Full Time Faculty Handbook for Compensation andWorkload · Full Time Faculty Handbook for...
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Full Time Faculty Handbook for Compensation and Workload Electronic Copy at: http://i.slcc.edu/hr/docs/Full‐Time‐Faculty‐Handbook.pdf Full Time Faculty Handbook for Compensation and Workload revised: June, 2018
Transcript of Full Time Faculty Handbook for Compensation andWorkload · Full Time Faculty Handbook for...
FullTimeFacultyHandbook
forCompensationand
Workload
Electronic Copy at: http://i.slcc.edu/hr/docs/Full‐Time‐Faculty‐Handbook.pdf
Full Time Faculty Handbook for Compensation and Workload revised: June, 2018
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GeneralInformationTheDiscussionTeam
UtahCode53B‐2‐106authorizesthePresidentto:“2(d)toenactrulesforadministrationandoperationoftheinstitutionwhichareconsistentwiththeprescribedrolestablishedbytheboard,rulesenactedbytheboard,orthelawsofthestate.”
TheBoardofTrusteeshasauthorizedthePresidenttoestablishTheDiscussionTeamasajointAdministration/FacultyteamempoweredtoproviderecommendationtothePresidentregardingfulltimefacultycompensationandworkload.Theteamconsistsoftwoco‐chairs,oneappointedbythePresidentandtheFacultyAssociationPresident.ThePresidentappointsotheradministrativemembers.TheFacultyAssociationPresidentappointsotherfacultymembers.TheteammeetsasneededtodraftproposalsforreviewbythePresidentforpossibleinclusionintotheFullTimeFacultyHandbookforCompensationandWorkload.OncePresidentialapprovalisreceived,theHumanResourcesOfficewillpublishthechangesontheCollege’swebsite.
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TableofContents
Full‐TimeFacultySalarySystem 4
Appendix1 GeneralJobDescription 10
Appendix2 FacultyWorkload 13
Appendix3 Calendar 20
Appendix4 FacultyEvaluationSystem 31
Appendix5 TenureandAcademicRankGuidelines 48
Appendix6 MeritPay 71
Appendix7 SummerTeaching 75
Appendix8 CoordinatorPay 77
Appendix9 eLearning 78
Appendix10 Overload 81
Appendix11 Co‐opCourseCompensation 83
Appendix12 TeachingExcellence 88
Appendix13 FamilyandMedicalLeave 94
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TheFullTimeFacultySalarySystem1. PayPolicy
1.1. Weareacommunitycollegeandbelongtoasystemwherestudentsfromthisinstitutiontransferbothvocationallyandacademicallytootherpost‐secondaryinstitutionsandmoveintotheworldofwork;therefore,ahighlevelofqualitymustbeensured.Asalarysystemhasbeendevelopedtoencourageandrewardthosefacultymemberswhodemonstrateawillingnesstoprogresstothetopoftheirprofession,hencebetterservingstudents.
2. JobDescriptionandFacultyLoad
2.1. ThisrevisionoftheFacultyHandbookarticulatestheroleofthefacultyandincludesasamplejobdescription,thefacultytenuredocument,andTheFullTimeFacultyHandbookforCompensationandWorkload,etc.Additionally,theUtahStateBoardofRegentsinR485FacultyWorkloadstatesthefollowing:
2.1.1. “Eachfull‐timefacultymemberpaidwithinstructionalEducationandGeneralfundsisexpectedtoteachclassesandtoassumeareasonableworkloadofrelatedinstructionalactivitiesthatconstituteafull‐timeinstructionalload.”
2.1.2. “Thenatureofafull‐timeinstructionalloadwillvaryaccordingtothemissionandrolesofUSHEinstitutions,thenatureofinstructionalprograms,andvariationsinstudentpopulationsbeingserved.Inallinstitutions,facultypaidwithinstructionalEducationandGeneralfundsareexpectedtoteachclasses,conductotherinstructionalactivitiesincludingadvising,gradingandpreparingforclasses,anddevelopingcurriculum,aswellasscholarlystudyand/orresearch,publicservice,involvementinacademicgovernance,andsimilaracademicactivities.Thesedutiesareessentialelementsoftheworkofthefacultyandaretakenintoaccountinmakingpromotion,tenure,andsalarydecisions.(emphasisadded)”
2.1.3. Ageneraljobdescriptionhasbeendevelopedfordepartmentaluse.Thejobdescriptionmaybeaddedto,butmaynotbesubtractedfrom.Pleaseseeappendix1.
2.2. TeachingLoad
2.2.1. Pleaseseeappendix2forteachingloadsforfull‐timefaculty.
2.2.2.AcademicCalendarandTeachingDays.Pleaseseeappendix3.
3. SalarySurvey
3.1. Toensureexternalcompetitiveness,theDiscussionTeambenchmarkedfacultysalariesagainstnationalcommunitycollegepeerdataintheAmericanAssociationofUniversityProfessors(AAUP).TheDiscussionTeamreviewsthisdataannuallyandadjustmentsaremadetothesalaryschedule.
4. SalaryStructureandProfessorialRank
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4.1. Inconjunctionwiththesalarysurvey,aprofessorialranksystemhasbeendevelopedbytheDiscussionTeamtoacknowledgefull‐timefacultyfortheircontributionstothecollege.
4.2. Thefollowingranksandassociatedsalaryrangeswillbeusedforthe2017‐18academicyear,minimumandmaximum:
4.2.1.Professor $59,694‐$89,541
4.2.2.Associate $50,323‐$75,485
4.2.3.Assistant $44,393‐$66,590
4.2.4.Instructor $36,989‐$55,483
4.2.5.Lecturer $30,600‐$45,900
5. Evaluation
5.1. SLCC’sevaluationsystemforfacultygathersfeedbackfromstudents,peers,andacademicadministratorstothefacultymember,enablingthefacultymembertoimproveperformanceandenhancestudentlearning.FacultymembersatSLCCbalancecommitmenttoteaching,professionaldevelopmentandactivity,andservice.Facultyareexpectedtoadheretothe“StandardsofProfessionalResponsibility”ascontainedinSLCCPolicy(Chapter4,1.01),“AcademicFreedom,ProfessionResponsibilityTenure,”SectionB.”
5.2. Seeappendix4forthefacultyevaluationcriteriaandprocesses
6. SalaryIncreases,AdditionalAssignments,andOverload
6.1. Onceafacultymemberishiredandreceivesasalaryplacement,his/herbasesalarymaybeconsideredforadvancementasfollows:
6.1.1. Basesalary.InconjunctionwithappropriationswiththeUtahStateLegislature,TheDiscussionTeamwillreviewtheappropriatefundingavailableforthenextfiscalyear.LettersofappointmentwillbesentoutaftermeetingsanddecisionshavebeenmadebythejointFacultyandAdministrativeDiscussionTeam.
6.1.2. Merit.BoardofRegentPolicy481states:“Eachtenuretrackandtenuredfacultymember,alongwithallotherfacultymembers,shallbereviewedeachyearinconjunctionwiththemeritpayprocess.(emphasisadded)”.MeritproceduresareinAppendix5.
6.1.3. RankAdvancement.Afacultymemberadvancedinrankshallreceiveapayincreaseforthenextfiscalyear.PleaseseeAppendix5%baseforprocedures.
6.1.4. DegreeAdvancement:Ifafacultymemberwishestopursueanadvancedcertificateordegreerelatedtohis/herdiscipline,andifs/heplanstoapplyforapayincrease,s/hemustdiscussintentionswithhis/heracademicadministratorpriortocompletingtheprogram.Toreceiveconsiderationforabasesalaryincrease,thedegree/certificationmustaddressdepartmentorprogramneedsandbeabovetheminimumeducationalrequirementsfortheposition.Theacademicadministrator,inconjunctionwiththedeanandHumanResources,willprovideauthorizationanddeterminetheamountof
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payincrease.
DegreeEquivalents
6.1.4.1. Themaster’sdegreeisthestandardbywhichfacultyarejudgedforarticulationandaccreditation.Indepartmentswherethisisnotpossible,facultyandacademicadministratorsshalldevelopasetoffrelatedMaster'sdegreesorMaster’sequivalentappropriatetothedisciplines.AMaster’sEquivalentwillbegrantedwhereafacultymembercanshow:
6.1.4.2. AMastersdegreeinfielddoesnotexist,and
6.1.4.3. EquivalentRigorofMastersdegreeisshown,i.e.followingminimums:6.1.4.3.1. AssociatesDegree.
6.1.4.3.2. 6yearsworkexperienceattheJourneymanlevel.(Journeymanlevel
includesthecompletionofarecognizedapprenticeshipprogramoranequivalentnumberofyearsworkexperiencewherenoapprenticeshipprogramisfound).
6.1.4.3.3. Certification/Licensure.(Thepresenceofcertifications/licensesthat
demonstratetheachievementofanadvancedknowledgeofamasterinfield.)
6.1.4.3.4. ItistheobligationofthefacultymembertodevelopaplanforMaster's
equivalent,whichmayincludeinternalandexternalrecommendationsandanalysis.Theplanwillbeapprovedordisapprovedbythedepartment,AcademicAdministrator,andDean.Anapprovedplanwillthenbesubmittedforapproval/disapprovaltoaCollegewidereviewcommitteeforcomparisonandverificationofcomparablerigor.ThecommitteewillbecomprisedofthecurrentorpastpresidentoftheFacultyAssociation,afacultymemberselectedbyeachofthenineschools,(thecurrentorpastpresidentoftheFacultyAssociationshallrepresenttheschoolfromwhichs/heteaches),theProvostofAcademicAffairsordesigneeandanappointedrepresentativefromtheHumanResourcesOfficeaschair.TheAcademicAdministratorwillreviewtheprogressoftheapplicanttowardcompletionoftheMaster'sEquivalentplanduringtheannualreviewofgoalachievement,ormoreoften,ifnecessary.WhentheAcademicAdministratorissatisfiedthatthefacultymemberhascompletedtheworkasoutlinedintheplan,s/hewillrecommendtotheappropriateDeanthataMaster'sEquivalentshouldbeawarded.TheDeanwillnotifytheapplicantoftheaward.TheapplicantwillhavetherighttoappealanydecisiontotheProvostofAcademicAffairsforfinaladjudication.Earlyplanningforprofessionaldevelopmentinconjunctionwiththeannualevaluationisstronglyrecommended.
6.1.5. ProhibitedMovement.Afacultymembershallbeprohibitedfromrankadvancement
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ormeritconsiderationbyreceivingaletterofconcern,letterofprobation,orreceivinganunacceptableevaluationasoutlinedonthefacultyplanandperformancereviewreportforthatyear.
6.2. AdditionalAssignmentsandOverload
6.2.1. SummerTeaching.SeeAppendix6.
6.2.2. DepartmentCoordinators.SeeAppendix7.
6.2.3. eLearning.SeeAppendix8.
6.2.4. OverloadTeaching
6.2.4.1. Facultymayteachadditionalclassesforcompensationasapproved.ProceduresforteachingoverloadarefoundinAppendix9.
6.2.5. AdditionalAssignments(Non‐teaching)
6.2.5.1. Workperformedaspartofthefull‐timefaculty’sserviceobligation.Thistypeofworkisconsideredpartofthefaculty’sprimaryroleandduties,andisthuscompensatedbythefaculty’sregularsalarywithoutextracompensation.
6.2.5.2. Full‐timefacultyappointmentshaveteaching,servicecomponents,andprofessionaldevelopmentdutiesthatrequireafullcommitmentofworkingtimeandeffort.
6.2.5.3. Academicadministratorsshallensurethatworkthatispartofafacultymember’steaching,serviceobligation,and/orprofessionaldevelopmentisnotcompensatedwithextraremuneration.
6.2.5.4. Workperformedbyfacultymemberswithextracompensationshallnotinterfereorconflictwiththeexecutionofthefacultymembers’primaryrolesandassignments.
6.2.5.5. Onlynon‐teachingadditionalassignmentsthatarelistedinAppendix10areeligibleforpayment.
6.2.5.6. Anacademicadministratorwhowishestohaveanynewnon‐teachingadditionalassignmentsaddedtothelistwillwriteaproposalanddeliverittotheDean.TheDeanwillreviewtheproposalandifapprovedsentittotheProvost.TheProvostwillforwardtheproposaltotheDiscussionTeamforreviewandpossibleinclusionintotheAcademicGuide.
6.2.6. TeachingExcellenceAward.SeeAppendix11.
7. Administration
7.1. TheAdministrationisresponsibletocommunicatedeadlinedatestofaculty.E‐mailstofacultyconstitutesnotification;facultyarerequiredtoreadtheire‐mail.
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7.2. Facultyareresponsibletomeetdeadlinedateswithappropriateforms,documentation,etc.Alldeadlineswillbestrictlyobserved.
7.3. TheUtahStateLegislatureappropriatesfundingforCollegefacultysalaries.IntheeventtheLegislaturedoesnotprovideadequatefundingtofacilitateallmovementinthesystem,adjustmentstothesystemmayneedtooccur.
7.4. AcademicServiceswilltransferanyEducationandGeneral(E&G)baseturnoversalarysavingsrealizedfromfull‐timefacultypositiontoafull‐timefacultysalarypool.Whenthereplacementfacultyreceivesahighersalarythanthebudgetthatwasallocatedfortheoldposition,theshortfallwillbetransferredfromthefull‐timefacultysalarypool.Thesavingswillberealizedandthecalculationmadewhenapermanentreplacementishiredintotheposition.ThisdoesnotapplytotheCollegeearlyretirementprogramoranyotherfunds,includingtheSchoolofAppliedTechnology.
7.5. FacultySalaryJointAppealsBoard.
Approvaland/orvalidationbytheappropriateacademicadministrator,DeanorProvostofAcademicAffairsisrequiredinseveralinstanceswithinthesalarysystem.Ifthefacultymemberisindisagreementwithasalaryplacementrendered,he/shemayappealthedecision,within90calendardaysofnotification,totheFacultySalaryJointAppealsBoard.TheBoardshallbecomprisedofthepastpresidentoftheFacultyAssociationordesigneeservingaschair,three(3)representativefacultymembersappointedbytheFacultyAssociationExecutiveBoard(whoareapprovedataspringfacultyassociationmeeting)andthree(3)administratorsappointedbythePresident.Facultyandadministratorsshalleachserveathree‐yearterm;thechairshallserveforoneyear.Onenewfacultyandonenewadministratorshallbeappointedeachyear.OutgoingboardmembersshallbereleasedonJune30andnewboardmembersshallassumeappointmentonJuly1.
7.5.1. BoardResponsibilities
7.5.1.1. Toaccept,reviewanddecideappealsonsalaryplacementforfaculty.
7.5.1.2. Tomeetonaregularbasisascalledforbythecommitteechair.
7.5.1.3. Torespondtothefacultymember’sappealwithin90calendardays,indicatingeitherapprovalorrejectionandthereason(s),withcopiestotheAcademicAdministrator,Deanor,ProvostofAcademicAffairs,andHumanResources.
7.5.1.4. Tomaintaincurrent,accurateandconfidentialfilesoncommitteedecisions.AcademicGuideforFull‐TimeFaculty.
7.5.1.5. Toreviewtheappealofthefacultymember,focusingitsattentionuponthe
following:
7.5.1.5.1. Pastapproval/denialofsimilarrequests.
7.5.1.5.2. Consistencywithcreditsgivenforcoursestakeninfulfillingdegreeprograms(wherecreditisatissue).
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7.5.1.5.3. Relationshipofemployee'sappealwithregardtohisorherworkarearesponsibilities.
7.5.1.5.4. Salarysystemandapproveddepartment,division,andschoolguidelines.
7.5.1.5.5. TheboardchairprovidesasummaryreportofboardactiontotheDiscussionTeam.
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APPENDIX1SALTLAKECOMMUNITYCOLLEGEGENERALJOBDESCRIPTIONPOSITIONTITLE:FullTimeFacultyREPORTSTO:AcademicAdministrator JOBSUMMARY/BASICFUNCTION:Regularfull‐timefacultymembersteachassignedclassesinaccordancewithestablishedguidelinesandpoliciesandparticipateinadvising,committeeassignments,otheracademicandinstitutionalsupportactivities,andsupervisoryresponsibilitiesasassigned.EDUCATIONANDEXPERIENCE:Perdepartmentalaccreditationstandardsandprofessorialrankprocedures.KNOWLEDGE,SKILLS,ANDABILITIES:(InaccordancewithdisciplineandSLCCdepartmentalstandardsandexpectations)EssentialJobDuties
a. Becomefamiliarwith,andabideby,allcollegepolicieswithimmediateprioritygiventothosepoliciesthatgoverninteractionswithcolleagues,staff,administrators,anddepartmentsthroughouttheorganization.
b. Maintainprofessionaletiquetteincommunicationswithstudents,staff,faculty,andadministrators.c. Workcloselywithdepartmentpeersandadministratortounderstandprocessesandproceduresthat
leadtobecomingasuccessfulteacherandcontributingmemberoftheacademicunit.
Teachinga. Createsaneffective,supportivelearningenvironmentforstudentsregardlessofdeliverymethod.b. Teachescoursesconsistentwithdepartmentprocedures,appropriateCourseCurriculumOutline(CCO)
andcatalogdescription.c. Provideseachstudentwithasyllabus(paperoronline)atthefirstclassmeetingthatcomplieswith
departmentprocedureandtheCCO.d. Teachesassignedclassesatthescheduledtimeandplaceandmeetsduringrequiredcontacthours.e. Demonstratesincorporationofactiveandappliedlearningincoursestaught(hands‐onandengaged
activities).f. Providesappropriateandtimelyfeedbackforallassignments.g. Promotesdevelopmentofcriticalthinkingamongstudents.h. Activelyparticipatesintheupdateandproductionofnewcurriculumdevelopmentandrelated
activitiesasacontributingteammemberoftheprogramarea,department,campus,collegeandstate.i. Maintainsandpoststeachingschedule.Maintainssignificantcampuspresencetorespondto
instructionanddailyneedsofstudents,departments,collegeandcommunity.Meetswithstudentsoutsideofclass—aminimumof5hours/weekinpersonoron‐line.
j. Isavailabletoteachcoursesattimesdirectedbyacademicneedsoftheprogramandavailabilityofstaffingpool.ThedepartmentrecommendsfinalteachingassignmentswithfinaldecisionbytheAcademicAdministrator.
k. Returnsgradedassignmentsinatimelyfashionperdepartmentstandards.l. Consistentlyimprovescoursequality,designandcourseintegritythroughparticipationincollege‐wide
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assessmentofstudentlearning.m. Maintainsstudentattendancerecords(forFinancialAidpurposes)andgrades.n. Conductsavarietyofappropriateevaluationsofstudentperformance.Informsstudentsofprogressto
dateperiodicallyandassignsandsubmitsgradesbypublisheddeadlines.o. Assistsinmaintainingasafeandmutuallyrespectfulinstructionalenvironment.Preparesandsubmits
incidentreportstoDeanofStudentServicesforinappropriatestudentbehaviorasdefinedbytheCodeofStudentRightsandResponsibilitiesPolicy.
p. Usesappropriateresourcesandtechnologyinthedeliveryofcourses.q. Collaborateswithcolleaguesforinstructionalimprovement.r. Maintainsprofessionalandcollegialbehavior.s. Coordinatesandsupervisesinternshipsandclinicalexperiencesforstudentsasassigned.t. Respondstovoicemailandemailcommunicationpromptly(generallywithin1‐2contractdays).u. Meetsdeadlines.v. Maintainsprofessionalappearanceasdefinedbythedisciplineand/orCollegeprocedure.w. Partnerswiththecollegetoprovideinnovationtoimprovethelearningenvironment.x. Promotessupportforthemission,vision,valuesandgoalsoftheCollegebyincorporatingculturally‐
competentpedagogyandinclusivitypractices.
ProfessionalActivitya. Maintainsnecessaryeducationalcredentials,professionalskillsanddemonstratedteaching
competenciesconsistentwithdepartmentstandards.b. Solicitsfeedbackandimplementssuggestionsfromstudentsandpeerswhenappropriate.c. Expandsknowledgeindisciplineandteachingcraftonanongoingbasis.d. Promotesprofessionaldevelopmentofpeers/colleaguesthroughrecognizedprofessionalactivities(in‐
serviceactivitiesandthepresentationofconferencepapersand/orpublications,andothermethodologiesappropriatetotheteachingfield),asapprovedbydepartments.
e. Participatesincollegialmentoringrelationship,servingasmentorand/ormenteeinthedepartmentandcollege.
f. Engagesinlocal,state,and/ornationalprofessionalorganizationsappropriatetothefacultyrole.g. Servescommunitypartnersascontentareaexpertswhenneeded.h. Completesrequiredtrainingandparticipatesinprofessionaldevelopment.ServicetotheCollegea. Providesservicetotheinstitutionthroughappropriateparticipationinacademicandcampus
committeeassignments;offersadequateserviceonatleastonedepartment,school,orcollege‐widecommittee.
b. Promotes,modelsandexhibitstheCollegeValueswithcolleagues,studentsandcommunitystakeholders.
c. Respondstodiscussionsandrequestsfordepartmentworkintimelymanner(e.g.answersemail,completestaskassignments,etc.)
d. Mentorsnewfacultyasassigned.e. Servesontenuresittingcommitteesfordepartmentcolleagueswhenappropriate.f. KnowsandenforcesFERPAguidelinesandotherpertinentfederalregulations.g. Assistsinmaintainingasafeandsecurecampusenvironment.h. Reviewsandrecommendsprogramtextbooksand/ormaterials.
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i. AttendsConvocation,ProfessionalDevelopmentDay,Commencementandotherinstitutionalmeetings(e.g.departmentmeetings).
j. Handles/respondstostudentconcerns/complaints.k. Assumesanactiveroleinthestudentadvisingprocess,formaland/orinformal,perdepartmental
guidelines.l. Meetswithandupdatescounselingoffice;updatesandmaintainsadvisingmaterialsperdepartmental
guidelines.m. Developsand/orparticipatesinstudentrecruitmentandretentionstrategies.(CareerandMajorsFair,
PathwaystoProfessions,informaloutreach,etc.)n. Assistswithassessmentofcreditforpriorlearningasneeded.o. Participatesintheformulationandimplementationofdepartmentinitiatives.p. Evaluatesandrevisesprogramofferings/materialsonanongoingbasisanddevelopsnewcurriculaas
needed.q. Participatesinstrategicplanningandmonitorstheinstitutionaleffectivenessandaccountability
process.r. Providesleadershipandinstructionalintegritythroughclassroomobservation,mentoringand
evaluationofpart‐timeemployeesorservingontenuresittingcommitteesasneeded.Participatesinstate‐levelissuesasrequested.
s. Reportsmaintenancesissuesforclassroomsandequipmenttoappropriateauthorities.t. Maintainsinventory,ifappropriate,ofequipment,tools,suppliesandstorage/disposalofhazardous
materialsrequiredforclasses,andrequestappropriateequipmentrepair.u. Activelyparticipatesintheinformedbudgetprocess.v. Identifiesbudgetaryneedsandprioritieswithintheprogramasapplicable.
Note:departmentsmayaddspecificsubjectrelatedlanguagetodepartmentaljobdescriptions,howeverlanguageinthisgeneraljobdescriptionmaynotbedeleted.
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APPENDIX2
FacultyWorkload
Instructional Categories
Three categories of full‐time faculty teaching load and ranges under the semester system are as follows:
Lecture Classes: 28‐30 contact hours per year ‐ Target 30
Lecture/Lab Classes: 34‐40 contact hours per year ‐ Target 36
Laboratory Classes: 46‐50 contact hours per year ‐ Target 50
It is recognized that the titles of these categories may neither represent the various pedagogies that take
place in the classroom, nor always reflect the work associated with those various pedagogies.
There are no guarantees for either minimums or maximums required of an individual faculty member.
Faculty will have an annual load within the stated range. Faculty within departments and/or disciplines
have collaborated with their respective Academic Administrator to define the category in which each
course in their respective department/discipline fit. A course’s instructional category is reflected on its
CCO. The CCO is the recognized source for a course’s approved instructional category. Each course is
assigned to only one of the three instructional categories. Each faculty member will collaborate with
his/her Academic Administrator to plan annual teaching assignments.
Instructional Units
Instructional units shall be used to measure full‐time faculty load. Instructional units are calculated using
the ratio that 30 (the target annual contact hours for lecture courses) bears to the target contact hours in
an instructional category. Thus, the following ratios apply:
Instructional Category Target Lecture Contact
Hours
Target Contact Hours Ratio
Lecture 30 30 1.00
Lecture/Lab 30 36 0.83
Laboratory 30 50 0.60
A full‐time load consists of 28 – 30 instructional units taught during fall and spring semesters. The target
is 30 instructional units. In the event of unusual circumstances, a reduction below 30 instructional units
could be approved through the Academic Administrator, Dean, and the Provost of Academic Affairs.
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Overload is paid when instructional units taught by a full‐time faculty member exceed 30 in an academic
year (not including summer). Overload may be paid during a single semester when instructional units
exceed 15 (10 for summer term). Overload is paid at the current adjunct rate based on contact hours, not
on instructional units, and in accordance with current overload policy and procedures. Additional
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preparation compensation will not be provided for overload courses requested by the faculty member. If
an academic administrator requests faculty to include a unique preparation as overload, compensation will
be provided (see next section).
CompositionCoursesIn keeping with policies at peer institutions, the composition courses listed below will receive an additional
credit/contact hour per section for load purposes. Instructors will spend the additional contact hour in the
Writing Center.
BCCM 2310 Construction Writing
BUS 2010 Business Communication
ENGL 1010 Introduction to Writing
2010 Intermediate Writing
2100 Technical Writing
WRTG 0900 Basic Writing
WRTG 0990 College Preparatory Writing
An instructor teaching a section of any composition course listed above is eligible to avail him/herself of
this policy. This is the case whether the instructor is teaching just one or more sections of the course.
In cases where loads consist solely of three-hour composition courses, instructors may teach four composition courses and spend three hours in the Writing Center, for a total of 15 hours, or teach an additional 3-hour course for a total of 15 hours.
PreparationsUnderlying Premise
A full‐time faculty member at Salt Lake Community College is expected to have multiple preparations as
part of his or her teaching assignment. However, in order to assure the quality of education, a faculty
member generally will not teach more than 60% of their load in unique preparations in any given semester.
Certain programs within the College may not permit the limitation of preparations to 60% of load because
of the uniqueness of the programs or the courses; therefore, faculty preparations in these programs could
regularly exceed the 60% of load limitation, but shall not exceed 80% of load in unique preparations.
Reasonable effort should be made to avoid exceeding these limitations by adjusting the assignment of
courses with other full‐time or part‐time faculty within the department. Exceptions to these limitations
should result from agreement between the Academic Administrator and the full‐time faculty member. The
final decision will reside with the Academic Administrator, with approval of the Dean and appealed, if
necessary, to the Provost.
In the event that it is necessary for the academic administrator and a faculty member to acknowledge and
schedule the faculty member for a load consisting of more than 80% of unique preparations, with a
minimum of not less than three (3) unique preparations, the faculty member will be paid at the overload
rate for three additional overload hours.
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When overload courses are scheduled, the assignment of courses to either load or overload in order to
deny a faculty member the application of the provisions of this section is not permitted.
Definitions
Load: Faculty load is defined by the current load document, and may be more or less than fifteen (15)
instructional units, excluding overload, in any given semester.
Preparation: One preparation is generally defined as the preparation required for each course of a
different course number that is not cross listed with another course, taught simultaneously with another
course, or team taught with another instructor.
Reassigned time: Only teaching assignments are considered preparations. Reassigned time or other
administrative duties that may be assigned are not a teaching preparation for the purposes of this section.
Online courses: Online courses, hybrid courses or courses taught on a different daily schedule do not
constitute unique preparations from those same numbered courses taught onsite or on a different
schedule.
Program/CourseControlScheduling of courses is the responsibility of instructional departments, whether those courses are traditional, blended, or distance in nature. All actions pertaining to scheduling of courses must be coordinated with instructional departments, based upon a combination of department and college needs, prior to formal scheduling deadlines.
ServiceFaculty involvement through College service and committee service is critical in the direction and planning initiatives of the College. All full-time faculty are expected to participate in these service activities as a part of their total assignment. Where reassigned time is granted to a faculty member, such reassigned time does not replace the service obligation.
It is recognized that the time spent fulfilling committee assignments in a professional manner represents a
significant portion of a faculty member’s load. The following are guidelines for the service obligation:
1. The faculty load categories will include a service component, as stipulated in the Faculty Evaluation
document and the Tenure Document. In planning each year for the faculty member’s instructional
load, the faculty member and the chair shall also plan for a reasonable commitment to service.
Departments and Academic Administrators shall, in consultation, set guidelines in writing for what
constitutes, for that area, a reasonable commitment to service. For purposes of equitability across
schools and across the college, such departmental guidelines shall be subject to periodic discussion and
review by Deans and the Provost. (See Appendix)
2. Faculty evaluation for each faculty member will include an evaluation of a faculty member’s
contributions through service. (See Instructions for Faculty Evaluation document for information about
appropriate evidence to document service.)
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College‐wide committee assignments will be made through collaboration between the leadership of
the Faculty Senate and the Academic Administration.
ReassignedTimeIn order to support critical work that can best be done by the full‐time faculty member, the College grants
targeted reassigned time. Because the College values the teaching efforts of full‐time faculty members
highly, we agree to work within defined parameters for reassigned time, and to regularly account for how
reassigned time is used.
Definition: Reassigned time is replacing a portion of a full‐time faculty member’s teaching obligation with
a non‐teaching, administrative, or academic support duty. A portion of a faculty member’s annual
workload obligation is “reassigned” or allocated for tasks such as grant administration, accreditation
preparation, faculty leadership, and in learning centers, equipment and laboratory maintenance, etc.
Reassigned time allocations may be ongoing allocations (that is, continuing from year to year) or
temporary.
Addition of Faculty Summer Leaders to Reassigned Time
One faculty member from Faculty Senate and one from Faculty Association will serve as faculty leaders
during the summer months. They will attend institutional meetings as mutually agreed upon, and will
continue work on ongoing projects. They will represent faculty, solicit feedback from faculty, and bring
together available faculty when needed.
This position receives an one‐course reassigned time, and cannot exceed allowable summer workload.
Those who fill this position will be selected at the end of each academic year—during the final Senate and
Association meetings—according to this hierarchy of availability: current President, immediate Past‐
President, Vice‐President, a current committee‐chair. When selecting the summer leader from this
hierarchical line, emphasis should be placed on experience and continuity.
Approved Ongoing Reassigned Time: The following represents our current agreement as to approved
types and amounts of reassigned time; as circumstances change, these assignments may be revisited and
the agreement altered.
Faculty Leadership
Type Instructional Units Term(s)
Faculty Senate President 7.5 Fall, Spring
Faculty Senate Vice President 3 Fall, Spring
Faculty Association President 7.5 Fall, Spring
Curriculum Committee Chair 3 Fall, Spring
Faculty Summer Leader 3 Summer
Faculty Teaching and Learning Center (FTLC)
Type Instructional Units Term(s)
FTLC Director 12 Fall, Spring
FTLC Associate Director for
Service Learning
3 Fall, Spring
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FTLC Associate Director for
South City
3 Fall
FTLC Associate Director, Other 3 Fall
Distinguished Faculty Lecturer 3 Fall
Community Writing Center
Type Instructional Units Terms
Director 12 Fall, Spring
Assistant Dir. 6 Fall, Spring
Academic Program Reassigned Time
Type Instructional Units Term(s)
Health Science Program
Coordination and Accreditation
(allocated to multiple faculty
members)
46 Annually
Temporary Reassigned Time: Periodically, SLCC assigns faculty to tasks that are beyond the scope of the
faculty member’s regular service obligation, but are temporary in nature, such as grant administration,
professional development activities, curriculum development, etc. For many of these tasks, faculty may be
remunerated with additional monetary compensation in the form of one‐time contracts; alternatively, it may
be preferable to remunerate faculty with reassigned time on a temporary basis.
The total amount of reassigned time, both ongoing and temporary, generally will not exceed 6% of the full‐
time faculty instructional units in the College overall. From time to time, exceptions may be granted (see
next paragraph).
Deans, in full consultation with faculty and academic administrators, have latitude to approve reassigned
time, up to a threshold of 2.5% of full‐time faculty instructional units in the school. When there is exceptional
need, deans may take a request for additional reassigned time to the Deans Council and the Provost for
discussion and joint approval.
Academic administrators and deans shall work with the faculty to establish priorities and to determine the
most effective use of reassigned time and/or additional compensation in the form of one‐time contracts.
Deans and Academic Administrators will report to the Provost, on a semester‐by‐semester basis, the
reassigned time within the department/division and the school, including the outcomes or deliverables of
the reassigned time. The Discussion Team will review the data on reassigned time annually to insure
equitability and functionality of this distribution. The Provost shall bring this matter, along with all supporting
data, to the discussion team annually.
19
Temporary reassigned time is not intended to replace the regular service obligation that is part of the job
description of every full‐time faculty member. Academic Administrators and deans must ascertain that this
is the case before allocating reassigned time.
The following formula will be used to derive the available reassigned time in each school:
[# of full‐time faculty in the school] x [30 instructional units] [.025] x = [instructional units available for
reassigned time]
20
APPENDIX3
Calendar
Full‐time faculty members are contractually obligated and accountable to the College to
Teach their course loads as assigned
Meet their service obligations
Hold regular, published office hours
Participate in committee and department work
Faculty are also accountable for non‐teaching contract days as follows:
8 final examination days (4 Fall and 4 Spring).
2 administrative meetings, one each semester. (Agenda, time, and location announced by
the Office of the Provost.)
2 reading days (1 Fall and 1 Spring).
1 grading/evaluation day (end of Fall).
1 graduation/grading/evaluation day. (Attendance at Graduation required.)
The attached calendar exhibits the following criteria, to meet standards set by accrediting and governing
bodies:
1. Fall term ends no later than December 21.
2. Spring term ends no later than May 15.
3. Summer term ends no later than August 21.
4. Each of the two basic semesters consists of a minimum of 75 instructional and testing days.
The calendar also responds to faculty, student and administration requests in the following ways:
1. It utilizes all available instructional days as teaching and testing days in both Fall and Spring terms.
2. It includes two Reading days: one prior to Fall and one prior to Spring final examinations. Reading
Days are intended for faculty to be accessible to students and assist students. Therefore,
administration and faculty should not schedule meetings where faculty would be required to
attend during reading days.
3. In order to maintain two‐hour final examinations, exams are spread over four days. Even and odd
hour days for Monday, Wednesday and Friday classes as well as even and odd hour days for
Tuesday and Thursday classes. No other exams should be given during finals week, as
recommended by the Board of Trustees, 1994.
4. It includes one grading/evaluation day at the end of Fall term and one
graduation/ grading/evaluation day at the end of Spring term.
21
5. The day following the four test days in Spring Term shall be designated as
graduation/Grading/Evaluation day. It is dedicated to Graduation ceremonies and other
appropriate commencement activities.
6. The calendar matches the University of Utah and other institutions with the inclusion of Spring
Break during the third week of March. It is the intent that the calendar match other USHE Spring
Breaks.
7. Summer term can be adjusted for limited specific programs which may require a ninth (9) week of
instruction due to national standards. All classes must end no later than August 21 as required by
the Board of Regents.
8. To ensure that the College is meeting the needs of the students, accreditation, sponsoring
agencies, contracts and grants, certification and licensure, etc., the academic calendar may need
to be adjusted by the instructional department in collaboration with Academic Administrators and
approval of the Provost of Academic Affairs. If the College is to accomplish its mission, different
roles need to be recognized and instructional programs offered with some flexibility, e.g. the
School of Applied Technology, Nursing, Continuing Education, etc.
8.1 When adaptations to the approved calendar are contemplated by instructional areas or
programs, care should be taken to provide adequate time off between semesters for faculty and
students. Proposed changes to the calendar in a specific area should be reviewed by the Senate
Academic Calendar committee and the Discussion Team to insure harmony with the basic
provisions of the Faculty Handbook.
22
Academic Calendar 2016-2017
May 2016 June 2016 July 2016 August 2016
September 2016 October 2016 November 2016 December 2016
January 2017 February 2017 March 2017 April 2017
May 2017
Legend AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
F/G = Final Exams/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
S M T W R F S
1 F
2 F
3 F
4 F/G
5 G/E
6
7 8 9 10 11 12 13
14 15
BB,C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29 30
C
31
C
H
S M T W R F S 1
C
2 3
C
4
C
5
C
6
C
7
C
8
C
9 10
C
11
C
12
C
13
C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
R
29
WF
30
S M T W R F S 1
C
2
C
3
C
4
BE,C
5 6
BB,C
7
C
8
C
9
C
10
C
11
C
12 13 14 15 16 17 18
SB SB SB SB SB NC
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
31
C
S M T W R F S 1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
C
12 13
C
14
C
15
C
16
C
17
C
18
C
19 20 21
C
22
C
23
C
24
C
25
C H
26 27
C
28
C
S M T W R F S
1
H
2 3 4 5 6
AM
7
H
8 9
BB,C
10
C
11
C
12
C
13
C
14
C
15 16 17
C
18
C
19
C
20
C
21
C H
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
31
C
S M T W R F S 1
C
2
C
3
C
4 5 C
6 C
7 C
8 C
9 R
10 WF
11 12 F
13 F
14 F
15 F
16 G/E
17
18 19 20 21 22 23 24
25
H
26 27 28 29 30 31
H
S M T W R F S 1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
C
13 14
C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24 25 26
H H NC
27 28
C
29
C
30
C
S M T W R F S 1
C
2 3
C
4
C
5
C
6
C
7
C
8
C
9 10
C
11
C
12
BE,C
13 14 15
FB FB NC
16 17
BB,C
18
C
19
C
20
C
21
C
22 C
C
23 24
C
25
C
26
C
27
C
28
C
29
C
30 31
C
S M T W R F S 1
C
2
C
3
C
4 5 6
C
7
C
8
C
9
C
10
C H
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19
C
20
C
21
C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
S M T W R F S
1 C
2 C
3 C
4 C
5 C
6
BE,C
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22
23 AM
24 BB,C
25 C
26 C
27 C
28 29
C
30
C
31
C
S M T W R F S 1
C
2
C
3 4 5
C
6
C
7
C
8
C
9
C H
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25 26
C
27
C
28
C
29
C
30
C H
31
S M T W R F S 1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
BE,C
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
S M T W R F S
1 2 F
3 F
4 F
10 F/G
6 G/E
7
8 9 10 11 12 13 14
15 16
BB,C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30 31
C
H
23
Academic Calendar 2017-2018
May 2017 June 2017 July 2017 August 2017
September 2017 October 2017 November 2017 December 2017
January 2018 February 2018 March 2018 April 2018
May 2018
Legend AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
F/G = Final Exams/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
S M T W R F S
1 F
2 F
3 F/G
4 G/E
5
6 7 8 9 10 11 12
13 14
BB,C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28 29
C
30
C
31
C
H
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
C
8 9
C
10
C
11
C
12
C
13
C
14
C
15 16
C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
R
28
WF
29 30
F
S M T W R F S 1
C
2
C
3
BE,C
4 5
BB,C
6
C
7
C
8
C
9
C
10
C
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19 20 21 22 23 24
SB SB SB SB SB NC
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
C
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19 20
C
21
C
22
C
23
C
24
C H
25 26
C
27
C
28
C
S M T W R F S 1 2 3 4 5
AM
6
H
7 8
BB,C
9
C
10
C
11
C
12
C
13
C
14 15 16
C
17
C
18
C
19
C
20
C H
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29
C
30
C
31
C
S M T W R F
1
C
2
C
3 4 C
5 C
6 C
7 C
8 R
9 WF
10 11 F
12 F
13 F
14 F
15 G/E
16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
H
31
S M T W R F S 1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
C
12 13
C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23 24 25
H H NC
26 27
C
28
C
29
C
30
C
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
C
8 9
C
10
C
11
BE,C
12 13 14
FB FB NC
15 16
BB,C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
31
C
S M T W R F S 1
C
2
C
3 4 5
C
6
C
7
C
8
C
9
C H
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28
C
29
C
30
C
S M T W R F
1 C
2 C
3 C
4 C
5
BE,C
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21
22 AM
23 BB,C
24 C
25 C
26 C
27 28
C
29
C
30
C
31
C
S M T W R F S 1
C
2 3
C
4 5
C
6
C
7
C
8
C H
9 10
C
11
C
12
C
13
C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24 25
C
26
C
27
C
28
C
29
C H
30 31
C
S M T W R F S 1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
BE,C
11 12
BB,C
13
C
14
C
15
C
16
C
17
C
18 19
C
20
C
21
C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
S M T W R F S
1 F
2 F
3 F
4 F/G
5 G/E
6
7 8 9 10 11 12 13
14 15
BB,C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29 30
C
31
C
H
24
Academic Calendar 2018-2019
Legend August 2018
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2018 October 2018
November 2018
December 2018
January 2019 February 2019 March 2019 April 2019
May 2019 June 2019 July 2019 August 2019
S M T W R F S
1
C
2
C
3
BE,C
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20
AM
21
BB,C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C H
7 8
C
9
C
10
C
11
C
12
C
13
C
14 15
C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24 25
C
26
C
27
C H
28 29
C
30
C
31
C
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
BE,C
9 10
BB,C
11
C
12
C
13
C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
C
29
C
30
S M T W R F S
1
F
2
F
3
G/E/G
4
5 6 7 8 9 10 11
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27 28
C
29
C
30
C
31
C
H
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
C
7 8
C
9
C
10
C
11
C
12
C
13
C
14 15
C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
R
27
WF
28 29
F
30
F
S M T W R F S
1
C
2
BE,C
3 4
BB,C
5
C
6
C
7
C
8
C
9
C
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18 19 20 21 22 23
SB SB SB SB SB NC
24 25
C
26
C
27
C
28
C
29
C
30
C
31
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
C
9
C
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18 19
C
20
C
21
C
22
C
23
C H
24 25
C
26
C
27
C
28
C
S M T W R F S
1 2 3 4
AM
5
H
6 7
BB,C
8
C
9
C
10
C
11
C
12
C
13 14
C
15
C
16
C
17
C
18
C
19
C
20 21 22
C
23
C
24
C
25
C
26
C H
27 28
BB,C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
BE,C
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21
AM
22
BB,C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2 3 4
C
5
C
6
C
7
C
8
C H
9 10
C
11
C
12
C
13
BB,C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
C
29
C
30
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
C
7 8
C
9
C
10
C
11
C
12
C
13
BE,C
14 15
BB,C
16
C
17
C
18 19 20
FB FB NC
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
C
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19
C
20
C
21
C
22 23 24
H H NC
25 26
C
27
C
28
C
29
C
30
C
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
R
8
WF
9 10
F
11
F
12
F
13
F
14
G/E
15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
H
30 31
25
Academic Calendar 2019-2020
Legend August 2019
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2019 October 2019
November 2019
December 2019
January 2020 February 2020 (Leap Year) March 2020 April 2020
May 2020 June 2020 July 2020 August 2020
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
BE,C
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25
AM
26
BB,C
27
C
28
C
29
C
30 31
C
S M T W R F S
1
C
2
C
3 4
H H
5 6
C
7
C
8
C
9
C
10
C
11
C
12 13
C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24 25
C H
26 27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
C
7 8
C
9
C
10
C
11
C
12
C
13
BE,C
14 15
BB,C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29
C
30
C
S M T W R F S
1
R
2
WF
3 4
F
5
F
6
F
7
F
8
G/E/G
9
10 11 12 13 14 15 16
17 18
BB,C
19
C
20
C
21
C
22
C
23
C
24 25 26
C
27
C
28
C
29
C
30
C H
31
S M T W R F S
1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
C
12 13
C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
BE,C
8 9
BB,C
10
C
11
C
12
C
13
C
14
C
15 16 17 18 19 20 21
SB SB SB SB SB NC
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
31
C
S M T W R F S
1
C
2 3
BB,C
4
C
5
C
6
C
7
C
8
C
9 10
C
11
C
12
C
13
C
14
C
15
C
16 17 18
C
19
C
20
C
21
C
22
C H
23 24
C
25
C
26
C
27
C
28
C
29
C
S M T W R F S
1 2 3 4
H
5 6 7 8 9 10
AM
11
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20 21
C
22
C
23
C
24
C
25
C H
26 27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
BE,C
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20
AM
21
BB,C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F S
1 2 3
C
4
C
5
C
6
C
7
C H
8 9
C
10
C
11
C
12
BB,C
13
C
14
C
15 16
C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
BE,C
13 14
BB,C
15
C
16
C
17 18 19
FB FB NC
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
C
9
C
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28 29 30
H H NC
S M T W R F S
1 2
C
3
C
4
C
5
C
6
R
7
WF
8 9
F
10
F
11
F
12
F
13
G/E
14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
H
29 30 31
26
Academic Calendar 2020-2021
Legend August 2020
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2020 October 2020
November 2020
December 2020
January 2021 February 2021 March 2021 April 2021
May 2021 June 2021 July 2021 August 2021
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
BE,C
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24
AM
25
BB,C
26
C
27
C
28
C
29 30
C
31
C
S M T W R F S
1
C
2
C
3
C
4 5 6
C
7
C
8
C
9
C
10
C H H
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19
C
20
C
21
C
22
C
23 24
H H
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
BE,C
13 14
BB,C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
29
C
30
C
S M T W R F S
1
WF
2 3
F
4
F
5
F
6
F
7
G/E/G
8
9 10 11 12 13 14 15
16 17
BB,C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
C
29
C
30 31
H
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
C
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19
C
20
C
21
C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
R
30
WF
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
BE,C
7 8 9 10 11 12 13
SB SB SB SB SB NC
14 15
BB,C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29
C
30
C
31
C
S M T W R F S
1
BB,C
2
C
3
C
4
C
5
C
6
C
7 8
C
9
C
10
C
11
C
12
C
13
C
14 15 16
C
17
C
18
C
19
C
20
C H
21 22
C
23
C
24
C
25
C
26
C
27
C
28
S M T W R F S
1 2
H
3 4 5 6 7 8
AM
9
10 11
BB,C
12
C
13
C
14
C
15
C
16
C
17 18 19
C
20
C
21
C
22
C
23
C H
24 25
C
26
C
27
C
28
C
29
C
30
C
31
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
BE,C
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25
AM
26
BB,C
27
C
28
C
29
C
30 31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7 8
C
9
C
10
C
11
C
12
C H
13 14
C
15
C
16
C
17
BB,C
18
C
19
C
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
29
C
30
C
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
C
11 12
C
13
C
14
BE,C
15 16 17
FB FB NC
18 19
BB,C
20
C
21
C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
C
8 9
C
10
C
11
C
12
C
13
C
14
C
15 16
C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26 27 28
H H NC
29 30
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
R
12
WF
13 14
F
15
F
16
F
17
F
18
G/E
19
20 21 22 23 24 25 26
H
27 28 29 30 31
27
Academic Calendar 2021-2022
Legend August 2021
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2021 October 2021
November 2021
December 2021
January 2022 February 2022 March 2022 April 2022
May 2022 June 2022 July 2022 August 2022
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
BE,C
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23
AM
24
BB,C
25
C
26
C
27
C
28 29
C
30
C
31
C
S M T W R F S
1
C
2
C
3 4 5
C
6
C
7
C
8
C
9
C H
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25 26
C
27
C
28
C
29
C
30
C H
31
S M T W R F S
1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
BE,C
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
S M T W R F S
1 2
F
3
F
4
F
5
F
6
G/E/G
7
8 9 10 11 12 13 14
15 16
BB,C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30 31
C
H
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
C
9
C
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28
C
29
R
30
WF
S M T W R F S
1
C
2
C
3
C
4
C
5
BE,C
6 7 8 9 10 11 12
SB SB SB SB SB NC
13 14
BB,C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
C
13 14 15
C
16
C
17
C
18
C
19
C H
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
S M T W R F S
1
H
2 3 4 5 6 7
AM
8
9 10
BB,C
11
C
12
C
13
C
14
C
15
C
16 17 18
C
19
C
20
C
21
C
22
C H
23 24
C
25
C
26
C
27
C
28
C
29
C
30 31
BB,C
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
BE,C
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24
AM
25
BB,C
26
C
27
C
28
C
29 30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5 6 7
C
8
C
9
C
10
C
11
C H
12 13
C
14
C
15
C
16
BE,C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
C
9
C
10 11
C
12
C
13
BE,C
14 15 16
FB FB NC
17 18
BB,C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28
C
29
C
30
C
31
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
C
7 8
C
9
C
10
C
11
C
12
C
13
C
14 15
C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25 26 27
H H NC
28 29
C
30
C
S M T W R F S
1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
R
11
WF
12 13
F
14
F
15
F
16
F
17
G/E
18
19 20 21 22 23 24 25
H H
26 27 28 29 30 31
H
28
Academic Calendar 2022-2023
Legend August 2022
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2022 October 2022
November 2022
December 2022
January 2023 February 2023 March 2023 April 2023
May 2023 June 2023 July 2023 August 2023
S M T W R F S
1
C
2
C
3
C
4
C
5
BE,C
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22
AM
23
BB,C
24
C
25
C
26
C
27 28
C
29
C
30
C
31
C
S M T W R F S
1
C
2 3
C
4 5
C
6
C
7
C
8
C H
9 10
C
11
C
12
C
13
C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24 25
C
26
C
27
C
28
C
29
C H
30 31
C
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
BE,C
11 12
BB,C
13
C
14
C
15
C
16
C
17
C
18 19
C
20
C
21
C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
S M T W R F S
1
F
2
F
3
F
4
F
5
G/E/G
6
7 8 9 10 11 12 13
14 15
BB,C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29 30
C
31
C
H
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
C
9 10
C
11
C
12
C
13
C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
R
29
WF
30
S M T W R F S
1
C
2
C
3
C
4
BE,C
5 6 7 8 9 10 11
SB SB SB SB SB NC
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
C
12 13
C
14
C
15
C
16
C
17
C
18
C
19 20 21
C
22
C
23
C
24
C
25
C H
26 27
C
28
C
S M T W R F S
1
H
2 3 4 5 6
AM
7
H
8 9
BB,C
10
C
11
C
12
C
13
C
14
C
15 16 17
C
18
C
19
C
20
C
21
C H
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
BB,C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
BE,C
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23
AM
24
BB,C
25
C
26
C
27
C
28 29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4 5 6
C
7
C
8
C
9
C
10
C H
11 12
C
13
C
14
C
15
BB,C
16
C
17
C
18 19
C
20
C
21
C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
C
9 10
C
11
C
12
C
13
C
14
C
15
BE,C
16 17
BB,C
18
C
19
C
20 21 22
FB FB NC
23 24
C
25
C
26
C
27
C
28
C
29
C
30 31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
C
13 14
C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24 25 26
H H NC
27 28
C
29
C
30
C
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
R
10
WF
11 12
F
13
F
14
F
15
F
16
G/E
17
18 19 20 21 22 23 24
25
H
26 27 28 29 30 31
H
29
Academic Calendar 2023-2024
Legend August 2023
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2023 October 2023
November 2023
December 2023
January 2024 February 2024 (Leap Year) March 2024 April 2024
May 2024 June 2024 July 2024 August 2024
S M T W R F S
1
C
2
C
3
BE,C
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20
AM
21
BB,C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C H
7 8
C
9
C
10
C
11
C
12
C
13
C
14 15
C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24 25
C
26
C
27
C H
28 29
C
30
C
31
C
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
BE,C
9 10
BB,C
11
C
12
C
13
C
14
C
15
C
16 17
C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
C
29
C
30
S M T W R F S
1
F
2
F
3
G/E/G
4
5 6 7 8 9 10 11
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23
C
24
C
25
C
26 27 28
C
29
C
30
C
31
C
H
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6
C
7 8
C
9
C
10
C
11
C
12
C
13
C
14 15
C
16
C
17
C
18
C
19
C
20
C
21 22
C
23
C
24
C
25
C
26
R
27
WF
28 29
F
30
F
S M T W R F S
1
C
2
BE,C
3 4 5 6 7 8 9
SB SB SB SB SB NC
10 11
BB,C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28
C
29
C
30
C
31
S M T W R F S
1
C
2
C
3
C
4 5
C
6
C
7
C
8
C
9
C
10
C
11 12
C
13
C
14
C
15
C
16
C
17
C
18 19 20
C
21
C
22
C
23
C
24
C H
25 26
C
27
C
28
C
29
C
S M T W R F S
1 2 3 4 5
AM
6
H
7 8
BB,C
9
C
10
C
11
C
12
C
13
C
14 15 16
C
17
C
18
C
19
C
20
C H
21 22
C
23
C
24
C
25
C
26
C
27
C
28 29
BB,C
30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5
BE,C
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22
AM
23
BB,C
24
C
25
C
26
C
27 28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3 4 5
C
6
C
7
C
8
C
9
C H
10 11
C
12
C
13
C
14
BB,C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28
C
29
C
30
C
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
C
8 9
C
10
C
11
C
12
C
13
C
14
BE,C
15 16
BB,C
17
C
18
C
19 20 21
FB FB NC
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
31
C
S M T W R F S
1
C
2
C
3
C
4
C
5 6
C
7
C
8
C
9
C
10
C
11
C
12 13
C
14
C
15
C
16
C
17
C
18
C
19 20
C
21
C
22
C
23 24 25
H H NC
26 27
C
28
C
29
C
30
C
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
R
9
WF
10 11
F
12
F
13
F
14
F
15
G/E
16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
H
31
30
Academic Calendar 2024-2025
Legend August 2024
AM = Administration Meeting
BB = Block Begins
BE = Block Ends
C = Classes Held
F = Final Exams
FB = Fall Break
G/E/G = Grading/Evaluation/Graduation
G/E = Grading/Evaluation Day
H = Holiday
NC = No Classes Held
R = Reading Day
SB = Spring Break
WF = Weekend Final Exams
September 2024 October 2024
November 2024
December 2024
January 2025 February 2025 March 2025 April 2025
May 2025 June 2024 July 2025 August 2025
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
C
9
BE,C
10 11 12 13 14 15 16
17 18 19
AM
20
BB,C
21
C
22
C
23
C
24 25
C
26
C
27
C
28
C
29
C
30
C
31
S M T W R F S
1
C
2
C
3
C
4 5
C H
6 7
C
8
C
9
C
10
C
11
C
12
C
13 14
C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24 25
C
26
C H
27 28
C
29
C
30
C
31
C
S M T W R F S
1 2
C
3
C
4
C
5
C
6
C
7
C
8 9
C
10
C
11
C
12
C
13
C
14
BE,C
15 16
BB,C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
S M T W R F S
1
C
2
R
3
WF
4 5
F
6
F
7
F
8
F
9
G/E/G
10
11 12 13 14 15 16 17
18 19
BB,C
20
C
21
C
22
C
23
C
24
C
25 26 27
C
28
C
29
C
30
C
31
C H
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
C
13 14
C
15
C
16
C
17
C
18
C
19
C
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
29
C
30
C
S M T W R F S
1
C
2 3
C
4
C
5
C
6
C
7
C
8
BE,C
9 10 11 12 13 14 15
SB SB SB SB SB NC
16 17
BB,C
18
C
19
C
20
C
21
C
22
C
23 24
C
25
C
26
C
27
C
28
C
29
C
30 31
C
S M T W R F S
1
C
2 3
BB,C
4
C
5
C
6
C
7
C
8
C
9 10
C
11
C
12
C
13
C
14
C
15
C
16 17 18
C
19
C
20
C
21
C
22
C H
23 24
C
25
C
26
C
27
C
28
C
S M T W R F S
1 2 3 4
H
5 6 7 8 9 10
AM
11
12 13
BB,C
14
C
15
C
16
C
17
C
18
C
19 20 21
C
22
C
23
C
24
C
25
C H
26 27
C
28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3
BE,C
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20
AM
21
BB,C
22
C
23
C
24
C
25 26
C
27
C
28
C
29
C
30
C
31
C
S M T W R F S
1 2 3
C
4
C
5
C
6
C
7
C H
8 9
C
10
C
11
C
12
BB,C
13
C
14
C
15 16
C
17
C
18
C
19
C
20
C
21
C
22 23
C
24
C
25
C
26
C
27
C
28
C
29 30
C
S M T W R F S
1
C
2
C
3
C
4
C
5
C
6 7
C
8
C
9
C
10
C
11
C
12
BE,C
13 14
BB,C
15
C
16
C
17 18 19
FB FB NC
20 21
C
22
C
23
C
24
C
25
C
26
C
27 28
C
29
C
30
C
31
C
S M T W R F S
1
C
2
C
3 4
C
5
C
6
C
7
C
8
C
9
C
10 11
C
12
C
13
C
14
C
15
C
16
C
17 18
C
19
C
20
C
21
C
22
C
23
C
24 25
C
26
C
27
C
28 29 30
H H NC
S M T W R F S
1 2
C
3
C
4
C
5
C
6
R
7
WF
8 9
F
10
F
11
F
12
F
13
G/E
14
15 16 17 18 19 20 21
22 23 24 25 26 27 28 H
29 30 31
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APPENDIX4
InstructionsforFacultyTenureEvaluationSystem:Full‐timeTenure‐Track
I. PhilosophyandIntentofFacultyEvaluation
SLCC’sfacultyevaluationsystemprovidesfeedbackfromdepartmentpeers,departmentadministrators,andstudentstoimprovefacultyperformanceandenhancestudentlearning.FacultymembersatSLCCbalancecommitmenttoteaching,professionaldevelopmentandactivity,andservice.Facultyareexpectedtoadheretothe“StandardsofProfessionalResponsibility”ascontainedinSLCCPolicy(Chapter4,1.01),“AcademicFreedom,ProfessionResponsibilityandTenure,”SectionB.
Facultyevaluation,processesincludingtenure,shalladheretothefollowing.
II. RespectiveRolesofParticipantsintheEvaluationProcess
A. RoleoftheFacultyMemberBeingEvaluated
Thefacultymemberbeingevaluatedshall,indiscussionwiththeAcademicAdministrator,establishgoalss/hethinksappropriate,withintheCollege’sestablishedranges,giventheworktobeaccomplishedduringtheyear.(SeeTable1,“FacultyRolewithComponentsandComponentParameterValues.”)ThefacultymemberselectstwopeerevaluatorsfromamongaStandingCommitteetoevaluateherorhisperformancefortheupcomingacademicyear(hopefullysittingcommitteememberswillserveinthiscapacitythroughoutthefacultymember’stenure‐trackyears).(SeeIII.A,“FormationoftheEvaluationCommittee.”)Thefacultymembersuppliesteachingandothermaterialstothesittingcommitteemembersforpurposesofevaluationintheformofaprofessionalportfolio.(SeeIII.C,“GatheringEvaluationData”below.)
B. RoleoftheDepartment/DivisionintheEvaluationProcess
Inthespringofeachacademicyear,divisionsanddepartmentsandtheirrespectiveAcademicAdministratorsshallengageindiscussionaboutappropriaterangesforeachofthefacultysub‐roles(teaching,professionalactivity,andservice),givendepartmentordivisiongoals.Suchdiscussionsshouldalsoaidfacultyandtheirchairs/directorsincomingtomutualunderstandingaboutwhatconstitutesexcellentfacultyperformance,andinsettinggoalsforthefuture.
C. RoleofSittingCommitteeMembers:
Thosechosentobefacultypeerevaluatorshavetheresponsibilityofrepresentingthedepartmentandthefieldintheevaluationprocess.Becausefacultypeersnormallyhavethegreatestknowledgeofthefieldofinstruction,theymustgivethefacultymemberbeingevaluatedcarefulandclosefeedbackonthefacultymember’sfieldknowledge,coursematerials,andprofessionalactivities.Wherepossible,thereneedstobeatleastonepersonfromthefacultymember’sareaofexpertiseonthesittingcommittee.
32
Facultymembersofthesittingcommitteeshallobservethefacultymemberatleasttwiceeachsemester.Thisincludesattendingfullclasssessions(arrivingjustpriortoclassbeginningandremainingintheclassroomuntilclassisdismissed)forface‐to‐faceclassesandevaluatingonlinecoursematerials.
III. Process
A. FormationoftheSittingCommittee
Sittingcommitteememberswillserveforthedurationofthepre‐tenureprocess,ifpossible.Sittingcommitteemembersareresponsibleforthefollowing:
1. Reviewsyllabi,coursedesign,andassessmentswiththefacultymemberunderreviewatleastonceayear
2. Visitclassesatleasttwiceeachsemesterunlessthefacultymemberunderreviewteachesinbothmodalities(on‐campusandonline).Inthiscasebothmustbereviewed.
3. Produce a narrative account of each class visit (in‐class or online) addressingteaching skills and delivery based on the Academic Rank Guidelines rubric criteria.Copieswillbesubmittedtothefacultymemberandacademicadministratorwithintwoweeksofeachobservation.
4. Reviewthefacultymember’sprofessionalportfolioeachyearandprovidefeedbacktothefacultymember.
Bothtenuredfacultywhoaretobeevaluatedandtenure‐trackfacultyselectasittingcommitteefromamongdepartmentfacultypeerswhenpossibleforpurposesofevaluation.[Note:ThiscommitteeservesasboththeevaluationcommitteeANDthetenurecommittee.]
Wheretheaboveprocedureiseitherimpracticableorrepresentsaclearconflictofinterest,thefacultymemberbeingevaluatedmayproposeanalternativetotheProfessionalGrowthandFacultyDevelopment(PGFD)CommitteeoftheFacultySenate.
Ineithercase,thedutiesofthecommitteeshouldbeunderstoodasfollows:
33
1. Committeemembers(toincludetheAcademicAdministrator)shouldperformallreviewfunctions,usingappropriateformstodoso.
2. Committeememberswillmeetwiththefacultymemberattheconclusionoftheyearinordertodiscusswiththefacultymembertheresultsoftheevaluation,andtohelpthefacultymembertomakedecisionsabouthowtoimprovehisorherperformance.
B. GoalSetting:
Eachspringthefacultymemberbeingevaluatedmeetswithhis/herAcademicAdministratortosetgoalstobegiveneachofthethreesub‐roles,withintheestablishedCollegeranges.TheAcademicAdministratorandthefacultymembercometoanagreementastoanappropriatedistributionoftimeinvestedbetweenteaching,professionalactivity,andservice.Whererelevant,thefacultymemberandAcademicAdministratorconsiderrecommendationsforimprovementfromthepreviousyear’sevaluation.(SeeFormI,“GoalSettingWorksheet”)
Asfacultycircumstanceschangeduringtheacademicyear,goal‐settingcriteriacanbemodified,ifboththeacademicadministratorandthefacultymemberagree.
Attheconclusionoftheyear,whentheAcademicAdministratorandfacultymemberagainmeettodiscusstheevaluation,theycanalsodiscussactivitiesandappropriatedistributionofweightsforthefollowingacademicyear.
C. GatheringEvaluationData
Thefacultymemberbeingevaluatedshallsubmittothecommitteeaprofessionalportfoliocontainingallrequiredmaterials:syllabi;assignments;evidenceoffacultydevelopment;evidenceofprofessionalactivity;evidenceofservice.Inthecaseofanonlineorhybridcourse,thiscouldalsoincludeevidenceofstudentinteraction,i.e.:chatlogsoremailcorrespondence.
Allstudentevaluationdatashallbedrawnfromtheprevailingstudentevaluationinstrument.
Peerreviewdatashallbedrawnfrompeerobservationsofteachingandanalysesofprofessionalportfolioartifactssubmittedtothecommitteebythefacultymemberbeingevaluated.PeerevaluatorsuseFormII,“FacultyPeerReview.”
TheAcademicAdministrator’sevaluationdatashallbedrawnfromtheAcademicAdministrator’sobservationofteachingandotherperformance,aswellasanalysisofmaterialssubmittedtothecommitteebythefacultymemberbeingevaluated.
Bothformsshallusethefollowingscale(refertoAppendix5Rubric):
UnsatisfactoryPerformance:consistentlyfallswellbelowProfessionalPerformance;atthislevelfacultymembersandmembersoftheirsittingcommitteesarealertedtoproblemsbeforetheybecomeserious
34
NeedsImprovement:stillrequiresimprovement;observationandevaluationevidencerevealsthefacultymemberstruggleswitheffectivenessinmanyormostofthecriteriaunderProfessionalPerformance
ProfessionalPerformance:expectedlevelsofperformancebyfaculty;eachcriterion(oradepartment‐agreeduponsubstitution)mustbemet
ExceedsProfessionalPerformance:inadditiontomeetingProfessionalPerformance,evidencedemonstratesthatthefacultymemberprovidesevidenceofconsistentexcellence
ExceptionalProfessionalPerformance:inadditiontomeetingrequirementsforExceedsProfessionalPerformance,evidencedemonstratesthatthefacultymemberconsistentlyprovidesexceptionalcontributionsinasignificantnumberofways
PeerandAcademicadministrators’evaluationsofteaching,professionalactivity,andservice,aretobecompletedbyFebruary15.
D. CommitteeDiscussionofEvaluation
Beforemeetingwiththefacultymember,committeemembersmeettodiscusstheirobservationsandratingsoffacultyperformance.Thecommitteeshallcarefullyconsidertheactivitiesandobjectivesthefacultymembersetintheyear’sinitialmeeting.RatingsandstudentevaluationsshallbecomputedaccordingtotheGoalSettingform.
Wheretherearesignificantdiscrepanciesinratings,committeemembersshouldthoroughlydiscusstherationalesfortheirrespectiveratings.Whereconsensuscannotbereached,theevaluationscoreshallbecomputedbyaveragingthethreeratings.
E. CommitteeMeetingwithFacultyMember
BeforethefourthFridayofMarch,thesittingcommitteemeetswiththefacultymemberbeingevaluated.Inthismeeting,thecommitteeandfacultymemberdiscussthefacultymember’sperformance,thecommittee’sobservationsandratings,andareasforimprovementforthefollowingyear.Thesummaryofthefacultymember’sevaluationandareasforimprovement,aswellascommendationsforexcellentperformance,shouldberecordedonFormIV,“FacultyPerformanceSummary.”
LogisticsmaymakeitdifficultorevenimpossibleforthefullcommitteetomeetwiththeAcademicAdministratorandthefacultymemberbeingevaluated.Therefore,ifthecommitteeagrees,theAcademicAdministratormaymeetwiththefacultymemberwithoutthecommitteebeingpresent.However,anypartytothisprocessmayrequestandbegrantedameetingwithallpartiespresent:thecommitteemaydeemitdesirabletomeetwiththeAcademicAdministratorandthefacultymemberbeingevaluated;theAdministratormayrequestthatthecommitteemeetwiththefacultymember
35
beingevaluated;thefacultymemberbeingevaluatedmaysimilarlyrequesttomeetwiththewholecommitteeandtheAcademicAdministrator.
Attheconclusionofthismeeting,thefacultymembershallretainacopyofallforms,includingratingformsandFormIV.TheofficeoftheAcademicAdministratoralsoretainscopiesoftheseformsforitsfiles.Forthesakeoftransparencyandclearcommunicationwiththefacultymemberaboutthecommittee’sviewofherorhisperformance,thetwosetsofformsshallbeidentical.
Table1:FacultyRolewithComponentsandSuggestedComponentParameterValues;ComponentSub‐roleswithSuggestedRelativeWeights
A.Teaching(60‐75%oftotalevaluation)
B.ProfessionalActivity(10‐20%oftotalevaluation)
C.Service(15‐30%oftotalevaluation)
Sub‐role#1:InstructionalDelivery
(35%oftotalTeachingroleevaluation)
Sub‐role#1:Maintainingordevelopingone’sfieldknowledge,credentials,etc.(65%oftotalProfessionalActivityroleevaluation)
Sub‐role#1:CollegeService
(50‐100%oftotalServiceroleevaluation)
Sub‐role#2:InstructionalDesignandAssessment(35%oftotalTeachingroleevaluation)
Sub‐role#2:ParticipationinProfessionalOrganizations/Endeavors(35%oftotalProfessionalActivityroleevaluation)
Sub‐role#2:PartnershipsandCommunityService(0‐50%oftotalServiceroleevaluation)
Sub‐role#3:Field/DisciplineKnowledgeappliedtoteaching(20%oftotalTeachingroleevaluation)
Sub‐role#4:CourseManagement(10%oftotalTeachingroleevaluation)
ExplanatoryNoteforTable1:
Thisinformationisdesignedtoguidesittingcommitteeanalysesoffacultyworkholistically,notasaformulaforfinalevaluationscores.(RefertotheinformationinAppendix5Rubric.)Facultyandsittingcommitteemembersdetermineexactlyhowvariouscomponentswillbeweighted.
Table2:TheFacultyEvaluationProcessintheAcademicYear
36
Date Event Form
SecondFridayofFallsemester(2015)
AcademicAdministratorformsTenureorEvaluationCommittee(Forpurposesoftenure,thiswillserveastheStandingCommittee.)
September(2015)
(Beginninginthespringof2016,thisactivitywillbeheldinMarchorApril)
AcademicAdministratormeetswithfacultymembertosetgoalsandtoselectpeerevaluators.(Fortenure‐trackfaculty,thiswillbetheSittingCommittee.)
*Foronline,Facultymemberarrangesforrevieweraccesstoonlineenvironments.
FormI:“GoalSettingWorksheet”
PriortoFeb.15 Facultymembersubmitsmaterialsintheformofaprofessionalportfolio(eitherasanePortfolioorinabinderformat)
PriortoFeb.1 AcademicAdministratorandPeerscompleteobservationsandevaluationsoffacultymember
FormII,“Faculty/PeerReview”
FormIII,“AcademicAdministratorReview”
PriortoFeb.28 AcademicAdministratorandPeersmeettodiscussevaluationdataandcomputeratings.
FormIV,“FacultyPerformanceSummary”
By March 1 TheAcademicAdministrator,onbehalfofthesittingcommittee,makestherecommendationtotheDean.
BeforethefourthweekofApril
AcademicAdministratorandPeersmeetwithfacultymembertodiscusstheevaluationandgivefacultymembercopiesofallforms.
Allforms
37
Inthespring(beginningspringsemester2016)AcademicAdministratorswillinitiatethefacultygoal‐settingmeetingforthefollowingacademicyear.Thiscanbeatthesametimethefacultymembermeetswiththecommitteetodiscussthecurrentevaluationasawaytouseevaluationfeedbackcontinuouslyasthebasisforformingprofessionalgoals.
TheprocessofgatheringandreviewingdataandevidenceandofobservingfacultymembersbeingreviewedastheyteachshouldbecompletedpriortothecommitteeandtheAcademicAdministratormeetingtodiscusstheevaluationandfinalizerecommendations.BoththeprocessandthemeetingshouldoccurbyFebruary15.
38
FormISaltLakeCommunityCollegeGoalSettingWorksheet
Faculty’sName____________________ EvaluationPeriod:________to_________
TEACHING %
(Choosefrom60to75%)
Identifyprofessionalobjectivesservingasrationalefordistributedweight:
PROFESSIONALACTIVITY %
(Choosefrom10to20%)
Identifyprofessionalobjectivesservingasrationalefordistributedweight:
SERVICE %
(Choosefrom15to30%)
WithinSERVICE:
CollegeService %
(Choosefrom50to100%)
Partnerships&CommunityService
%
(Choosefrom0to50%)
Identifyprofessionalobjectivesservingasrationalefordistributedweight:
CommitteeSelection
Twofull‐timefacultymembersmustbeselectedtoparticipateinthepeermembersoftheSittingCommittee.
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Signatures:
FacultySittingCommitteeMember Date
FacultySittingCommitteeMember Date
AcademicAdministrator Date
40
FormIISaltLakeCommunityCollege
SittingCommitteeEvaluationWorksheet
Faculty’sName____________________ EvaluationPeriod:________to_________
UnsatisfactoryNeedsImprovementProfessionalPerformanceExceedsProfessionalPerformanceExceptionalProfessionalPerformance
EvaluationdatamustreflectcriterialistedontheTenureandAcademicRankPromotionRubricandagreed‐upongoalsestablishedatthefacultymember’sgoalsettingmeeting.
Note:Reviewersmustprovidearationaleforeachrating.
Rating Criteria
TEACHING
InstructionalDelivery
Rationale:
InstructionalDesignandAssessment
Rationale:
Field/DisciplineKnowledgeAppliedtoTeaching
Rationale:
PROFESSIONALACTIVITY
Maintainingordevelopingone’sfieldknowledge,credentials,etc.
Rationale:
MembershipsandParticipationinProfessionalOrganizations
Rationale:
41
SERVICE
CollegeService
Rationale:
PartnershipsandCommunityService
Rationale:
Reviewer:______________________________________________________________
42
FormIIISaltLakeCommunityCollege
AcademicAdministratorReview
Faculty’sName____________________ EvaluationPeriod:________to_________
UnsatisfactoryNeedsImprovementProfessionalPerformanceExceedsProfessionalPerformanceExceptionalProfessionalPerformance
EvaluationdatamustreflectcriterialistedontheTenureandAcademicRankPromotionRubricandagreed‐upongoalsestablishedatthefacultymember’sgoalsettingmeeting.
Note:Reviewersmustprovidearationaleforeachratinginareflectivenarrativeattachedtothisdocument.
Rating Criteria
TEACHING
InstructionalDelivery‐AssessesCollegeLearningOutcomes
Rationale:
InstructionalDesignandAssessment
Rationale:
Field/DisciplineKnowledgeAppliedtoTeaching‐Syllabi,assignments,andcoursecontentinkeepingwithcurrentresearchinthefield
Rationale:
43
CourseManagement
Rationale:
PROFESSIONALACTIVITY
Maintainingordevelopingone’sfieldknowledge,credentials,etc.
Rationale:
MembershipsandParticipationinProfessionalOrganizations
Rationale:
SERVICE
CollegeService
Rationale:
PartnershipsandCommunityService
Rationale:
Comments:
AcademicAdministrator Date
44
FormIVFacultyPerformanceSummary
FacultyMember___________________________EvaluationYear_________
FacultyReview:
Summaryofprofessionalobjectivesasdeclaredatthebeginningoftheyear.
Commendations:
PlanforFutureDevelopment:
Futureimprovementscanbeidentifiedthroughthereviewofthegoalprogressfacultyevaluationsummary.Describepossibleplansforfuturework.
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Signatures:
______________________________ _____________________________
FacultyMember Date
______________________________ _____________________________
AcademicAdministrator Date
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FormVSaltLakeCommunityCollege
OnlineandHybridFacultyEvaluationChecklist
Teaching Students Peer Acad.Admin.
1.1Coursegoalsandobjectivesareclearlystated
1.4Studentshavebeengivenaclearstatementofcourserequirementsinadvance.
1.5Thetoolsnecessarytofacilitatecommunicationbetweenstudents,facultyandothersassociatedwiththecoursearereadilyavailable.
2.2Considerationisgiventostudents’differentlearningstyles.
2.3Appropriatecoursetoolshavebeenusedtofacilitateinteractivityandinteraction.
3.4Thecourseincludesopportunitiesforpeerand/orself‐assessment.
4.1Thecourseappropriatelyutilizesasynchronousandsynchronouscommunication,assuitedtothecoursecontent.
4.2Face‐to‐faceorsame‐timeinteractionsareworkedintothecoursedesignwhereappropriateand/orfeasible.
4.3Thecourseencouragesasenseof“community”amongthelearners.
4.4Theinstructorusesaclearcommunicationstylethatconveysexpectations,courseobjectives,instructionsforassignments,andmethodofevaluation.
Comments
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EvaluationProcessandTenureDocumentAllfaculty,full‐andpart‐time,atSLCCwillbeevaluatedbythecurrentFacultyEvaluationprocess.Theapprovedfacultyevaluationsystemwillbeusedfortenurereview,post‐tenurereview,andreviewofcontinuingnon‐tenuretrackfaculty.Thecurrent,approvedfacultyevaluationsystemwillbekeptbytheofficeoftheProvost/ChiefAcademicOfficer.
Facultyevaluationoccursonthefollowingschedule:
Tenure‐trackfacultyareevaluatedusingthefullevaluationprocessinyears2,4,and6afterhire.Inyears1,3,and5,formativeevaluationsincludingclassroomvisitsandevaluationsofthefacultymember’sprofessionalportfolioarecompleted.
Continuingfacultynotonthetenure‐trackareevaluatedusingthefullevaluationprocesseachyear.
Tenuredfacultyareevaluatedusingthefullevaluationprocesseverythirdyear.
Studentevaluationsarecarriedouteachsemesterforallcourses.Tenurereviewcommitteememberswilltakestudentevaluationsintoaccountduringthethirdyearreview.
Standardsofprofessionalismtowhichallfacultymembersareaccountablecanbefoundinboththeapprovedfacultyevaluationprocessandinpolicy4.1.01,“AcademicFreedom,ProfessionalResponsibilityandTenure”andinAppendix5.
SLCC’sfacultyevaluationprocessisbaseduponatripartitedefinitionofthefacultyrole:teaching,college/communityservice,andprofessionalactivity.WhenthefacultymemberandtheAcademicAdministratormutuallyagreeuponthefacultyloadfortheacademicyear,allelementsofthefacultyrolemustbeaccountedfor,includingtheassumptionthatallelementsmustbefeasiblycarriedoutwithinnormalworkinghours.
Differentinstructionalprogramsmaydefine“professionalactivity”and“college/communityservice”inwaysthatareappropriatetothearea.Forinstance,inappliedtechnologyandCTEareasofinstruction,“professionalactivity”maymeanlicensureandindustrycertification,amongotherthings.
Similarly,thecurriculumdevelopmentaspectofteachingmayhavedifferentimplicationsfordifferentinstructionalareas.Again,inCTEandappliedtechnologyprograms,theremaybeanacutedemandforcurricularcurrency.
ItistobeunderstoodthatfacultymembersmaybeevaluatedduringanyyeareitherbytheirownorAcademicAdministratorrequest.
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APPENDIX 5
SLCC Faculty Tenure and Academic Rank Promotion Guidelines 1. Introduction
The Faculty Role Faculty members at Salt Lake Community College are respected educators with a strong dedication to encouraging student success through reflective teaching, ongoing professional activity, and active involvement within the department, school, College, and the community. Professional roles and teaching practices reflect the unique mission of Salt Lake Community College as an open-access, diverse higher-educational institution with special attention to the academic needs of under-represented and underprepared student groups. Faculty represent many disciplines, fields, and professions, all of which focus on practical learning facilitation as well as knowledge theory. An explicit commitment to teaching excellence, validated by effective student learning is an integral, demonstrable, and critical component of rank advancement and tenure consideration. The College recognizes the many roles faculty play in developing programs and curriculum, engaging with disciplinary scholarship and pedagogical development, growing community and industry relationships, and guiding students in their ongoing growth as economic, professional, and cultural forces in their communities. Professional activities are viewed holistically. For example, ongoing scholarship informs teaching practice, and community engagement offers insights and helps us shape the direction of larger issues that affect classrooms. The Value and Meaning of Tenure Salt Lake Community College values tenure. Grounded on a robust process of ongoing faculty review, tenure is not viewed as a rigid, unchanging category, or as an entitlement but rather, it is part of a professional practice - A practice which helps Assistant Professors develop and prepare to become Associate Professors. Tenure is viewed comprehensively: It covers a broad range of freedoms and concurrent responsibilities, not simply the freedom to teach controversial subjects but also the responsibility to evaluate one’s students and advocate for one’s program, the responsibility to participate actively in College governance, and the freedom to speak openly to such concerns. These freedoms and responsibilities form the foundation to any viable model of shared governance. To that end tenure:
Secures academic freedom (freedom not just to teach and discuss controversial issues but also to evaluate your students and advocate for your program)
Secures the integrity of instruction at the College Is a sign of the institution’s commitment to faculty Is an incentive for faculty to serve the institution Creates the conditions of successful shared governance
The Value of Academic Rank at SLCC
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Salt Lake Community College depends on and values a robust mix of full-time tenure-track and tenured faculty. As new hires, Assistant Professors bring freshness and the potential to develop and recreate the institution over a long career. Associate Professors are seasoned scholar-teachers with an expanding institutional vision and they provide a reliable core. Full Professors manifest excellence in the attributes that define a college faculty and serve as disciplinary and institutional leaders in all areas of responsibility.
2. Definitions and Criteria for Academic Ranks at SLCC
This document guides faculty as they work toward and achieve the high standards that mark the significant professional milestone of rank advancement. Non-Tenure-Track Faculty Rank Adjunct Faculty: The title of adjunct faculty is an appointment for part-time non-tenure track faculty whose primary duties are teaching courses assigned on a per-semester, course-by-course basis. While adjunct faculty engage in professional activities to the extent necessary to maintain qualifications to teach specific courses (and credentials, where appropriate), they may also be included in curriculum development if it falls within the vision of the department and approved by the department. As essential members of a department teaching personnel, adjunct faculty are offered training opportunities to continue developing specific and general pedagogical competencies.
Minimum Qualifications: Adjunct faculty must hold a Masters, Masters equivalent, or appropriate
credentials and certifications, to be determined by specific fields and subject to review.
Instructor: The rank of instructor is an appointment for full time non-tenure track faculty whose exclusive duties are in teaching. Instructors engage in professional development to the extent required to stay credentialed or current in their scholarship and pedagogy and to remain qualified to teach. They attend department meetings to the extent required to stay informed on issues and plans related to their teaching. Even though the instructor position is not on a tenure-track line, it is designed to offer more contingent faculty opportunities for job stability and growth.
Minimum Qualifications: Instructors must hold Masters, Masters equivalent, or appropriate
credentials and certifications, to be determined by specific fields and subject to review.
Tenure-Track Faculty Rank Assistant Professor: The rank of assistant professor is the initial appointment for tenure-track faculty. Assistant professors exhibit evidence of effective teaching and service to their departments. They engage in professional activities that permit them to increase their disciplinary competence and strengths, and they engage in service to the College and community as they gain understandings of the complexity and mission of the College and our ongoing efforts in developing and pursuing its many initiatives. Years served as an assistant professor prepare faculty to apply for tenure and rank promotion.
Minimum Qualifications: Assistant Professor must hold Masters, Masters equivalent or appropriate
credentials or certifications, to be determined by specific fields and subject to review.
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Appointment to Rank: New tenure-track faculty are hired at the rank of Assistant Professor except in the rare cases when a department is hiring a new faculty member as an already-tenured senior faculty member.
Timeline: Tenure-track faculty are mentored through their assistant professorship each year by members of their sitting committee. The following evaluation will exist: Year One: The Tenure-Track candidate receives recommendations and commendations from his/her sitting committee. No letter of progress or concern is awarded. Years Two Through Six: The Tenure-Track candidate receives a letter of progress or concern every year beginning with year two and ending with year six. During these years, if the Tenure-Track candidate receives two letters of concern, the candidate will be dismissed (See C.3.5.2). In the case where a candidate is newly hired and credited with three years of experience at the time of hire, his/her tenure application must include evidence of progress (teaching, professional activity, service) for those three years (See P&P C.3.4.1). Rationale for a letter of progress or concern during years two through six:
1. A letter of progress or concern during years two through six accurately informs the Tenure-Track
candidate of his/her strengths and weaknesses. 2. Each sitting committee member is held accountable to annually inform and support the candidate in
creating a plan to strengthen his/her progress. 3. At the end of year six, the candidate is eligible to be awarded tenure and rank promotion. If a faculty
member receives a first (1st) Letter of Concern during the sixth probationary year or if there is no consensus between the Tenure Committee and the Dean regarding granting tenure, the probationary period may be extended one year at the discretion of the President.
Tenure-Track professional portfolios will be available for sitting committees to review and evaluate before the performance evaluation meeting that takes place no later than February 15th of each academic year. Associate Professor: Faculty are promoted to the rank of associate professor after six years of service and the award of tenure. Associate professors demonstrate consistent commitment to continued development in teaching, professional activity, and service. They meet professional responsibilities and professional performance standards (See Guidelines for examples and Chapter 4 of Policies and Procedures) in all three of these areas. Associate professors take the lead in developing, reviewing, and revising programs and course curricula. They undertake department, College-wide, and community-wide responsibilities, including leadership and mentoring roles that contribute to the attainment of their department’s mission and goals, as well as those of the College.
Minimum Qualifications: Associate professors must have earned tenure from the College (unless
otherwise negotiated) and must hold Masters, Masters equivalent, or appropriate credentials or certification to be determined by the specific fields and subject to review.
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Eligibility Requirements: Faculty are promoted to the rank of associate professor at the time tenure is awarded. Faculty members demonstrate professional collegiate behavior criteria in teaching, professional activity, and service. Commitment to the department and the College is evident.
Full Professor: The rank of full professor is the highest level of rank for faculty. Full professors are recognized as master teachers, scholars/artists, and institutional leaders/mentors who are deeply engaged in the mission of the College. Their teaching, scholarly/artistic/field activities, service, and engagement with students, colleagues, and staff reflect high and on-going professional competence, effectiveness, and commitment to improve and adapt. Over the course of their career, they consistently exhibit “Exceptional Professional Performance” and demonstrate an overall level of excellent faculty work based on portfolio and observation evidence. The target for each School is that approximately 25% of the full-time faculty are full professors.
Minimum Qualifications: Full professors must have earned tenure and hold Masters, Masters
equivalent, or appropriate credentials or certification to be determined by their specific fields and subject to review.
Eligibility Requirements: To apply for promotion to Full Professor, faculty members must have evidence of a minimum of six years of successful performance as tenured associate professors and demonstrate “Exceptional Professional Performance” over their SLCC career in all three areas: Teaching, professional activity, and service. Full Professor leadership, mentorship, and/or mastery is evident in a Full Professor’s activities in the form of contributions to student learning, to the department, to the school, to the College, and to his/her profession/field.
3. Preparing for and Pursuing Tenure and Rank Promotion
Planning and Goals-Setting Tenure and academic rank advancement are intertwined. During an assistant professorship, tenure-track faculty will complete the established evaluation and goal setting processes to develop short and long-term plans for achieving effective student teaching practices, professional development, and service. Faculty, in consultation with their academic administrators, will select and meet with members of their sitting committees each year, preferably in the spring to establish goals for the following academic year.
Review professional portfolio each year and provide feedback to the faculty member Visit classes and labs at least twice during the review period. Observe online course, if applicable Review syllabi prior to observations Produce descriptive account of each class and lab visit based on the Academic Rank Complete Promotion and Tenure guideline criteria. Submit copies to faculty member and academic
administrator within two weeks of each observation
Developing a Professional Portfolio Tenure-Track and Tenured faculty will create and then maintain a professional portfolio that serves as a
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repository for evidence of his/her candidacy. The purpose of the professional portfolio is to present a holistic account of faculty professional achievements and offer a comprehensive and cumulative presentation of career accomplishments in the areas of teaching, professional activity, and service. Faculty will be evaluated on their teaching, professional activity, and service. As faculty develop and update their portfolios each year, they will demonstrate evidence of activity during the current year, as well as relate that activity to the previous years. Professional portfolios must be submitted in time for Sitting Committee members to review them prior to the February 15th performance evaluation meeting with the Department Sitting Tenure Committee (see C.3.9.2).
4. Post-Tenure Review
Tenured faculty will meet with their Academic Administrators annually to set goals related to teaching, professional activity, and service and to informally review the previous year’s activities in these areas to ensure the faculty member is on track (See BoR, 481 3.14). In addition, post-tenure reviews are required to advance and maintain rank (See SLCC Faculty Evaluation Process, Appendix 4). Every three years, tenured faculty participate in formal post-tenure evaluations which include a review of professional portfolios. Sitting committees will provide feedback that includes commendations and recommendations. All tenured faculty are expected to continue to perform at the level of their rank. If the post-tenure review committee determines that the faculty member is not performing at their current rank, the committee will provide the faculty member with a full description of what is lacking in performance and recommendations for improvement (See BoR 481 3.15). The faculty member, in consultation with the committee, will then create a remediation plan for the next three-year evaluation cycle. The faculty member will meet annually with his/her committee to review progress and portfolio until standards are met (See BoR 481 3.16). If standards that are not being met include those required of every tenured professor, failure to remediate may result in disciplinary measures and possible termination (See “Salt Lake Community College Policies and Procedures, Chapter 4 Academic Freedom, Professional Responsibility and Tenure, Section D Procedures for Reduction in Status or Termination; BoR R481 3.16).
5. Various Ways Faculty Can Increase Base Salary:
Faculty receive salary increases in the following ways:
Legislative funding for designated pay increases Merit pay (See Appendix 6) Rank advancement
6. Academic Administrators Who Wish to Return to Faculty
According to the Salt Lake Community College Policies and Procedures Manual (C.6.3), Academic Administrators who wish to return to a full-time tenured faculty position may do so. Under this circumstance, the faculty member will return to his/her rank level prior to accepting an administrative position and then
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move forward in rank advancement from that point on. 7. Process Review and Analysis
The Office of the Provost for Academic Affairs will evaluate this document and rank advancement process at the end of the 2015/2016 academic year and as needed thereafter.
8. Academic Rank Promotion and Tenure Guidelines
These Academic Rank Promotion and Tenure Evaluation Guidelines provide direction and guidance for faculty as they plan their activities and portfolios leading to evaluation for tenure and rank promotion. At the same time, the guidelines provide direction and guidance for administrators and sitting committees as they review faculty’s performance and portfolios. The guidelines for the faculty Professional Portfolio emphasize narrative and evidence so that faculty might explain and demonstrate their insights for where they fall in each area and provide accompanying supporting materials. This combination of narrative and evidence makes it possible to legitimize and value faculty members’ individual explanations for how these categories and criteria weave through their professional practices. This process also provides evaluators an understanding of a faculty member’s line of reasoning, as that faculty member shows connections between practices and development. Therefore, the Academic Rank Promotion and Tenure Evaluation Guidelines should be used in both faculty application and faculty evaluation. While evaluation guidelines might represent our activities as disparate items in separate categories, all interactions stemming from them should be clarified within a more comprehensive understanding: For instance, good teaching informs our areas of professional development and scholarship; ongoing scholarship informs our teaching; and service offers insights and helps us shape the direction of larger issues that affect our classrooms. A comprehensive and integrative approach recognizes that extraordinary accomplishments in one area of the evaluation guidelines are often achieved alongside other everyday tasks. This approach affirms the value of acknowledging those efforts.
Teaching
Faculty are evaluated based on the following:
Instructional Delivery
Below Standard Professional Performance
The faculty member’s teaching requires improvement. Observation and evaluation evidence reveals the faculty member struggles with effectiveness in many or most of the criteria listed under Professional Performance.
Instructional Delivery
Standard Professional Performance
Professional Performance The faculty member’s portfolio documents that she/he incorporates effective instructional delivery strategies. The faculty member provides evidence of all of the following or similar activities:
Promotes an atmosphere of fairness and equity in
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his or her relationship with students; creates a respectful, inclusive, effective, safe, open, fair, and supportive learning environment for students
Implements effective teaching practices that promote learning of the specific course material
Ties instructional delivery to an understanding of best practices in one’s discipline that are rooted in pedagogical theory and/or research regarding teaching and learning
When offering personal views, does so with care for maintaining an inclusive space and does not reward agreement or penalize disagreement with his or her views
Ensures that course content is current, accurate, and taught at the appropriate level
Ensures that instructional content, techniques, and activities are appropriate and relevant to the learning outcomes of the Course Curriculum Outline (CCO)
Has specified learning goals and uses appropriate learning activities to facilitate learning
Participates in teaching improvement activities (e.g. attends workshops and/or seminars; invites colleagues to observe a class and provide informal feedback, etc.)
Demonstrates significant incorporation of active and applied learning in courses taught (hands-on and engaged activities)
Provides a clear rationale for choice of teaching/learning methods and technologies
Demonstrates techniques, activities, and deliveries shown to be effective in achieving learning outcomes
Instructional Delivery
Exceeds Standard Professional Performance
Evidence reveals responsiveness to evaluation of teaching and significant teaching successes. The faculty member is recognized by peers and students as an excellent teacher. In addition to meeting the expectations for Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Faculty member serves as a guest lecturer for other faculty
Attends conferences to learn strategies for
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improvement in teaching practices Shares successful teaching techniques with the
wider College community Demonstrates the use of literature or data from
students to inform choice of the selected teaching/learning methods or educational technologies to foster mastery of learning outcomes
Effectively supervises independent study/internship students, if applicable
Is available to students at times other than posted office hours for discussion and counseling
Receives peer recognition for teaching/pedagogy (certificate, award, etc.)
Uses and connects with course, current technological enhancements, such as podcasts or vodcasts for course, or develops course elements using other technology-enhancements that reflect best practices for distance learning or classroom instruction
Receives letters of support and recognition from students
Is nominated for Teaching Excellence Award Demonstrates how research-based instructional
design and assessment, field knowledge connected to one’s teaching, and course management all impact one’s choices about delivery
Demonstrates how one’s work in professional activities and in one’s service to the department, College, discipline, or community impact one’s teaching practice
Teaching
Faculty are evaluated based on the following:
Instructional Design and Assessment
Below Standard Professional Performance
The faculty member’s performance requires improvement. Observation and evaluation evidence reveals the faculty member struggles with effectiveness in many or most of the criteria listed under Professional Performance.
Instructional Design and Assessment
Standard Professional Performance
Professional Performance The faculty member’s portfolio documents that she or he incorporates effective instructional design and assessment elements in his or her courses. The faculty member provides evidence of all of the following or similar activities:
Provides a clear written syllabus with course objectives and course evaluation criteria appropriate
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to the objectives of the class as specified in the CCO
Measures student learning outcomes trough adequate course assessments
Provides appropriate and timely instructive feedback for all assignments
Returns assignments in a timely manner Evaluates student work promptly, conscientiously
and without prejudice or favoritism, maintaining consistent adherence to the standards stated at the beginning of the course
Submits all student grades to Registrar’s office by prescribed deadlines, except under unavoidable circumstances, in which case faculty member must notify department or division chair
Designs classroom assessments to reflect learning outcomes as stated in the CCO and to demonstrate students’ achievement of learning outcomes
For distance learning, establishes course learning outcomes and standards that are equal to traditional course and that match CCO
Uses multiple types of assignments and assessments designed to maximize student learning
Prepares new course materials and assessments that she or he is teaching for the first time (as assigned)
Demonstrates that course assessments are appropriate for assessing course content and are designed to measure multiple facets of student knowledge
Provides rational for course design decisions Promotes development of critical thinking among
students Provides challenging yet reasonable expectations
for student learning Instructional Design and Assessment
Exceeds Professional Performance
Exceeds Professional Performance In addition to meeting the expectations for “Professional Performance”, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Shows evidence that changes in course design, delivery, and assessment in light of student feedback and/or developments in field are
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successful and effective Critically reflects on the relationship between
teaching/learning methods and students’ ability to acquire higher-order learning
Demonstrates systematic self-assessment at regular intervals
Creates and develops course elements using other technology-enhancements that reflect best practices for distance learning or instructional technologies
Leads five-year review of current course and revises course in line with College and department strategic goals/needs
Creates a scholarly product based on data about the teaching/learning used to promote the understanding of the content, the ability to apply the content, use critical thinking, and problem solving related to the discipline
Demonstrates that course is used as a model for other faculty and/or for the revision or creation of other courses
Creates new course in any modality and moves course through curriculum process
Creates an effective online or hybrid course from a face-to-face course
Presents evidence of program curriculum design and improvement (thorough assessment data) and reflection on recent efforts and artifacts such as course materials, departmental documents produced as part of such efforts, etc.
Ties instructional design and assessment to an understanding of best practices in one’s discipline that are rooted in pedagogical theory and/or research regarding teaching and learning
Demonstrates how research-based instructional delivery, field knowledge connected to one’s teaching, and course management all impact one’s choices about course design and assessment
Provides evidence of how one’s work in professional activities and in one’s service to the department, College, discipline, or community impact one’s teaching practice
Teaching
Faculty are evaluated based on the following:
Field/Discipline Knowledge
Below Standard
The faculty member’s field/discipline knowledge as applied to teaching still requires improvement. Observation
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Applied to Teaching
Professional Performance
and evaluation evidence reveals the faculty member struggles with effectiveness in many or most of the criteria listed under Professional Performance.
Field/Discipline Knowledge Applied to Teaching
Standard Professional Performance
Professional Performance The faculty member’s professional portfolio documents his or her on-going commitment to remaining current in his or her discipline knowledge as it applies to teaching. The faculty member provides evidence of all of the following or similar activities:
Keeps informed and knowledgeable about current developments in relevant areas of his or her field as pertains to courses taught
Changes assignments to reflect ongoing developments in field
Demonstrates awareness of ongoing developments in field (e.g. national standards; assessment standards, etc.) and application of these to teaching
Maintains breadth of knowledge and makes connections across disciplines for students in General Education courses
Field/Discipline Knowledge Applied to Teaching
Exceeds Standard Professional Performance
Exceeds Standard Professional Performance In addition to meeting the expectations for Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Works closely with students as they prepare for career-path or academic presentations in local, state, and national levels
Collaborates on pedagogical projects with other field professionals and colleagues
Reviews textbooks or other classroom materials pre-publication
Reads books in field and effectively demonstrates how the information is used to improve student learning
Attends a discipline-specific conference and demonstrates how what was learned was later applied to courses
Ensures course content reflects ongoing scholarly attention to new research findings and to multiple and/or competing perspectives
Teaches content or methodologies to other
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professionals to improve their courses/professions Contributes to a textbook or online resources in the
discipline Publishes article about teaching in the discipline Provides evidence of the use of research-based
materials in instructional content Connects one’s field knowledge in the classroom
with an understanding of best practices in one’s discipline
Provides evidence of how one’s work in professional activities and in one’s service to the department, College, discipline, or community impact one’s teaching practice
Teaching
Faculty are evaluated based on the following:
Course Management
Below Standard Professional Performance
The faculty member’s course management still requires improvement. Observation and evaluation evidence reveals the faculty member struggles with effectiveness in many or most of the criteria listed under Professional Performance
Course Management
Standard Professional Performance
Professional Performance The faculty member’s portfolio documents that she or he incorporates effective course management activities. The faculty member provides evidence of all of the following or similar activities:
Maintains up-to-date syllabi with calendar of assignments and assessments
Evaluates student work promptly, conscientiously and without prejudice or favoritism, maintaining consistent adherence to the standards stated at the beginning of the course
Provides engaging course materials and effectively organizes course delivery
Provides appropriate, frequent, formal and informal feedback to students
Follows the guidelines set by FERPA, GRAMA, the ADA, and HIPPA regarding students confidentiality
Meets deadlines for submission of syllabi, calendars, final grades, and grades-spreadsheets to department office
Gives timely formative and summative response to student work/communications (“timely” is flexibly defined but should be reasonable, respectful, and appropriate to the needs of the specific
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correspondence or assignment) Promotes an atmosphere that is open and
encouraging to all students including development of effective strategies for the educational advancement of students in underrepresented groups
Demonstrates critical reflection of how to provide effective feedback to students
Meets with students outside of class – a minimum of 5 hours/week in person or online.
Course Management
Exceeds Standard Professional Performance
Exceeds Professional Performance In addition to meeting the expectations for Exceeds Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Assesses the quality of feedback and the types of feedback provided to students
Conducts adjunct-training Maintains active course website (posts documents,
announcements, materials) Advances course website design or similar
technologies for learning enhancement Shares syllabus and course management strategies
in a professional development setting Provides evidence from student products that they
improved based on feedback Demonstrates how classroom management is
connected to an understanding of best practices in one’s discipline
Provides evidence of how theory and/or research in classroom management are incorporated in one’s actual practice
Professional Activity
Faculty are based on the following:
Maintaining or Developing One’s Field Knowledge, Credentials
Below Standard Professional Performance
The faculty member’s field knowledge requires improvement. Observation and evaluation evidence reveals the faculty member struggles in his/her efforts to remain current in the discipline as indicated by many or most of the criteria listed under Professional Performance.
Maintaining or Developing One’s Field
Standard Professional Performance
Professional Performance The Faculty member’s portfolio provides documentation
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Knowledge, Credentials
that he/she maintains credentials, stays current with the knowledge/research in the field, and participates in meaningful professional activities. The faculty member provides evidence of the following or similar activities:
Meets the professional standards laid out in the Academic Freedom, Professional Responsibility, and Tenure Policy with respect to academic honesty, integrity, and appropriate attribution
Demonstrates professional comportment when working with others, i.e. meets obligations and is collegial, collaborative, and cooperative
Maintains appropriate proficiencies/credentials/ licenses/certifications in relevant fields/disciplines
Reads Professional literature (books, journals, monographs, blogs, etc.)
Reads professional literature (books, journals, monographs, etc.) related to discipline, and applies knowledge to teaching, professional activity, and/or service
Stays current with developments/research in his/her field and incorporates in teaching material
Attends regional and/or national conferences in the field (as funding allows) and shares information with College peers in some fashion. Scholarly engagement with peers can also occur in other ways, such as: Faculty meetings, webinars, book discussions, teaching circles, or similar activities
Completes required training and participates in professional development
Maintaining or Developing One’s Field Knowledge, Credentials
Exceeds Standard Professional Performance
Exceeds Professional Performance In addition to meeting the expectations for Exceeds Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Participates in multiple conferences (as funding allows) and/or peer discussion groups, teaching circles, professional workshops, scholarly webinars or similar activities and connects participation to department or College initiatives or curricula
Organizes a teaching circle or research discussion group
Presents research to College, local community,
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state, or national audience Provides evidence of ongoing leadership (i.e.,
presenting, leading teaching circles, chairing committees)
Writes and submits article to peer-reviewed journal Chairs a conference panel; organizes a conference
panel Evaluates state/national exams Reviews proposals or manuscripts for publication Contributes book review to a professional journal Is Faculty Distinguished Lecturer Takes additional Graduate Level courses Is awarded a new degree to contribute and support
departmental initiatives and goals Achieves recognition from external agencies for
professional activities Creates professional development opportunities for
colleagues and/or supports colleagues’ professional growth in significant ways
Provides evidence of ongoing leadership roles in pedagogical and/or discipline-specific initiatives that extend beyond normal curricular/teaching work
Participates in campus or off campus professional development concerning program assessment
Demonstrates how professional development and scholarship, either within one’s discipline or more broadly in the scholarship of teaching and learning, are connected substantively to the mission, vision, values, and strategic aims of one’s department, school, or the institution as a whole
Demonstrates how one’s scholarly agenda, presentations, attendance at workshops, etc. exceed expectations
Demonstrates how scholarship is paced satisfactorily to ensure faculty member remains current in both pedagogical and disciplinary understanding and even contributes to its advancement
Demonstrates how one’s work in professional development and scholarly inquiry specifically impacts one’s teaching practice and is reflected substantively in one’s service to the department, College, discipline, or community
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Professional Activity
Faculty are evaluated based on the following:
Memberships and Participation in Professional Organizations
Below Standard Professional Performance
The faculty member’s professional activity requires improvement. Evaluation evidence reveals the faculty member does not sufficiently participate in professional organizations.
Memberships and Participation in Professional Organizations
Standard Professional Performance
Professional Performance The faculty member’s portfolio documents that she or he:
Maintains membership in professional organizations (as department funding permits)
Demonstrates how membership contributes to teaching, scholarship, or service
Incorporates ideas/concepts from professional journals in courses
Memberships and Participation in Professional Organizations
Exceeds Professional Performance
Exceeds Professional Performance In addition to meeting the expectations for Standard Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Serves as committee member or liaison of a professional organization
Organizes, manages, evaluates testing services for national/state certifications
Serves as evaluator of proficiency assessments for professional organization
Actively incorporates professional organization’s standards and goals into professional work at the College (e.g. ties to department, College, or state initiatives)
Takes leadership role in curriculum development and/or department research projects
Organizes a regional/national professional conference, collaborating with other professionals in field, local, national, or international
Serves as officer of a professional organization Serves as a reader of submissions for a professional
journal Organizes a regional/national professional
conference, collaborating with other professionals in field, local, national, or international
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Serves on board of a professional journal Edits, publishes newsletter, journal, or books for
professional organization Demonstrates how one’s involvement with
professional organizations is connected with one’s discipline or more broadly in the scholarship of teaching and learning, are connected substantively to the mission, vision, values, and strategic aims of one’s department, school, or the institution
Provides evidence of how one’s work in professional organizations specifically impacts teaching practice and is reflected in substantive ways in one’s service to the department, College, discipline, or community
Service
Faculty are evaluated based on the following:
College Service Below Standard Professional Performance
The faculty member’s service still requires improvement. Observation and evaluation evidence reveals the faculty member struggles with effectiveness in many or most of the criteria listed under Professional Performance.
College Service Standard Professional Performance
Professional Performance The faculty member’s portfolio documents that she or he incorporates effective College service activities. The faculty member provides evidence of all of the following or similar activities:
Attends, follows through and completes service assignments
Creates and supports a collaborative and cooperative atmosphere of fairness, equity, and civility in his or her relationships with colleagues within the institution
In addition to fulfilling service requirements, attends commencement, convocation, and other institutional meetings (e.g. department meetings)
Serves on at least one significant College, school, or department committee and/or fulfills specific assignment(s) as directed by department or College
Completes curriculum reviews to meet deadlines Responds to discussions and requests for
department work in timely manner (e.g. answers email, completes task assignments, etc.)
Mentors, conducts teaching observations, and evaluates new faculty and adjuncts as assigned
Participates in departmental assessment activities,
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when needed Responds to department needs in course
assignments/schedules, as requested Serves on sitting committees for department
colleagues, when appropriate Provides appropriate advisement to students
regarding programmatic issues College Service Exceeds
Standard professional Performance
Exceeds Professional Performance In addition to meeting the expectations for Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Effectively moves face-to-face course to online or hybrid in support of department goals
Serves as chair of a department, school or College committee
Organizes and/or coordinates College event/ program/seminar
Offers substantive and documented service on multiple committees
Acts as a student club advisor Creates a newsletter or campus publication Chairs industry panels at state and national levels Actively participates in annual major’s meetings, as
assigned Participates in the development of effective
program assessment activities Provides evidence of service that makes substantial
contributions to the mission, vision, values, and strategic aims of one’s department, school, or the institution as a whole
Demonstrates effective leadership in the department, school, College, community, nation
Service Community
This criterion is only evaluated if the faculty member chooses to include community
Faculty are evaluated based on the following:
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engagement in his/her annual goal-setting meeting. Community service cannot supplant College service
Community Service
Below Standard Professional Performance
The faculty member’s service requires improvement. Observation and evaluation evidence reveals the faculty member engaged in community service struggles with effectiveness in many or most of the criteria listed under Professional Performance.
Community Service
Standard Professional Performance
Professional Performance The faculty member’s portfolio documents that she/he incorporates effective service to the community activities. The faculty member provides evidence of all of the following or similar activities:
Supports the work of Concurrent Enrollment faculty, as assigned
Provides service to content-related community partners, as assigned.
Offers service-learning “component” in course (with narrative on process, results), as desired
Receives a Service learning designation for a course (with narrative on process, results)
Community Service
Exceeds Standard Professional Performance
Exceeds Professional Performance In addition to meeting the expectations for Professional Performance, portfolio and observation evidence demonstrate excellence in a significant number of ways. The following are NOT TO BE USED AS A CHECKLIST; although not exhaustive, they suggest possibilities:
Serves as an officer on a discipline-related national or international board
Coordinates with governmental organizations Provides evidence of new community partnerships Sits on agency boards outside of the College Assumes leadership role in CTE community
engagement activities Serves as mentor or judge for community or K-12
programs or competitions Establishes official connections with other
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institutions Participates in K-12 USHE institution initiatives Connects community service substantively to the
mission, vision, values, and strategic aims of one’s department, school, or the institution as a whole
Provides service to the community: schools, colleges, universities, state, or other agencies
Provides service that is varied and/or deeply dedicated to targeted tasks
Provides positive impact and quality participation in-service endeavors
Provides significant leadership, effort, and/or impact to the community
Provides evidence of high quality participation in the community
To achieve rank of Full Professor, the Associate Professor must show a consistent pattern over the course of their career of exceptional professional performance that goes beyond exceeding professional standard performance and professional self-regulation (see definition of Full Professor in appendix 5). Sources: HLC Dept. rubric; Phyllis Blumberg, Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning (Jossey Bass, 2014); Faculty Promotion and Tenure Handbook (Columbus State Community College, 2009); Faculty Evaluation Criteria (Ohio University, 2009), Professional Record Guidelines & Faculty Performance Standards for appointment, Tenure, Promotion, Post Tenure Review (Central Washington University, 2014); Faculty Evaluation Guidelines and Handbook (Department of Teaching and Learning,University of North Dakota, 2010); Expectations for Appointment, Reappointment, Promotion, and Tenure (School of Education, Fayetteville State University); Jeffrey Buller, Best Practices inFaculty Evaluation (Jossey Bass, 2012).
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SALT LAKE COMMUNITY COLLEGE APPLICATION FOR ACADEMIC RANK ADVANCEMENT
PrintedName Date
Department Banner/SID#
YEARSOFFULL‐TIMEACCREDITEDCOLLEGETEACHING (yearsasofthecurrentacademicyear)
CURRENTPROFESSORIALRANK:
PROPOSEDPROFESSORIALRANK:
“Imetorexceededalloftherequirementsfortheranknotedaboveasevidencedinmyprofessionalportfolio.”
SubmitthisformtotheSittingTenureCommittee,AcademicAdministrator,andDeanforsignatures,afterwhichtheformandprofessionalportfolioevidencewillbeforwardedtoyourAcademicAdministrator.
ApplicantSignature Date
SittingCommittee: Approve Disapprove
SittingCommitteeChair Date
AcademicAdministrator: Approve Disapprove
AcademicAdministrator Date
Dean:Approve Disapprove
Dean Date
OriginalofthisformtoHRCopytotheDepartmentOffice
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APPENDIX6
MeritPay
2014 Faculty Merit Pay Application Process
For those of you interested in applying for merit pay, please read the following and use it as a guide to your
application. Those who do not apply will not be considered for merit pay. Merit will be added to base
compensation beginning July 1, 2014.
Standards of professional responsibility for full‐time faculty are specified in Section V of the ACADEMIC FREEDOM,
PROFESSIONAL RESPONSIBILITY AND TENURE document. The principle of merit pay asserts that employees should
be compensated for work beyond standard performance expectations. Thus, a faculty member who is a valued
contributor may not necessarily receive pay for merit, nor should it be assumed that all faculty who receive merit
pay will receive the same amount. In assessing merit, members of the Review committees will be asked to assess
the degree to which employees exceed performance standards. They will use the merit application (see below) as
an aid to make this assessment. The amount of merit pay awarded to a faculty member will depend on factors such
as the amount of money in the merit pool, the number of people who qualify for merit, the number of faculty who
apply for merit, the assessment of Review Committee members, and the merit allocation process used by the
Review committees. A common process will be used throughout the College and by each Department Review
Committee.
Processes to Apply for Merit Pay
Meritorious Service
It is intended that compensation for merit be paid when there is evidence of performance that consistently exceeds
standards of professional responsibility during the merit review period. The merit review period is defined as the
academic year for which a merit evaluation is conducted. As an institution of higher learning that seeks to focus
efforts on student learning, and to be consistent with College and School values, meritorious performance is
demonstrated through exemplary performance that contributes to student success.
Qualifications to be considered for Merit Pay
1‐ Demonstration of performance that exceeds standards of professional responsibility articulated in Section V
of the ACADEMIC FREEDOM, PROFESSIONAL RESPONSIBILITY AND TENURE document.
2‐ Must be a tenured, tenure track, or otherwise continuing faculty member with an expectation of a full‐time
faculty contract during following the contract year.
3‐ Must not have received a Letter of Concern during the merit review period.
4‐ Must not have received formal disciplinary action during the merit review period that resulted in evidence of
that action being placed in the employee’s personnel file.
5‐ Must submit an application for merit pay.
Application
Applications may be submitted via e‐mail or paper by the assigned date and time. Submit your merit pay application
to your Academic Administrator. The letter of application should be no longer than one page, single‐spaced, and no
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smaller than 10 point font. Up to four pages of supporting evidence may be attached to the letter of application.
The letter of application and supporting material may be in any format you choose, such as narrative, bulleted, data,
etc., although you should use any or all of the following performance categories to group your responses:
1‐ Teaching
2‐ Professional Activity
3‐ Service
Application should focus on your performance during the merit review period that you believe exceeded standard
performance expected of faculty.
Use any of the items under C.2 of the ACADEMIC FREEDOM, PROFESSIONAL RESPONSIBILITY AND TENURE document
to guide your response (items are included below).
(a) Excellence in teaching
(b) Professional or occupational development
(c) Leadership and professional service contributions to the department, division, school,
and College
(d) Student consultation
(e) Attainment of creditable academic degrees and/or certificates in one's chosen field of professional responsibility
(f) Evidence of professional experience
(g) Depth of understanding in the chosen field and contribution to knowledge
(h) The individual's general attitude* toward work, students, and colleagues
*CLARIFICATION: the term “general attitude” should be interpreted to mean “professional demeanor and relations”
(toward work and with student and colleagues).
Faculty Merit Application Procedures for Deans and Faculty Merit Review Committees
I. The Dean is responsible for the communication and execution of the merit process for the faculty within
their schools.
a. The Deans will receive a listing of the faculty for each of their departments and/or Divisions with
potential merit designations of No Merit, Merit, and Exceptional.
b. Each Faculty Merit Review committee will make their recommendations for the eligible faculty on
merit designation.
c. All merit designations for faculty are due to the Provost Office no later than noon May 9,2014.
II. Considerations:
a. No more than 33% of the faculty assigned to any one school may be placed in the highest, or
Exceptional, category.
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i. If the independent assessment of the faculty yields a total greater than 33%, The Deans is
charged to provide additional assessments such that the number of faculty placed within
the Exceptional Category meets the 33% upper limit.
ii. There are no percentage weights assigned to the bottom two categories: “Not Qualified for
Merit” and “Meritorious”
b. Letters of Concern and Disciplinary Actions:
i. No faculty members are awarded merit if they have received a letter of concern or have
pending a letter of concern or other disciplinary actions within this merit review period
defined as (AY 13/14).
ii. If faculty members have received letters of concern or disciplinary action within the
previous two years (AY 12/13 and AY 11/12) no merit may be assigned unless a
specific exception is requested.
iii. To request an exception: The Dean must provide to the Office of the Provost written
assurance that the concern has been fully remedied as well as specific justification for the
award of Merit. The Provost will review and determine whether the exception will be
granted. The Dean will be notified by the Provost of the decision.
III. Faculty Merit Appeals:
a. If a faculty member believes they have been prejudicially or capriciously assigned to a merit
category, or were unable to submit a timely application for reasons beyond their control, the
individual may appeal in writing directly to the Provost.
i. Procedures: The appeal must be submitted no later than close of business July 15, 2014.
The Provost will review all submitted material in consultation with an appeal committee
comprised of the Provost, the Faculty Association President (or a representative designated
by the Faculty Association President) and the Senate President (or a representative
designated by the Senate President).
ii. Decisions of the appeal committee will be considered final.
iii. The Dean will be notified of the decision.
IV. Provost of Academic Affairs reserves the right to return any particular faculty member’s merit
assignment for reconsideration.
Faculty Merit Review Process
1- Review Committee will be composed as follows:
a. Dean
b. Academic Administrator
c. Department faculty or staff member chosen by department.
2- Faculty who serve on Review committees will be reviewed by an alternate faculty member.
3- Review Committee members will conduct an independent review of each applicant.
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4- Review Committee members will consider performance during the 2013/2014 academic year that
consistently exceeds standards of professional responsibility and that contributes to student success in
any or all of the following three performance categories: 1) teaching; 2) professional activity; and 3)
service. In assessing performance, review committee members will use their knowledge of the
applicant’s performance, the applicant’s submitted information, and appropriate items of Section V of
the tenure document.
5- Review Committee members will assign applicants to one of three merit categories:
a. Not qualified for merit pay – even though employee meets performance standards and is
a valued faculty member at SLCC. Evidence of non‐sustained performance that exceeds
expectations may be present.
b. Meritorious ‐ faculty member consistently exceeds standards of professional responsibility in at
least one of the three performance categories identified in Item 4above.
c. Exceptional ‐ faculty member has distinguished herself/himself through performance that
consistently exceeds standards of professional responsibility in at least two of the three
performance categories identified in Item 4 above. Performance has contributed to significant
advancement of department, school, or college initiatives, goals, and/or objectives. Not more
than 33% of faculty within any one school may be assigned an exceptional rating.
6- Review Committee members will meet to discuss their independent ratings.
7- Placement in a merit category will be made as follows:
a. Assignment will be made to the category in which at least two of the three Review
Committee members assess performance.
b. If Review Committee members assess performance into all three categories, the faculty member
will be placed in the meritorious category.
c. If Review Committee members assess more than 33% into the Exceptional category, an
additional assessment will need to be conducted to reassign the additional percentage to
the Meritorious category.
8- In determining merit pay dollars, the Office of the Provost will consider the number of faculty placed in
each category and the total dollar amount available for merit within that category. Based on this
review, the Office of the Provost will recommend award allocations for each merit category The Office
of the Provost will compile results and submit merit dollar allocations to HR based on merit category.
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APPENDIX 7
SummerTeachingThe offering of classes during the summer term will be predicated upon the benefit to instructional programs,
enrollments, FTEs, class size, and available funding. This agreement will work in accordance with the general
agreements in the Guidelines regarding the calendar.
LoadandCompensationCompensation and Teaching Assignments
All full‐time faculty desiring to teach during the summer term will be allowed the opportunity, subject to the
availability of classes, available funding, and the provisions of the rotation procedure described below.
Compensation will be 2% of their annual pay per instructional unit, based on a nine‐month contract, up to a
maximum of ten instructional units, but in no case will that amount be less than the current adjunct rate plus $50
per instructional unit. Overload for summer teaching assignments beyond 10 instructional units will be paid at the
current adjunct rate based on contact hours and in accordance with current policies and procedures. Teaching
assignments above 15 instructional units require the approval of the Provost of Academic Affairs.
In the event that there are unassigned classes remaining in the department after all faculty
desiring to teach during any given summer have been assigned their classes, adjunct faculty will
be recruited to teach the remaining classes. Teaching during the summer term by full‐time
faculty is strictly voluntary. If the number of sections offered by the department for the summer
term exceeds the availability of full‐time and adjunct faculty, sections will be eliminated and not
offered in the printed class schedule. This shall not prevent division/department chairs from
making a general announcement to a department, before the printing of the published summer
class schedule, that certain classes will not be offered that might otherwise have been.
Full‐time faculty teaching during the summer term will be expected to fulfill additional College
responsibilities, such as committee work, adjunct faculty support, etc., commensurate with their
assigned teaching load. At the same time, faculty will only be expected to be on campus during
the summer sessions in which they teach.
SummerRotationProcedureThis rotation procedure will apply within each department, and be administered irrespective of the teaching
assignment location.
By January 15thof the academic year, those who wish to be considered for summer teaching must declare
their desire to do so. Classes will be assigned to those at the top of the department’s rotation list first and the
assignment will proceed down the list until all the available classes have been assigned, or each faculty member
desiring to teach has been assigned classes, which ever happens first. Those who are eligible for summer teaching
and decline the opportunity will stay at the top of the rotation list until they do teach during the summer term. By
March 1st, the Academic Administrator will notify faculty of the classes they will be assigned for the summer term.
Faculty who teach the summer term will be rotated to the bottom of the rotation list. No faculty member
will be assigned more than 120% of a full load during the summer term until the desired for every other faculty
member in the department has been assigned. If a faculty member desires to teach less than a full load during any
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summer term, they may remain at the top of the list until the cumulative total number of hours taught equals 90%
of a full load or more. Any new faculty will be placed at the bottom of the rotation list as it exists on their hire date.
When assigning classes for the summer term, the qualification of each faculty member needs to be
appraised both by the department and the Academic Administrator. Faculty who desire to teach new courses must
demonstrate their competence.
Department Coordinators will not be allowed preferential placement on the rotation list. They will be
rotated on the list as are all faculty members.
Any exception to this procedure must be approved in advance by the Deans Council in collaboration with
the Provost of Academic Affairs.
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APPENDIX 8
Coordinator Pay Formula
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APPENDIX 9
eLearningeLearning is defined as the conducting of teaching and learning activities in environments, media, or formats in
which the majority of the teaching and learning takes place by means of telecommunication or media technology.
This typically refers to online and blended learning delivery formats.
EnrollmentManagementOnline
In general, the range of enrollments for online courses should be between 15 and 39 students. The precise number
of students permitted in any given section will be determined by these guidelines and recommendations, and by the
Academic Administrators.
Section Enrollment Caps
Academic departments have the primary responsibility for section enrollments.
Academic departments determine enrollment caps for each section based on the above recommendation,
as well as content‐ or instructor‐specific limitations.
In determining enrollment cap numbers, it is important that a department consider the attrition that online
courses may experience; 10% to 20% attrition is not unusual. As a result, it may be helpful to set a higher
enrollment cap for eLearning course sections to ensure that sections are properly filled.
Minimum & Maximum Enrollments
A minimum enrollment of 15 students will be required for an online section to be offered. When there is a
need for sections to be offered with section counts lower than the recommended minimum, departments
should coordinate with the Division of eLearning and other appropriate College departments or areas.
Each online section will be limited to a maximum enrollment of 39 students. If a course section reaches an
enrollment of 40 or more students, a new course section of that course should be created.
Blended/Hybrid
Blended learning (also labeled hybrid or mixed instruction) refers to courses that provide a mix of in‐person
instruction with online activity. There is no single model for blended learning. The phrase encompasses a wide range
of approaches.
Traditional hybrid courses replace classroom seat time (once or twice a week) with specific online learning activities
and assessments. Traditional hybrid sections should be limited to 15 to 39 students, similar to online sections.
Other hybrid course models (e.g. learning emporium and others) may require other enrollments strategies and
practices. Initial pilots of these models will require agreement from the Associate Dean, School Dean, the Director
of eLearning, and the Provost’s Office. If proven successful, the Discussion Team will need to review and approve
the associated workload and compensation associated with these hybrid course models.
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FacultyTeachingAssignmentsFaculty Workload
Using the enrollment cap information stated above, a full‐time faculty member’s teaching assignment should follow
the stated parameters as noted in section 2.2 Faculty Workload.
Faculty who teach an eLearning course as part of their assigned teaching load or as overload, should have the
necessary skills, training, and certification to effectively teach and engage students in such delivery modes. Training
and certification should be completed prior to giving eLearning teaching assignments.
Faculty should establish as part of their syllabus, communication expectations with students, indicating, for example,
how quickly a response is likely to be received after a student inquiry. Responding to student inquiries within one
business day is recommended.
Faculty Requests for an Online‐only Teaching Assignment
Full‐time may request or be assigned to teach their entire teaching assignment online. Administrative approval
should be based upon student needs and enrollment patterns, taking into account the need for a balance of delivery
options for students, as well as department or division resources and requirements.
Prior to an Online‐only assignment,
The faculty member must demonstrate competency in the use of proposed technology including effective
pedagogies for the Online environment. Competency will be determined by Department faculty and the
Academic Administrator in conjunction with the Division of eLearning.
The faculty member must show evidence of success by having successfully conducted a minimum of one
online course for an academic year (two semesters).
Faculty requesting to teach a full load online will work with their Academic Administrator in consultation
with the Dean, regarding work for service and professional development. The documentation will be filed in
the Dean’s office.
If a faculty member has fulfilled these two requirements, he or she will submit a current copy of the form Request
for an Online‐Only Teaching Assignment and Agreement to her or his Academic Administrator.
The faculty member must ensure that sufficient lead‐time has been provided to make recommendations and plans
for effective course/program scheduling.
The form includes a statement of how the faculty member will contribute to other faculty duties outside of teaching.
It requires signature approval from the Academic Administrator and Dean. Copies of approved Requests for an
Online‐Only Teaching Assignment will be kept by the Department and the Provost’s Office (coupled with the salary
load document).
Faculty Overload
Overload teaching assignments should follow the stated policy procedures (#C4S01) as delineated in section 2.8
Overload Policy and Procedures.
Faculty assigned to an eLearning course development project should have limited overload teaching assignments—a
single course section or less—as agreed on by the Academic Administrator and the Division of eLearning. Where
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possible, no overload teaching assignments should be given to those participating in a development project, to
ensure adequate time and effort in given in teaching and development tasks.
CompensationRegular Teaching Assignments
Compensation for courses taught as part of full‐time faculty members’ regular teaching assignments should be
considered part of their contractual base salaries. Part‐time faculty are compensated using the approved part‐time
instructional rate.
Overload Teaching Assignments
Teaching compensation for courses taught above a full‐time faculty member’s regular teaching assignment is paid at
the part‐time instructional rate. As defined by the nature of their employment, part‐time faculty do not have
overload assignments.
OnlineCourseReviewOnline course reviews are currently conducted only by approved full‐time faculty members. Faculty who review a
course, will receive a $250 one‐time stipend when the review is submitted. Faculty reviewers will be required to
attend annual training workshops to be considered active reviewers.
Course Development
The Academic Administrator of the appropriate school, in coordination with the Division of eLearning, will select
faculty to participate in approved course development projects. Generally, a minimum of two faculty members will
be associated with each course development project. These faculty members join a development team, which also
includes the following instructional development professionals: Academic Administrator, Project Manager,
Instructional Designer(s), and Media Developers.
Course development projects are typically organized into one of three annual development cycles (Fall, Spring, and
Summer). Depending on the parameters of the project, it is anticipated that each cycle would take 3‐9 months to
complete. Each development cycle is organized into four (4) development phases: 1) planning, 2) design, 3)
development, and 4) pilot/revise.
Compensation for course development work is dependent on the nature of the project and the contribution of time
and effort. Where additional time and effort is required above the contracted scope of work, an addendum to the
contract and additional compensation may be negotiated.
New or redesign course development projects may include the following: 1) a reassigned teaching load (up to one
course for two semesters) and 2) overload development compensation. Overload development compensation is
limited to a maximum of $6,000 per project. Payments are made as one‐time fractions of total compensation based
upon receipt of approved deliverables and associated time and effort contributions. The Division of eLearning will
reimburse the adjunct teaching pool monies for teaching reassigned time.
Development compensation is processed in the form of one‐time payments and will require the necessary signatures
indicating that the required scope of work has been completed as contracted, before any payment is processed.
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APPENDIX 10
OverloadPolicyandProceduresI. PURPOSE
To define College policy on teaching overload and compensation and to provide a reporting system.
II. POLICY
Full‐time appointments require a full commitment of working time and effort. Full‐time faculty are expected to
complete their primary assignment regardless of the time required. This is to be done without overload
compensation, except in rare circumstances. However, full‐time faculty may accept teaching overload service
provided these services will not interfere or conflict with their primary assignment.
Federal or restricted funds generally cannot be used for payment of an overload assignment. An employee
whose primary assignment is paid from federal or restricted funds with a base salary of 1.0 FTE, may not work
overload regardless of the funding source except when: authorization is written into the contract or grant prior
to its issue; or written permission is obtained after the grant and contract is issued from the appropriate agency
grants and contracts officer.
I. DEFINITIONS
A. Full‐time Faculty. For the purposes of this policy, those whose assignment is 1.0 FTE for a nine‐month
appointment.
B. Full‐time Effort. A teaching assignment which requires 100% of the individual’s normal and expected
working time and effort.
C. Teaching Overload Compensation. Payment for teaching services rendered by a faculty member in addition
to the normal working activity determined by the terms of the faculty appointment.
D. Occasional Service. A presentation in an occasional short‐term conference, workshop, seminar, or
symposium or the delivery of a scholarly paper or public address at a professional meeting or academic
gathering which is not a teaching assignment is therefore not teaching overload. Compensation for
occasional service is paid at a standard rate for weekly contact hours per term or at a predetermined
standard rate of dollars per contact hour.
E. Overload Status. An employment condition in which the total time devoted by a faculty member teaching
college courses scheduled for the assigned period exceeds full‐time.
F. Base Salary. The total compensation approved in advance as the amount payable from funds administered
by the College for full‐time effort for the assignment period.
G. Restricted Funds. Money received by the College, which may be expended only in accordance with the
guidelines established by the external donor or agency.
H. First Right of Refusal. Full‐time faculty shall be given the first opportunity to teach as overload any class not
yet assigned to a full‐time faculty member.
II. PROCEDURE
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Members of the faculty may teach full‐time and at the same time serve the interests of the College by providing
overload employment services. The following conditions must be met:
A. Overload Limits. Overload classroom/laboratory contact hours shall not exceed 50% of the contact hours in
the faculty member’s normal teaching load averaged over the period of a nine‐month appointment rounded
to the nearest workable department contact hour. These hours shall not exceed 10 contact hours per week in
any given term. The Provost of Academic Affairs must approve any exceptions to the above before classes are
taught.
B. Overload Assignment. Full‐time faculty have first right of refusal for any class not yet assigned to a full‐time
faculty member. Timely term‐by‐term notification will be given to full‐time faculty.
1. Full‐time faculty are to be paid at the highest adjunct rate for teaching College scheduled course
sections.
2. In unique circumstances where the School of Applied Technology competitiveness would otherwise
be hampered, the faculty and director will agree upon an appropriate overload rate, subject to the
approval of the Dean.
C. Overload Assignment Authorization. To insure quality, the Division Chair/Academic Administrator must
authorize an overload teaching assignment of the department or program where the teaching will take
place. Faculty member’s division chair/academic administrator must give prior approval of the overload
assignment when such teaching is outside the faculty member’s assigned division. Any employee who is
paid from federal or restricted funds must have prior written approval from the Director of Development
verifying the expenditure of funds as appropriate.
D. First Right of Refusal. Full‐Time Faculty shall be given the first opportunity to teach as overload any class
not yet assigned to a full‐time faculty member, provided the overload will not interfere or conflict with
primary assignment, and up until three (3) weeks before the semester begins for any class that is already
assigned to an adjunct faculty member.
E. Reporting. The Payroll Office will distribute periodic reports on overload compensation to the Provost of
Academic Affairs for review of their organization. An annual report will be prepared for and reviewed by the
College President.
ScheduleofPaymentsforOverload
Pay dates for overload will be no fewer than four (4) pay dates per semester and no fewer than three for a summer
term.
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APPENDIX 11
Co-op Course Compensation
The role of the faculty in a cooperative education arrangement (Co-op course with a course number of 2000) is to be involved in the training of a member of the industry’s future workforce. In most cases the faculty is involved in the development of program objectives and will participate in the grading process. Through interaction with the cooperative education student and the employer the faculty member outlines objectives that will allow for additional learning of valuable skills needed by the employer. In addition, the faculty member can gather important information about the skills needed in real world employment positions, learn the needs of employers in particular industries and receive feedback about our educational programs from employers. Due to the relatively low number of students who register for Co-op classes in any one discipline the following alternative compensation model is to be used.
Faculty assigned to teach a Co-op class shall be compensated at the rate of overload pay under the following schedule:
One student = 1.0 instructional unit Two students = 1.5 instructional units Three students = 2.0 instructional units Four students = 2.5 instructional units Five students = 3.0 instructional units Six students = 3.5 instructional units More than six students = 4.0 instructional units
Instructional units for teaching co-op classes shall be added to the faculty load worksheet and compensated under the same rates and methods currently deployed for adjunct faculty. Co-op courses are not eligible for unique preps in the faculty load.
Academic Support, Request for Proposals
This document establishes procedures for the coordination and compensation of Academic Support activities within
departments and schools.
A. Types of Academic Support: For instruction to be effective, a variety of support endeavors must occur,
such as curriculum development, equipment maintenance, supply inventory, program accreditation,
recruitment and advisement, etc. While consisting of similar features, the academic support
endeavors of no two departments or divisions are alike. Three basic types of College resources are
available for academic support endeavors as follows.
1. Work performed by academic administrators and administrative staff. This type of work is
considered part of the administrator’s or staff member’s primary role and duties, and is thus
compensated by the employee’s regular salary without extra compensation.
a. Administrators and administrative staff may not delegate this type of work to full‐
time faculty members.
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2. Work performed as part of the full‐time faculty’s service obligation. This type of work is
considered part of the faculty’s primary role and duties, and is thus compensated by the
faculty’s regular salary without extra compensation.
a. Full‐time faculty appointments have both teaching and service components that
require a full commitment of working time and effort.
b. Deans and chairs shall ensure that work that is part of a faculty member’s service
obligation is not compensated with extra remuneration.
3. Work performed by faculty members with extra contract remuneration, including one‐ time
contracts and coordinator contracts. This type of work is outside of a faculty member’s
primary role and outside of expected service to the institution.
a. Work performed by faculty members with extra compensation shall not interfere or
conflict with the faculty members’ primary roles and assignments.
b. Deans and chairs shall not delegate to faculty members tasks that are the primary
duty of the dean or chair.
c. Federal or restricted funds generally cannot be used for payment of extra
compensation contracts for faculty. Any employee whose primary assignment is paid
from federal or restricted funds with a base salary of 1.0 FTE may not receive extra
compensation regardless of funding source, except when authorization is written into
the contract or grant prior to its issue; or written permission is obtained after the
grantor contract is issued from the appropriate agency’s grants and contracts officer.
d. Academic support work performed by faculty members with one‐time contract
remuneration will be for defined “deliverables” (new curriculum resources, online
courses or materials, written documents, accreditation reviews, publications,
laboratory organization and maintenance, equipment repair, etc.).
e. No department supervised by a department chair shall have departmental or program
coordinator positions. Coordinators serve in divisions, not departments, and are
remunerated according to established procedures.
B. Deans and Chairs’ Role in Distribution of Duties: In cooperation, deans and chairs shall organize
academic support work with the departments and divisions such that all employees involved in the
work carry out appropriate roles with appropriate distribution of duties, and such that all persons
have appropriately equitable access to opportunities. It is essential that deans and chairs carefully
plan and designate work assignments among the above three types of College resources, ensuring an
appropriate and equitable mix that accomplishes the department or division’s objectives but observes
and obeys guidelines. It is the deans’ and chairs’ fundamental responsibility to understand,
communicate, and observe guidelines related to academic support work.
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C. Procedures for Compensating Full‐Time Faculty for Academic Support: Academic support work
performed with extra compensation shall be for defined “deliverables.” With the exception of
remuneration for program coordinators or for concurrent enrollment evaluation (which are
determined by other existing formula and precedents), and with the exception of academic support
work for which external grant sources stipulate the level of remuneration, the following are
procedures for establishing contract remuneration for faculty members for academic support work of
more than $500:
1. The Academic Administrator writes a Request for Proposal (RFP, see form below) that
describes the deliverables in concrete and measurable terms that specify qualitative and
quantitative characteristics by which the outcome is to be judged as acceptable and
successful. The RFP will include discussion of any deadlines and resources for the
deliverables, as well as key College offices to be involved in their creation or completion.
Also, the RFP will specify the total compensation to be awarded forth deliverables.
2. The Academic Administrator submits the RFP to the dean for approval signature, and once
the dean has approved the RFP, the Academic Administrator shall send a copy of the signed
RFP to all full‐time faculty in the division or department.
3. All faculty in the division or department shall be allowed to submit proposals (see form
below) in response to the RFP.
4. After the deadline for proposals, the dean and the chair shall award the successful proposal
and inform all full‐time faculty in the division or department.
5. Once the deliverables are completed and the work is judged to be satisfactory, the
Academic Administrator and the dean shall submit a one‐time contract to remunerate the
faculty member, along with copies of the RFP and the successful proposal. No time log shall
be required. The criteria for judging the acceptability of the work should be included in the
RFP, and the Academic Administrator should not submit the one‐time contract until those
criteria have been successfully met.
6. The faculty member shall receive the contracted amount in a one‐time lump sum payment
following satisfactory completion of the academic support work and completion of
paperwork.
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REQUESTFORPROPOSALS(RFP)forAcademicSupportWork
withExtraCompensation(Full‐TimeFacultyEmployees)
Service performed for Division/Dept.:
Extra Compensation Amount for Service Performed: $
Index(s) and/or account(s):
All proposals are due back to the Division/Dept. office no later than ________
Check if this payment would be from a grant or contract.
Contracts and Grants Office Signature: Date
Dates Service will be performed: from to [deadline for completion]
Describe the Service that will be provided:
[The dean or chair inserts a project description here, or attached if necessary.]
List criteria for satisfactory completion:
[The dean or chair inserts a list of criteria here, or attached if necessary.]
List reasons why you should be selected for this extra compensation service:
[The faculty member inserts reasons for selection here, or attached if necessary.]
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Signatures:
*By signing below, I agree to the terms above and will satisfactorily complete the work listed for the compensation
offered. I also understand that I may not begin work until signed pre‐approval has been authorized.
Employee Date S‐Number
Pre‐Approval (signed approval must be received prior to the work being performed begins.)
Academic Administrator Date
Dean Date
Provost Date
Post‐Approval:
*I certify that the work described above has been satisfactorily completed in compliance with guidelines and to my
satisfaction and thereby is eligible for payment.
Academic Administrator Date
For HR/Payroll Use Only
Human Resources Budget Office Payroll Payroll # SM
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APPENDIX 12
TeachingExcellenceAwardPurpose. The purpose of this document is to articulate the principles, criteria and process of the SLCC
Teaching Excellence Award. Because the purpose of the award is to recognize true excellence in
professional educators, the principles, criteria and process that result in the award must also reflect
highest professionalism. To that end, we advocate the following for consideration of the Senate, the
Cabinet, the President, and the SLCC Foundation.
Principles. The Teaching Excellence award is grounded in the following principles:
The award should reflect a cumulative body of teaching excellence rather than just a single year
of fine work.
Teaching excellence encompasses professionalism both within the classroom and in service to
the department, division, College and community.
Claims of excellence must be supported by credible evidence. (See (*) on page2.)
The principles, criteria and process involved in the award must be transparent and public.
Nominations should include those most knowledgeable about a faculty member’s professional
effectiveness – students, faculty colleagues and division chairs/program directors. (All members
of the College community are eligible to nominate a faculty member; however, they must
collaborate with the nominee’s department colleagues and division chair/academic
administrator.)
Nominations must reflect the support of the faculty member’s department colleagues
and division chair/academic administrator.
The review process should reflect the considered involvement and judgment of faculty
colleagues and division chairs/academic administrator.
Anyone with a conflict of interest – a student, a faculty colleague, a staff member or an
academic administrator – must recuse herself or himself from the nomination and
review process.
The awards shall be based on merit alone. Merit means exemplary achievement in all criteria.
Previous recipients are eligible. However, all else being equal, a nominee who has not received
the award would take precedence over one who has.
Criteria. A nominee must have achieved excellence in each of the following:
At least three years of consistently excellent performance as a teacher – i.e., the nominee
enables students to learn.
A sound understanding of teaching and pedagogy as evidenced by successful work with
students.
Student evaluation scores that reflect student confidence in the faculty member as a teacher.
Successful curriculum development.
Effective collaboration and relationships with colleagues.
Outstanding service to the department, division, College and community.
Professional activities and scholarship.
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Process. Nominations should adhere to the following process:
The Faculty Senate announces to the College community in December of the academic year that
(1) nominations are open, (2) written guidelines are available, and (3) written nominations are
due in February of the academic year. (The actual due date will be part of the announcement
that nominations are open.)
All members of the College community – students, faculty members, staff and administration –
are eligible to nominate a faculty member; however, the nomination must include the written
support of the nominee’s department colleagues and division chair/academic administrator.
Those nominating the faculty member must submit a written nomination (see N.B. below) that
includes credible evidence* of the following:
- at least three years of consistent teaching excellence, that is., evidence that the faculty member enables students to learn
- the faculty member’s sound understanding of teaching and pedagogy
- student evaluation scores that reflect student confidence in the faculty member as a teacher
- successful curriculum development
- effective collaboration with colleagues - outstanding service to the department, division, College and community
- scholarship and other professional activities
*Credible evidence includes letters of support from students, fellow teachers, academic or other
administrators and staff members; professional recognitions, awards and memberships; a selection of
the nominee’s work – e.g., examples of curriculum development, innovative approaches in the
classroom, presentations at conferences, sponsorship of students participating in competitions, etc.
Nominations must be submitted by the announced deadline.
A Review Committee comprised of five representative faculty and two academic administrators
from across the disciplines will screen all nominations to ensure that they meet minimums and
to document all nominations received.
The Review Committee will then forward the nominations to the SLCC Foundation for final
selection.
*Note Bene: The merit of the nomination rests on the credibility of the evidence, not on the eloquence
of the language. See model nominations available in the FTLC and on the Faculty Senate website.
Teaching Excellence Award TIMELINE Revised October 19, 2009
Call for Nominations announcement. December (Fall Semester)
Nominations Due. First week of February (Spring Semester)
SLCC Review Committee. Second week of February (Spring Semester)
SLCC Foundation reviews nominations and
selects award recipients.
SLCC Foundation notifies recipients, FTLC, Institutional Marketing and individuals not
Last week of February (Spring Semester)
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selected. Before Spring Break
FTLC notifies photographer of the
number and names of recipients who will
be coming for photographic sitting.
FTLC notifies recipients about arranging
setting with photographer, recognition at
Commencement and process for ordering
cap and gown; and the manner in which
recipients name will appear on name
plate.
End of March
FTLC notifies secretary of Faculty
Convention to invite recipients.
Name and title plates to be ordered. After receipt of information from recipients.
Plaque production. After recipients have photographs taken, and name and title plates are complete.
Display plaques. Prior to beginning of Fall Semester.
SampleNominationSelection Committee, Teaching Excellence Award
Salt Lake Community College Foundation
Salt Lake Community College
RE: Nominating for the SLCC Teaching Excellence Award
Dear Selection Committee Members:
As the enclosed information demonstrates, a significant number of practicing teachers and other
colleagues believe that should receive one of the SLCC Teaching Excellence
Awards for this academic year. As we will outline, and as the outpouring of support indicates,
is committed to teaching and learning at SLCC. In particular, we will focus on
’s commitment to the College through her efforts in:
teaching and pedagogy;
curriculum development;
collaboration with colleagues; and,
scholarship and other professional activities
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TeachingandPedagogy ’s commitment to teaching and learning during her years as a full‐time faculty, and in
classes she taught as an adjunct faculty member prior to that, is her greatest strength. Continually
assessing and redesigning her classes based on those assessments, has endeavored to find
better and closer links between her teaching methods and the learning outcomes of her courses. She
has continued to adapt her courses to help students grapple thoughtfully with complicated ideas and
use those to become better critical thinkers and problem solvers, to develop their professional skills,
and, generally, to understand the complexities of the world around them. In particular, has
recognized that the traditional mode of lecturing at students has become increasingly outdated and
unproductive given today’s world. Students dealing with a dynamic, postmodern society need teaching
methods that will engage them on multiple levels – this requires a teacher to have the pedagogical
understanding and flexibility to allow students the room to explore ideas and develop their own system
for fitting into social patterns of thought and problem‐solving.
As will be discussed below, has played a leading role in developing curriculum to meet
these needs. However, developing these classes and truly working with students in this dynamic way
takes tremendous effort and commitment. It means being familiar with various pedagogies such as
discussion methodology, short lecture, integrating film and video, and keeping up with the fast‐changing
technologies that impact teaching (e.g., software changes and upgrades, Internet research, presentation
technology). It means endlessly giving students formative and summative feedback that they can use in
future assignments, including holistic assessments with which she provides her students (sample
included). Ultimately, it means showing the type of personal and professional concern and commitment
to students for which SLCC is known.
CurriculumDevelopmentPerhaps the area that is most known for lately is her work in curriculum
development that has focused on designing innovative and student‐centered courses. redesigned
, transforming the class from a grammar‐based, exercise and test course, into a writing‐
based approach to . This involved everything from redesigning the computer lab in
which the course was taught to developing new reading and writing assignments to immerse students in
the activity of business writing. This development was foundational to the current course
, which still employs many of the guiding principles brought to the class.
This class is routinely assessed by students as both one of the most challenging and most useful
courses they take at SLCC. Professors at the University of Utah who receive our business students also
view this course, and the critical skills that students take from it into their upper‐division work, as
uniquely credible among similar courses in the USHE.
’s most notable achievement is her work with to design a new business
course. Working with the Management faculty at the University of Utah and following the Harvard
School of Business case‐study approach, worked closely with to create
a humanities‐based introduction to business. Using this innovative approach, students examine various
philosophies of business, including the relationship between the business and the social, the changing
organizational structures, and the impact of business ethics. Here again, brought her
background and knowledge of pedagogy to the class, creating a mixture of engaging methodologies for
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students to learn through. This course is not only the core class for all business majors, but has become
one of the most successful Interdisciplinary courses at SLCC.
continues to be recognized for her curriculum development skills. The Marketing
department, recognizing her work on , asked her to help with the development and
implementation of their new Interdisciplinary course. Colleagues continue to recognize that it is not
only ’s curriculum development experience and commitment to pedagogy that make
her such a valuable asset on these types of projects, it is her ability to work collaboratively with her
peers.
CollaborationwithColleaguesAs ’s colleagues, we can attest to the fact that her willingness to work with others,
whether they are other full‐time faculty, adjunct faculty members, or administrators, is rare. As ’s
resume suggests, there is a long list of evidence of this fact.
Institutionally, has fulfilled a great variety of responsibilities; she has:
Served on hiring committees and Strategic Planning sessions.
Worked with others as a Faculty Senator, during which time she served as the Committee Chair
for the APAFT subcommittee.
Served as Coordinator for her department and continues to work closely with colleagues to
ensure that classes are covered with professional instructors.
Served as a mentor and resource to adjunct faculty.
In each of these roles she has garnered the respect of her peers by being willing to see multiples
perspectives and still offer her own. understands well that the institutional climate
affects morale. Consequently, she has taken on leadership positions in behalf of professionalism and
collaboration to help create a more positive working environment at SLCC. She is also a valuable
collaborator because she is a “doer” who takes on tasks delegated to her, completing them
professionally and efficiently.
However, the most important aspect of ’s collaborative spirit is that she truly is a life‐long
learner. Because of this, she has a genuine love for generating and sharing ideas with colleagues. She is
not afraid to say when she doesn’t know an answer or has questions. She makes those around her more
willing to participate openly and helps us to feel knowledgeable and valued – much as she does with
students in the class. In short, as many of the other documents in this packet demonstrate, exemplifies the wonderful benefits of pursuing knowledge in a collaborative environment, and she helps
other to see and learn that as well.
ScholarshipandOtherProfessionalActivities Finally, as you can also see from ’s resume, her
commitment to scholarship is notable, particularly since this type of work is neither required nor
encouraged amour institution. has participated as both and attendee and a presenter in a wide variety of conferences ranging from those organized by
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local and state educational institutions to those run by national, disciplinary‐based organizations. In all
cases she approaches the conference as an opportunity to learn from other presenters or from
audiences who are responding to her ideas. ’s participation in this
type of scholarly work underpins, in part, the critical approach to education that allows her to develop
her classes and to bring the pedagogical skills she does into the classroom.
also brings these abilities to bear on her work here at SLCC even more directly. She has
recently helped compile a new annotated reader for the class – a text for which she
wrote and/or edited a majority of the introductions. She has also put together small group sessions at
school events such as Welcome Back Orientation for both full‐time and adjunct faculty. Another
substantial piece of work that did was to put together a series of Faculty Teaching and
Learning Center Brown Bag sessions on Discussion Methodology, sessions which are resulted in a
small in‐house publication available to interested teachers in the FTLC.
Conclusion
Obviously, readers of this letter will need to review the full packet of information to understand the
remarkable contributions that has made to SLCC. Finally, we call you attention to the
significant number of colleagues who support from a wide variety of disciplines. In
addition, most of these colleagues are veteran teachers who understand the value of ’s
work in so many areas. We hope that the Selection Committee will agree with all of us who feel that it is
time for this institution to give back to this wonderful teacher for all she has given the institution.
Respectfully,
The packet that was submitted along with this letter contained the following:
A page of signatures from faculty and administrators who supported this nomination.
Letters from faculty colleagues.
Letters from students.
Administrative recommendations
Current resume
Holistic assessment samples
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APPENDIX13
FamilyandMedicalLeave
TheCollegeprovidesupto12weeksofFamilyandMedicalLeaveforfull‐timefacultyandstaffemployees.Inthecaseoffacultyemployees,theCollegewillgrant12weeksandwillautomaticallyextendtheleaveuptotheendoftheterm(18weeks)inwhichtheleavebegan;whicheverisgreater,pendingmedicalcertificationandreview.Facultymemberswillberesponsibleforbenefitspremiumspast12weeks.CompensationforFamilyandMedicalLeavewillfollowCollegePolicy#C2S04.13.TheFamilyandMedicalLeaveisadministeredbytheHumanResourcesoffice.
