in any public manner

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Leave graded tests in a stack for students to pick up by sorting through the papers of all students

Circulate a printed class list with student name and social security number or grades as an attendance roster

Discuss the progress of any student with anyone other than the student without the consent of the student

Provide anyone with lists of students enrolled in your classes for any commercial purpose

Provide anyone with student schedules or assist anyone other than PGI employees in finding a student on campus

For more detailed information on FERPA: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202-4605 E-mail: ferpa(filedu.gov Web: wvvw.ed.gov/offices/OM/fpco/

Sexual Harassment Policy

1. Purpose:

Phillips Graduate University is committed to providing a work environment that is free of discrimination and harassment. This policy applies to all forms of harassment including abusive language, joking, teasing, gesturing and offensive materials or pictures based upon legally protected characteristics.

Any employee engaging in sexual or other unlawful harassment will be subjected to disciplinary action, up to and including termination of employment.

2. Definitions:

“Sexual harassment” means unwelcome sexual advances, requests for

sexual favors, verbal, visual or physical conduct of a sexual nature made by someone from the work or educational setting, and/or the creation of an intimating, hostile or offensive work environment that undermines the integrity of the employment relationship. An action is considered harassment under any of the following conditions:

a. Submission to the conduct is explicitly or implicitly made a term or a condition

of an individual’s employment, academic status, or progress.

b. Submission to, or rejection of, the conduct by an individual is used as the

basis of employment or academic decisions affecting the individual.

http://filedu.gov/

http://wvvw.ed.gov/offices/OM/fpco/

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c. The conduct has the purpose or effect of unreasonably interfering with an

individual’s work or educational performance, or of creating an intimidating,

hostile, or offensive work or educational environment.

d. Submission to, or rejection of, the conduct by an individual is used as the

basis for any decision affecting the individual regarding benefits and

services, honors, programs, or activities available through Phillips Graduate

University.

e. Specific examples. For the purpose of further clarification, sexual harassment

may include, but is not limited to, the following conduct, when it occurs under

one or more of the conditions described in the section above:

i. Making unsolicited written, verbal, physical, or visual contact with

sexual overtones.

Written: Includes, but is not limited to, suggestive or obscene

letters, notes, or invitations.

Verbal: Includes, but is not limited to, derogatory

comments, slurs, jokes, or epithets.

Physical: Includes, but is not limited to, assault, touching,

impending, or blocking movement.

Visual: Includes, but is not limited to, leering, gestures, or display of

sexually suggestive objects, pictures, cartoons, or posters not

germane to the employment setting.

ii. Continuing to express sexual interest after being informed that the

interest is unwelcome.

iii. Making reprisals, threats of reprisals, or implied threats of reprisals

following rejection of sexual harassment:

Within the Work Environment: Either implying or actually

withholding support for an appointment, promotion, or change of

assignment; suggesting that a poor performance report will be

prepared; or suggesting that probation will be failed.

Within the Educational Environment: Either implying or actually

withholding grades earned or deserved; suggesting that a poor

performance evaluation will be prepared; or suggesting that a

scholarship recommendation or college application will be

denied.

iv. Within Phillips Graduate University, sexual harassment is prohibited regardless of the status and/or relationship the affected parties may have: Private, personal conduct may at some point become

unwelcome. Employees placed on notice that the co-employee or

student now finds the conduct unwelcome shall cease such

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conduct is subject to investigation on the complaint of an

individual who finds it to be unwelcome.

Employees who participate in a consensual relationship, and at

some point wish to discontinue the relationship, must clearly state

to the other participant that the conduct is no longer consensual or

welcome and that all such conduct must cease.

3. Procedure:

a. Any employee who feels he or she has been the victim of harassment

and is unable or unwilling to resolve the problem with the offending party

should promptly report the harassment to the Human Resources.

b. Employees who observe incidents of harassment of other employees

should report the violation to the Human Resources.

c. All incidents of harassment should be reported to the Human Resources,

Phillips Graduate University, 19900 Plummer St., Chatsworth, CA 91311;

Telephone (818) 861-6627.

d. An employee who reports an incident of harassment or is a participant

in an investigation will be protected against retaliation. An employee

who feels subjected to retaliation should report the conduct directly to

the Human Resources.

e. Upon receipt of a complaint of harassment, Phillips Graduate University

will immediately undertake an effective, thorough, and objective

investigation of the harassment allegations.

f. If Phillips Graduate University determines that unlawful harassment has

occurred, effective remedial action will be taken in accordance with the

circumstances involved. Any employee determined by Phillips Graduate

University to be responsible for unlawful harassment will be subject to

appropriate disciplinary action, up to and including termination.

g. A Phillips Graduate University representative will advise all parties

concerned of the results of the investigation to the extent legally

permissible.

h. Phillips Graduate University will not retaliate against anyone for filing a

complaint and will not tolerate or permit retaliation by management,

employees, or co-workers.

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i. Phillips Graduates University employees should be aware that the

Federal Equal Employment Opportunity Commission and the California

Department of Fair Employment and Housing investigate and prosecute

complaints of prohibited harassment in employment. If an employee

thinks that he or she has been harassed or that he or she has been

retaliated against for resisting or complaining, the employee may file a

complaint with the appropriate agency. The nearest office is listed in the

telephone directory.

j. A copy of this policy will be provided to faculty and staff. All newly hires

employees shall be provided with a copy of this policy as part of their

orientation package.

Grievance Policy

1. Definition:

A grievance is an allegation by an employee that a specific policy of Phillips Graduate University (PGI) has been violated. It is the intent of the parties to equitably resolve grievances at the lowest possible level. It is the intent of the parties to encourage an informal and confidential atmosphere

in the resolution of the grievance. No reprisals of any kind will be taken by PGI, or by any member or representative of the Institution against any aggrieved person, or any other participant in the grievance by reason of such participation.

2. Procedure:

Time Constraints. The number of working days indicated at each step herein should be considered a maximum, and effort must be made to expedite the process. If the University fails to respond to the grievance within the maximum number of days at any step, the grievant proceeds to the next step. Failure of the grievant to comply with the time limits or to attend scheduled meetings to discuss or consider the grievance shall be deemed a termination of the grievance with prejudice. Time limits may be extended by mutual written consent or due to unusual circumstances.

The employee shall be entitled to contact the Human Resources Department regarding any grievance.

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There shall be an earnest effort on the part of the involved parties to settle grievances promptly through the steps listed below.

3. Complaint/Grievance Procedure

a. Informal Level:

The complainant shall verbally submit his/her complaint to their immediate supervisor. The immediate supervisor shall respond to the complainant within ten (10) working days.

b. Formal Level:

Step 1. If the complaint is not resolved, the complainant must file a formal written grievance using the Employee Grievance form.

1. The Employee Grievance form must be completed by the grievant

and submitted to his/her supervisor and the Human Resources

department within ten (10) days following the date of the

occurrence. The form must contain a clear, concise statement of

the grievance regarding the specific alleged violations, the

decision rendered at the informal level, and the specific remedy

sought. The Employee Grievance form is available in the Human

Resources folder located on the I-Share drive.

2. The supervisor shall communicate his/her decision using the

Grievance Decision Report form. The completed Grievance

Decision Report form must be distributed to the grievant and

Human Resources within ten (10) working days from the date the

written grievance was received. The Grievance Decision Report

form is available in the Human Resources folder located on the I-

Share drive.

3. There shall be an earnest effort on the part of the involved

parties to settle the grievance promptly through the above-

listed steps.

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Step 2. In the event the grievance is not satisfied with the decision at Step 1, the grievant may appeal the decision in writing to the Human Resources department using the Grievance Appeal Request form. The Grievance Appeal Request form is available in the Human Resources folder located on the I-Share drive.

1. The Grievance Appeal Request form must be completed by

the grievant and submitted to Human Resources within ten

(10) working days following the issuance of the decision at

Step 1. The Grievance Appeal Request form is available in

the Human Resources folder located on the I-Share drive.

2. The appeal shall include a copy of the original Employee Grievance

form, the Grievance Decision Report completed in Step 1, and a

clear, concise statement of the reason(s) for the appeal.

3. The Human Resources Manager of the department will seek

mediation by consulting with all parties upon receiving the grievance.

4. The resolution of the mediation process shall be documented on

a Grievance Decision Report form and distributed to the grievant

within ten (10) working days following receipt of the appeal.

5. There shall be an earnest effort on the part of the involved parties to

settle the grievance promptly through the above- listed steps.

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Step 3. In the event the grievance is not satisfied with the decision at Step 2, the grievant may appeal the decision in writing to the President using the Grievance Appeal Request form.

1. The Grievance Appeal Request form shall be completed by the

grievant and submitted to the President within ten (10) working days

following the issuance of the decision at Step

2. The Grievance Appeal Request form is available in the Human

Resources folder located on the I-Share drive.

2. The grievance appeal shall include a copy of the original

Employee Grievance form and the Step 2 appeal, the decisions

rendered at Steps 1 and, and a clear, concise statement of the

reason(s) for the appeal.

3. The President shall communicate his/her decision using the

Grievance Decision Report form. The completed Grievance

Decision Report form must be distributed to the grievant and Human

Resources within ten (10) working days from the date the written

grievance was received. The Grievance Decision Report form is

available in the Human Resources folder located on the I-Share

drive.

4. At the request of either party, a meeting with the grievant may be

conducted within the ten (10) working day period referred to above.

5. If a meeting is held, the decision of the President shall be due

within ten (10) working days of the meeting.

6. There shall be an earnest effort on the part of the involved parties to

settle the grievance promptly through the above- listed steps.

Step 4. In the event that the grievance is not satisfied at Step 3, the grievant may appeal the decision by completing a Grievance Appeal Request form to the Human Resources department within ten (10) working days of the issuance of the Step 3 decision. The Human Resources Manager will bring the appeal before the Executive Team for further consideration. The final decision will be made by the President.

4. Grievance Processing During Regular Working Hours

All parties involved in the grievance shall be entitled to process a grievance during normal working hours with no loss of pay or benefits.

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5. Separate Grievance File

Until adjudication is concluded, all materials concerning an employee’s grievance shall be kept in a file separate from the employee’s personnel file which shall be available for inspection only by the employee, the Vice President and the President, and those management and confidential employees involved in the grievance procedure. Four (4) years after adjudication is concluded, the file shall be shredded. During the interim, the file will be sealed and opened only as a result of court action by the grievant.

Reduction in Workforce Policy

1. Conditions

Phillips is an at-will employer and can terminate an employee at any time and for any reason. All Phillips’ employees may be subject to layoff for lack of work and/or lack of funds. A reduction in the workforce may be enforced when Phillips deems that economic conditions require a reduction in a portion of the workforce. Involuntary terminations can be executed only with the approval of the President.

2. Order of Layoff

Whenever a business unit employee is laid off, the order of layoff within the business unit shall be determined by the President relevant to the needs of the Institution.

3. Reduction in Hours

Reduction in hours in lieu of a layoff shall be considered by the President relevant to the needs of the Institution.

4. Demotions/Reductions

The President may determine that a demotion and/or a reduction in hours within certain business units are adequate solutions to meet the financial needs of the Institution. Employees who are approved for a demotion and/or reduction in hours may remain in their present positions, be reassigned and/or reclassified in accordance with the reduction in workforce plan.

5. Re-employment

The re-employment policy applies to all employees subjected to a layoff, demotion and/or reduction in hours. All job announcements are open to internal and external applicants. If a formerly laid off employee applies for an open position, the former employee shall compete for the position as a new employee without preferential treatment. Should the former employee be rehired, the probationary period will apply. The employee’s former length of service benefits shall not be reinstated.

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6. Notification

Affected employees will receive written notice and the termination will be effective immediately. Notice of layoff shall be delivered personally to the employee either at the worksite or to the employee at his/her last known address on the day of termination. If delivered to the employee’s home address, a signature of receipt must be obtained. Notice must be received within 24 hours of termination date.

7. Wages & Earned, Accrued Vacation Payout

The terminating employee will be paid wages through the last day of work and all accrued, unused vacation that has been earned through the last day of work. Employee must receive these payments at the time of termination.

8. Severance Packages

Employees are not entitled to severances packages; however, the President reserves the right to issue a severance package to constitute adequate legal consideration for the promises made by the employee in the Separation Agreement. The President also reserves the right to extend the affected employee’s health benefits as part of the severance package or as a single benefit offering upon termination. All severance packages and/or health insurance extensions must be approved by the President.

All approved recipients of a severance package will receive one week of pay for each year of employment, with a minimum of two weeks and a maximum of four weeks of pay, less applicable tax withholdings.

9. Health Benefits

To the extent permitted by the health insurance carrier, employees laid off shall be entitled to health benefits up to and including the last day for which the Institution has made payment for those benefits. Should an employee elect to continue his/her health insurance benefits, the employee will be responsible for the full cost of those benefits while on layoff status.

If the employee is currently insured with the University’s health provider and has benefits that fall under COBRA, the University’s benefits broker will contact the employee to initiate the COBRA benefit.

All other benefits will cease at the time of termination.

10. Unemployment Insurance

An employee who has been laid off may apply for Unemployment Insurance with the EDD of the State of California. The employee will be responsible for contacting the unemployment agency and filing all unemployment claims.

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APPENDICES

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Appendix A

Faculty Workload Agreement (Revised 4/9/15)

Faculty Workload Agreement for Academic Year(s): Length of Contract:

10 months

Faculty Information

Name:

FTE:

Rank:

Department(s):

Category I: Direct Instruction (Formula: hours of direct instruction x no. of sections = total hours ÷ 15 = total

units)

Fall Semester

Course Number

Course Title

Hours of Direct

Instruction per

Section

Number of Sections of

Up to 25 Students

Total Hours

Total Units

Semester Totals:

Spring Semester

Course Number

Course Title

Hours of Direct

Instruction per

Section

Number of Sections of

Up to 25 Students

Total Hours

Total Units

Semester Totals:

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Category II: Indirect Instruction (Formula: no. of hours of indirect instruction ÷ 15 = total units)

Fall Semester

Description of Indirect Instructional Activity Hours of Indirect

Instruction

Total Units

Semester Totals:

Spring Semester

Description of Indirect Instructional Activity Hours of Indirect

Instruction

Total Units

Semester Totals:

Category III: Institutional Service (Formula: no. of hours of institutional service ÷ 15 = total units)

Fall Semester

Description of Service to the Institution Total Hours

Total Units

Semester Totals:

Spring Semester

Description of Service to the Institution Total Hours

Total Units

Semester Totals:

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Academic Year Summary

Category Total Units

Category I: Direct Instruction

Category II: Indirect Instruction

Category III: Institutional Service

ACADEMIC YEAR TOTAL:

Workload Parameters Per Academic Year Hours of Activity per Semester =

One Workload Unit

Full-Time Equivalent

Total Units

Direct Teaching Units

Indirect Teaching Units & Institutional Service

15 hours of Direct Instruction of up to 25 students in lecture format

FTE = 1.0 28 units 16-20 8-12

15 hours of Direct Instruction of 8-10 students in discussion format

FTE = 0.75 21 units 12-15 6-9 15 hours of Indirect Instruction

FTE = 0.50 14 units 8-11 3-6 15 hours of Institutional Service

Class Size Parameters (above limit of 25 students per section)

1-15 additional students = Credit for 0.5 additional sections

Workload Definitions

Category Examples of Faculty Activities by Semester (unless otherwise indicated)

Category I: Direct Instruction

In-classroom instruction of students Research Mentoring Field Placement coordination/instruction Visiting faculty/guest lecturer Substitute teaching for another faculty member Directed or independent study

Category II: Indirect Instruction

Course chair for multi-section courses with multiple instructors (maximum = 3 units) Academic Advisement of up to 15 students (maximum = 2 units) Curriculum development/revision (maximum = 0.5-2 units) Student Applicant Interviews (maximum = 0.5-1 units) Preparation of comprehensive exams (maximum = 1 unit) Administering comprehensive exams (maximum = 0.5 units) Field Placement Coordination and Trainee Support (1-3 units) Required for All Core Faculty: Student Orientation (maximum=0 units) Preparation for classroom teaching (maximum = 0 units)

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Workload Definitions

Category III: Institutional Service

Committee membership (maximum = 0.5-2 units) Committee chair/leadership position (maximum = 1.5 units) Information Sessions/Student Recruitment & Outreach (maximum = 0.5-2 units) Peer Support/Mentor (0.5-1 units) Counseling Center in-service training (maximum = 0.5 units) Counseling Center clinical supervision (maximum = 2-4 units) Program review (0.5-2 units per semester during year of program review) Learning assessment activities (maximum = 0.5 units) Learning assessment coordination (maximum = 1.5 units) Accreditation activities (maximum = 0.5-2 units) Other projects as requested by CAO or President (maximum = 1-3 units) Required for All Core Faculty: Community meetings (maximum = 0 units) Department faculty meetings (maximum = 0 units) Faculty orientation/retreats (maximum = 0 units) Commencement (maximum = 0 units)

Category IV: Professional Activities (compensated by flexible schedule)

Private Practice/Organizational Consulting Clinical supervision (outside of Counseling Center) Scholarly writing/professional publication Continuing education Significant participation in professional organizations/licensing board activities Professional presentations Professional/clinical research Pursuit of advanced degrees (upon approval) Formal training, licensure, or professional certification

Amendment(s) This workload agreement may be amended during the academic year to accommodate institutional/departmental needs Date of Amendment Description of Change Rationale for Change: Approval: Faculty________________________________ Department Chair____________________________VPAA___________________________________

Faculty Signature:

Date:

Department Chair Signature:

Date:

Chief Academic Officer Signature:

Date:

Revised 4/9/15

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Appendix B

(Revised 5/7/14)

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DIRECTIONS FOR FACULTY

EVALUATION/DEVELOPMENT PROCESS (Revised 5/7/14)

This document is intended to stimulate thoughtful conversation between the faculty member and the department chair. It is in two parts. The first part parallels the sections of the faculty workload and faculty job description: Direct Instruction, Indirect Instruction, Institutional Service, and Professional/Scholarly Activity. Each section lists knowledge/skills/behaviors that are typically expected of a Phillips faculty member. For each category, select a level of achievement (Strong, Proficient, or Developing) that best describes the faculty member’s performance in that area. Please make comments/provide evidence to support the rating in each category. Note that not every area applies to every faculty member. In that case, please use the “Not Applicable” rating. Some categories require a simple check-off, yes/no. A rating of “Developing” in any category indicates an area where the faculty member needs to develop a new skill set or needs to improve an existing skill set. The second part is an action plan for the faculty member’s professional development. This plan should emerge from discussion of the faculty member’s ratings in the evaluation categories and should follow SMART Criteria outlined at the end of this document. Faculty members will be evaluated biennially, at the beginning of the academic year. The form may be completed electronically. Before they meet, both faculty member and department chair should draft their responses separately, making comments and attaching evidence as appropriate. Student course evaluations are required evidence for all faculty evaluations. If faculty members teach in more than one academic program, the evaluation will be done by the department chair in which the faculty member performs the majority of his/her teaching duties. The evaluation will, however, be reviewed and signed by the department chairs of all other academic departments in which the faculty member teaches before it is considered complete. At the evaluation meeting, faculty member and department chair will compare their comments and ratings in the various categories and agree on a Faculty Professional Development Plan. This plan represents a contract and should include details regarding the responsibilities of both the faculty member and the institution. The final plan should be signed by the faculty member, the chair(s) and the VPAA, with copies to each of them. A copy will also be included in the faculty member’s employee file.

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Faculty Evaluation/Professional Development

FACULTY SELF-EVALUATION (Revised 5/7/14)

Faculty Name: Faculty Rank/Title:

Department:

Department Chair: Date:

Direct Instruction

For each of the topics below, please indicate “Strong, Proficient, Developing, or Not Applicable” Write in supporting comments and/or attach evidence where appropriate. (Note: Your student evaluations from the previous academic year are required evidence.)

Refer to Workload for AY_____________________

Knowledge/Skills/Behaviors Understands the foundational theories and concepts of course subject matter

Check Box

Strong Proficient Developing Not Applicable

Recognizes how course concepts connect to other areas of program curriculum

Check Box


Stays current with scholarly literature/developments in the field

Check Box


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Develops/selects the most effective teaching methods for course subject matter and needs of learners

Check Box


Incorporates changes in content and pedagogy based on past teaching evaluations and other feedback.

Check Box


Incorporates changes in content and pedagogy based on changes and trends in the field

Check Box


Connects course concepts to real-world

Check Box


Designs learning activities that assist in the achievement of SLO’s (course, program, and institutional levels)

Check Box


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Creates/maintains effective learning relationships with and among students

Check Box


Demonstrates effective interpersonal communication skills with everyone involved in the course. (Eg students, other faculty, administration and support staff)

Check Box


Is self-directed and responsible in fulfillment of basic teaching obligations.

Check Box


Has/maintains appropriate licensure or certification(s) for field if required

□YES □ NO

Has practical/field experience in subject area

□YES □NO

Indirect Instruction Knowledge/Skills/Behaviors Participates effectively in student recruitment, orientation, and advisement/mentoring, applicant interviews, information sessions, student orientations and other departmental and institutional events with students.

Check Box


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Participates appropriately in departmental and institutional processes for assessing student learning

Check Box


Uses current models for supervision/mentoring of professional experience

Check Box


Applies current information about licensing/certification requirements and professional resources to assist students in clinical placement/professional training

Check Box


Assists students in difficulty by appropriate advisement, referrals, remediation plans and follow up

Check Box


Creates/maintains effective relationships with advisees/supervisees/mentees

Check Box


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Exercises interpersonal communication skills with students, other faculty, department chair and staff in all interactions outside of classroom teaching.

Check Box


Demonstrates good judgment and problem-solving skills when interacting with students, faculty, administration and staff

Check Box


Institutional Service Knowledge/Skills/Behavior Takes leadership/participates in planning and program development activities at both the institutional and program-specific levels.

Check Box


Participates in assessment of student learning and program review activities

Check Box


Attends meetings and participates in committee work on both a departmental and institutional level

Check Box


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Participates appropriately in student and faculty related events such as information sessions, orientation, committee meetings and faculty retreats.

Check Box


Exercises interpersonal communication skills with students, other faculty, department chair and staff in all interactions outside of classroom teaching.

Check Box


Consistently demonstrates good judgment and effective problem-solving

Check Box


Professional/Scholarly Activity Knowledge/Skills/Behavior Contributes to the development of the field through scholarly or creative work, and/or service to the profession.

Check Box


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Develops/maintains knowledge and skills in professional practice relevant to faculty responsibilities

Check Box


Participates in professional or community organizations in ways that enhance the reputation of Phillips.

Check Box


Maintains a consultation, therapy, or supervision professional practice consistent with other faculty responsibilities

□YES □ NO

Professional behavior demonstrates understanding/compliance with all the ethics/laws/regulations relevant to their profession

□YES □ NO

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Faculty Development Planning Checklist The following checklist will help faculty and Department Chairs determine critical elements to cover in the co-creation of the Faculty Professional Development Plan.

Critical Elements Questions to Consider

SMART Criteria

Use the SMART Criteria for writing effective development objectives for your development plan.

Specific

Is the plan specific and clear? Does it clearly state what the person wants to improve or enhance and how the new skill/behavior will be applied in the role? Does it clarify outcomes and/or expected results?

Measurable Can the actions be observed or substantiated with data or actions? How will the person demonstrate that the skill need has been met? How will success be measured?

Attainable

Is the plan focused on no more than two development areas? Are the actions within the person’s skills, ability, influence and authority to achieve? Will the person have access to the appropriate resources? Will the plan take into account the employee’s current workload?

Relevant Are the actions directly linked to program, student, professional and/or organizational needs?

Time Bound Is there a specific timetable for implementing or completing the activity?

Additional Considerations

Actions Steps Are the actions specific? Do they match the person’s learning preferences? Are they creative? Are they linked to the objective? Is the return worth the investment for both the employee and the organization?

Tracking Methods How will each objective/action be tracked? Who will take the lead? How often?

Support Are there appropriate resources (time, budget, and people) available? Do workloads or performance objectives need adjustment? How involved will the chair be in providing coaching and feedback needs?

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Framework for Formation of an Action Plan Consider “SMART” as you set goals. See Instruction Sheet. What is/are my goals? What do I plan to focus on between now and the next evaluation?

Why is this area of focus important for my personal/professional development?

What do I need to do to get there?

What resources do I need?

What support do I need from my Department Chair?

How will we measure my success?

What are the expected date(s) for accomplishing these goals?

Faculty Handbook 2016-2017 - pgu.edu Handbook_2016-2017.pdf · Faculty Handbook 2016-2017 This...

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Transcript of Faculty Handbook 2016-2017 - pgu.edu Handbook_2016-2017.pdf · Faculty Handbook 2016-2017 This...