Faculty Handbook - Arizona State University

Faculty Handbook Academic Year 2016-2017

education.asu.edu

https://education.asu.edu/

Table of Contents Table of Contents

Preface ......................................................................................................................................................... iii Academic Affairs Manual (ACD) ........................................................................................................... iii Consistency with Arizona State University and Arizona Board of Regents Policies and Statutesiii Quick Support Reference ......................................................................................................................... iii Academic Calendar ................................................................................................................................... vi Mary Lou Fulton Teachers College................................................................................................. 1 Mission Statement & Core Values ........................................................................................................... 1 Administrative Offices .............................................................................................................................. 1 Staff Directories .......................................................................................................................................... 1 Division of Teacher Preparation .............................................................................................................. 2 Division of Educational Leadership & Innovation................................................................................ 7 Office of Academic Affairs ....................................................................................................................... 8 Office of Online Learning ......................................................................................................................... 9 Office of Scholarship .................................................................................................................................. 9 Office of Research Advancement ............................................................................................................. 9 Research Centers ...................................................................................................................................... 10 Community of Science Pivot (COS Pivot) ............................................................................................ 13 New Faculty ....................................................................................................................................... 13 New Faculty Orientation ........................................................................................................................ 13 New Faculty Orientation for Tenured and Tenure-Track Faculty .................................................... 13 Electronic Resources ................................................................................................................................ 13 Mailbox Location & Mail Code .............................................................................................................. 13 Parking Permit .......................................................................................................................................... 13 Phone Service ............................................................................................................................................ 14 Faculty Resources ............................................................................................................................. 14 Audio Visual ............................................................................................................................................. 14 Business Cards .......................................................................................................................................... 14 Copy Services ........................................................................................................................................... 14 Discretionary/Professional Development Funds ................................................................................. 15 Electronic Access/Classroom Keys ........................................................................................................ 15 Event Scheduling ..................................................................................................................................... 15 Facilities ..................................................................................................................................................... 16 Meeting Room Scheduling & Video/Phone Conferencing ................................................................. 16 Posting Information on Campus ............................................................................................................ 16 Professional Learning Library ................................................................................................................ 16 Property Control ...................................................................................................................................... 16 Safety .......................................................................................................................................................... 17 Shuttle Services ......................................................................................................................................... 17 Supplies ..................................................................................................................................................... 18 Technology Help ...................................................................................................................................... 18 Travel (Full-Time Faculty Only) ............................................................................................................ 18 Service Assignments and Expectations ........................................................................................ 19 Regular and Reassigned Faculty Teaching Workloads ............................................................ 20

Faculty Handbook i Table of Contents

Course Preparation .......................................................................................................................... 22 Course Syllabi ........................................................................................................................................... 22 Course Fees ............................................................................................................................................... 23 Course Packets .......................................................................................................................................... 23 Course Rosters .......................................................................................................................................... 23 Textbooks .................................................................................................................................................. 23 Reserves and Linking to Electronic Library Resources ...................................................................... 24 Learning Management Systems ............................................................................................................. 24 Early in the Semester ....................................................................................................................... 25 General Background and Resources ..................................................................................................... 25 Faculty & Academic Professional Responsibilities ............................................................................. 26 Canceled Courses ..................................................................................................................................... 26 Cancelling Classes .................................................................................................................................... 27 Absence Reporting ................................................................................................................................... 27 Grading ...................................................................................................................................................... 27 Student Withdrawals ............................................................................................................................... 27 Faculty Availability.................................................................................................................................. 28 Mid-Term Evaluations of Instructors .................................................................................................... 29 Summer Teaching Assignments ............................................................................................................ 29 Student Success Center............................................................................................................................ 29 ASU Counseling ....................................................................................................................................... 29 End of the Semester ......................................................................................................................... 30 Final Course Evaluations ........................................................................................................................ 30 Final Examinations and Study Day ....................................................................................................... 31 Final Grades .............................................................................................................................................. 32 Early Examination Requests ................................................................................................................... 32 Incomplete Grade Request ...................................................................................................................... 32 Legal Compliance & Rules ............................................................................................................. 32 Equal Opportunity/Affirmative Action ................................................................................................ 32 Title IX ....................................................................................................................................................... 33 Family Education Rights and Privacy Act (FERPA) ........................................................................... 33 Students with Disabilities ....................................................................................................................... 34 Social Gatherings ...................................................................................................................................... 34 Eating and Drinking in Classrooms ...................................................................................................... 34 Classroom Furniture Rearrangement .................................................................................................... 34 Evaluation of Faculty ............................................................................................................................... 35 Annual Goals/Annual Review Process ................................................................................................. 35 Promotion and Tenure Process (Tenure & Tenure-Track Faculty Only) ......................................... 35 Leaving Employment ...................................................................................................................... 35 Appendices ........................................................................................................................................ 36 Appendix 1 - Course Syllabi ................................................................................................................... 36 Appendix 2 - Academic Class Scheduling ............................................................................................ 41 Appendix 3 – Standards of Academe .................................................................................................... 43 Revisions ................................................................................................................................................... 57

Faculty Handbook ii Table of Contents

Preface The faculty handbook outlines the policies and procedures at Mary Lou Fulton Teachers College (MLFTC). Each faculty member shall be familiar with its contents. Visit http://www.asu.edu/aad/manuals/index.html to access the Policies and Procedures Manuals for Arizona State University. Academic Affairs Manual (ACD) The Academic Affairs Policies and Procedures Manual (ACD) provides information for ASU faculty and academic professionals and their administrators on academic organizations, governance, personnel, and programs. This information applies directly to faculty, faculty with administrative appointments, academic professionals, and academic professionals with administrative appointments. Visit http://www.asu.edu/aad/manuals/acd/ to access the Academic Affairs Manual. Consistency with Arizona State University and Arizona Board of Regents Policies and Statutes At no time will the specifics or implementation of the contents of this handbook override Arizona State University or Arizona Board of Regents policies or applicable statutes. This handbook is subject to change to conform to any amendments to applicable policies and statutes or the needs of Mary Lou Fulton Teachers College. If the information you are looking for is not in this handbook, contact your division support or division director. Quick Support Reference If the information you are looking for is not in this table, contact your division support staff or division director.

DOWNTOWN POLYTECHNIC TEMPE WEST

ASU Hotline Submit non-emergency concerns about safety and/or non-compliance with laws, regulations and policies.

https://cfo.asu.edu/asu-hotline 877-786-3385

ASU Police Life Threatening

Emergencies 911

ASU Police Non-

Emergencies

https://cfo.asu.edu/police 480-965-3456

(automated system)

Building Access - Sara Jacobs

[email protected] 480-727-1420

Sara Jacobs [email protected]

480-727-1420

Laura Klackle [email protected]

602-543-6319

Faculty Handbook iii Table of Contents

http://www.asu.edu/aad/manuals/index.html

http://www.asu.edu/aad/manuals/acd/

https://cfo.asu.edu/asu-hotline

https://cfo.asu.edu/police

mailto:[email protected]




Copy Access, Mailbox

Location & Mail Code

-


480-727-1420


480-727-1420

Division of Teacher Preparation Sue Reinfried

[email protected] 602-543-6445 or

Lori Calvano [email protected]

602-543-6172

Division of Educational Leadership & Innovation Yolanda Baca


Facilities Immediate Requests: 602-496-1502

480-727-1110 Monday-Friday 8am-5pm

480-965-3456 (after hours)

Work Order Requests


480-727-1420

Immediate Requests: 480-965-3633

Work Order Requests


480-727-1420

Immediate Requests: 602-543-3200

Work Order Requests:

Laura Klackle [email protected]

602-543-6319

Incident Reporting:

Injury, Illness, Property Damage

- - -

Work with supervisor and college coordinator to complete forms.

https://cfo.asu.edu/leaves-management

Wanda Mabry


Raymond Basaldua


Leave Reporting:

Medical, Family, Parental

- - -

Employee and non-employee Incident Reporting

https://cfo.asu.edu/incident-reporting

Also notify your director/manager and [email protected]

(If worker injury, refer to

Worker’s Compensation, below.)

Parking & Transit Services

University Center Building UCENT 116

602-496-1023

Quad 4 (Student Affairs Complex)

480-727-2775

University Towers, UNIVT 105

480-965-6124

Welcome & Information (WIB)

602-543-7275

Parking & Transit

Visitor Lot Fees

https://cfo.asu.edu/pts-visitor-downtown

https://cfo.asu.edu/pts-visitor-poly

https://cfo.asu.edu/pts-visitor-tempe https://cfo.asu.edu/pts-visitor-west

Faculty Handbook iv Table of Contents









https://cfo.asu.edu/leaves-management



https://cfo.asu.edu/incident-reporting






https://cfo.asu.edu/pts-visitor-tempe

https://cfo.asu.edu/pts-visitor-tempe

https://cfo.asu.edu/pts-visitor-west


Phone Services - Sara Jacobs



480-727-1420

Division of Teacher Preparation Lori Calvano


Division of Educational Leadership & Innovation

Yolanda Baca [email protected]

602-543-6380

Safety Escort Services

24 Hours 602-496-3456

24 Hours 480-727-3456

7pm – 1:30am 480-965-1515

480-965-3456 (after hours)

24 Hours 602-543-3456

Sun Cards For all locations: http://cfo.asu.e

du/suncard

- Quad 4 Bldg. 480- 727-1762

MU Lower Level 58 480-965-2273

Welcome & Info (WIB) 602-543-5000

Supplies - For general and specific items, see your Division

Support Staff

General Supplies Dean’s Office Front

Desk 480-965-6053

Farmer 402

For specific items, see your Division Support

Staff

Division of Teacher Preparation Sue Reinfried

[email protected] 602-543-6445 or

Lori Calvano [email protected]

602-543-6172

Division of Educational Leadership & Innovation Yolanda Baca


Worker’s Compensation

(Note that all travel must be

preauthorized in Concur for

coverage to apply.)

- - -

Report incident within 24-48 hours

• For emergencies call 911 • For non-emergencies call CorVel at

800-685-2877 to report injury to triage nurse

• Notify your supervisor and [email protected] of incident

Refer to packet for information and forms:

http://www.asu.edu/hr/forms/wcformspacket.pdf

Faculty Handbook v Table of Contents





http://cfo.asu.edu/suncard

http://cfo.asu.edu/suncard




http://www.corvel.com/services/workers-compensation/enterprise-comp/advocacy-247/%23.VZxXZqHbJRA


http://www.asu.edu/hr/forms/wcformspacket.pdf

Academic Calendar

Key Dates for fall 2016 First Day of Classes (Sessions A & C) August 18 Labor Day (university closed) September 5 Last Day of Classes (Session A) October 7 Fall Break (no classes) October 8-11 First Day of Classes (Session B) October 12 Veterans Day (university closed) November 11 Thanksgiving Holiday (university closed) November 24-25 Last Day of Classes (Sessions B & C) December 2 Study Days December 3-4 Final Exams (Session C) December 5-10 Final Exams (Sessions A & B) Last day of classes ASU Undergraduate Commencement December 12 ASU Graduate Commencement December 12 Teachers College Convocation December 14 Holiday Break (university closed) December 26-27

Key Dates for spring 2017 First Day of Classes (Sessions A & C) January 9 Martin Luther King, Jr. Holiday (university closed) January 16 Last Day of Classes (Session A) February 28 Classes Begin (Session B) March 13 Spring Break (no classes) March 5-12 Last Day of Classes (Sessions B & C) April 28 Last Day of Online & iCourses (Session B) May 2 Study Days April 29-30 Final Exams (Session C) May 1-6 Final Exams (Sessions A & B) Last day of classes ASU Graduate Commencement May 8 ASU Undergraduate Commencement May 8 Teachers College Convocation TBD

For the full academic calendar, visit https://students.asu.edu/academic-calendar. Unless it is a university-recognized holiday, the university is open for business whether or not classes are in session. That means that all parking regulations apply. When preparing your syllabus, note that classes do not meet on days the university is closed. No class may meet on Study Days. Also, note that classes must meet as scheduled e.g. classes cannot be changed to “hybrid” or “online” – if you need to cancel a class, contact the division director.

Faculty Handbook vi Table of Contents

https://students.asu.edu/academic-calendar

Mary Lou Fulton Teachers College Mission Statement & Core Values Mission Statement Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Core Values

• Pursue excellence at scale to achieve impact • Exercise leadership through innovation • Champion diversity of people and ideas • Share responsibility for the health of communities

Administrative Offices

Office Hours: Monday-Friday

8:00 AM-5:00 PM

Polytechnic

Santa Catalina Building SANCA 331

Tempe

Farmer Education Building Farmer 402

West

Faculty Admin Building FAB S301

Phone Number 480-727-1103 480-965-6053 602-543-6300

Fax Number 480-727-1964 480-965-4849 602-543-6900

Mailing Address

7271 E Sonoran Arroyo Mall Santa Catalina Hall #331

Mesa, AZ 85212 ASU Mail Code 2680

PO Box 871811 Tempe, AZ

85287-1811 ASU Mail Code 1811

PO Box 37100 Phoenix, AZ 85069-7100

ASU Mail Code 1252

Shipping Address 7001 E Williams Field Rd Santa Catalina Hall #331

Mesa, AZ 85212

1050 S. Forest Mall Suite 402

Tempe, AZ 85281

4701 W Thunderbird Rd Glendale, AZ 85306

Staff Directories Mary Lou Fulton Teachers College Staff Directory Sort by name, position or department to find employees within the Mary Lou Fulton Teachers College. https://education.asu.edu/staff?order=field_staff_position&sort=asc ASU Staff Directory Search for any students, faculty and staff throughout ASU. https://contact.asu.edu/

Faculty Handbook 1 Table of Contents

https://education.asu.edu/staff?order=field_staff_position&sort=asc

https://contact.asu.edu/

Division of Teacher Preparation Individual Curriculum Programs’ Faculty Leadership

Undergraduate Type of Program Faculty Leadership

Early Childhood and Early Childhood Special Education BAE April Boozer

Elementary Education BAE Lisa Elliott & Jenni Burrill

Elementary Education (Bilingual Education and English as a Second Language) BAE Pablo Ramirez

Special Education and Elementary Education BAE Kathy Puckett

Secondary Education BAE Christopher Smudde

Secondary Education (English) BA Jim Blasingame, Faculty; Linda Sullivan, Advisor

Secondary Education (Biological Sciences) BAE MLFTC Faculty

Secondary Education (Chemistry) BAE Jane Jackson, Faculty; Orenda Griffin, Faculty

Secondary Education (Earth and Space Sciences) BAE Steve Semken, Faculty; Becca Dial, Advisor

Secondary Education (Economics) BAE No faculty contact; New advisor

Secondary Education (English) BAE Jim Blasingame, Faculty; Linda Sullivan, Advisor

Secondary Education (French) BAE No faculty contact; Barbara Fleming, Advisor

Secondary Education (Geography) BAE Ron Dorn, Faculty; New hire

Secondary Education (German) BAE No faculty contact; Barbara Fleming, Advisor

Secondary Education (History) BAE Lauren Harris, MLFTC Faculty & Katherine O’Donnel, Faculty; Sean Kenny, Advisor

Secondary Education (Japanese) BAE No faculty contact; Barbara Fleming, Advisor

Secondary Education (Mathematics) BAE Pat Thompson, Faculty; Tracey Hayes, Advisor

Secondary Education (Physical Education) BAE Hans Van Der Mars, Faculty; Bridget Daniels, Advisor

Secondary Education (Physics) BAE Bob Culbertson, Faculty; Morgan Taxiera, Advisor


Secondary Education (Political Science) BAE No faculty contact; Sandra Voller, Advisor

Secondary Education (Spanish) BAE No faculty contact; Barbara Fleming, Advisor

Education Exploratory - New hire Fall 2015

Educational Studies Face-To-Face BAE Janel White-Taylor

Educational Studies Online BAE Teresa Foulger

Minors & Certificates Type of Program Faculty Leadership

Early Childhood Education, Minor - April Boozer

Educational Studies, Minor - Janel White-Taylor

Secondary Education, Certificate BS Chris Smudde

Graduate Type of Program Faculty Leadership

Induction Master of Education and Arizona Certification-Teach for America (InMAC)

M.Ed. with certification Deborah Preach

Early Childhood Online with Certification (MAC) Special Education April Boozer

Secondary Education (MAC) M.Ed. with certification Elizabeth Frias (MAC) / Chris Smudde (SED)

Special Education & Elementary Education (MAC) M.Ed. with certification Elizabeth Frias (MAC) / Kathy Puckett (SPE)

Elementary Education (MAC) M.Ed. with certification Elizabeth Frias (MAC) / Jenni Birrell & Lisa Elliott (EED)

Division of Teacher Preparation Academic Programs Mary Lou Fulton Teachers College has two academic divisions: Division of Teacher Preparation manages all teacher preparation programs (and Educational Studies), while Division of Educational Leadership and Innovation manages all non-teacher certification programs. Although faculty members are hired in one or the other of these two academic units, they frequently teach in both divisions. Academic programs include teacher preparation at undergraduate and graduate levels, non-certification undergraduate programs in education-related fields (e.g., Educational Studies) and graduate programs including PhD, EdD and masters programs. Undergraduate programs include: Early Childhood Education/Early Childhood Special Education (dual certification), BAE Educational Studies (non-certification degree), BAE


Elementary Education, BAE Elementary Education (BLE/ESL endorsement), BAE Elementary Education (STEM endorsement), BAE Secondary Education, BAE (includes specializations in field of certification) Special Education/Elementary Education (dual certification), BAE Minor in Early Childhood Education Minor in Educational Studies Minor in Environmental Education Undergraduate Certificate in Secondary Education

Graduate programs leading to certification include: Elementary Education, MEd

o Masters and Arizona Certification o Induction, Master of Education and Arizona Certification o iTeachAZ program

Secondary Education, MEd o Masters and Arizona Certification o Induction, Master of Education and Arizona Certification o iTeachAZ Teacher Education for Arizona Math and Science (TEAMS) program

Special Education, MEd o Masters and Arizona Certification (dual certification) o Induction, Master of Education and Arizona Certification

Physical Education, MPE o Masters and Arizona Certification

* Curriculum and Instruction (early childhood education), MEd (Online) o Masters and Arizona Certification

* Program is managed in the Division of Educational Leadership & Innovation because of the additional non-certification options

To view program details, visit: https://education.asu.edu/degree-programs/undergraduate-degrees and/or https://webapp4.asu.edu/programs/t5/MajorMaps. iTeach AZ The iTeachAZ model is a cutting-edge teacher preparation model that provides year-long senior residencies in Pre-K-12 settings to provide the best possible training for students to combine course work with clinical experience earning Arizona teacher certification at the end of the program. iTeachAZ Clinical Model The iTeachAZ clinical model includes 150 hours of classroom internships during the first two semesters of the BAE program and a senior year residency during the last two semesters of most undergraduate teacher certification programs.


https://education.asu.edu/degree-programs/undergraduate-degrees

https://webapp4.asu.edu/programs/t5/MajorMaps

Internships All undergraduate Teachers College students participate in clinical experience courses prior to student teaching. Intern Mentor Teachers are selected by the school district personnel in collaboration with the clinical

experience office. They mentor students during the internship and evaluate student performance twice per semester.

Internships begin the second full week of each semester and end on the last day of ASU classes, with students completing the requirements per their program and course syllabus (days/hours) in the clinical internship each semester.

Program faculty create clinically-based assignments such as focused observations, teaching small group lessons, or conducting interviews, which are completed in the clinical experience setting.

Senior Year Residency During the senior year residency, teacher candidates in most undergraduate programs spend four days per week in Pre-K-12 classrooms and one day per week taking pedagogy courses delivered in partner school districts. Students request their senior year residency cohort from a menu of partner school districts. Mentor teachers apply to host a student and are selected by Teachers College faculty and district

representatives. All mentor teachers are certified teachers with a minimum of three years of teaching experience. They are classified as “highly effective” or “effective” on teacher evaluations and have shown evidence of raising pre-K student achievement. Mentors receive training on coaching and evaluating the teacher candidate throughout the senior year residency.

Clinical experiences follow the school district calendar and mentor teachers’ contracted hours; methods coursework follows the university calendar.

Courses are taught by ASU faculty; student teaching supervision is completed by ASU clinical faculty. Teacher candidates and mentor teachers co-teach throughout the year. Full-time clinical faculty evaluate teacher candidates at least four times per year using the System for

Teacher and Student Advancement (TAP) rubric which focuses on the candidates’ abilities to implement evidenced-based instructional practices that improve the achievement of the students in the classrooms in which they work.

Masters and Arizona Certification (MAC) Programs In the MAC program, students receive a Master’s degree and fulfill the academic requirements for Arizona teacher certification. These students complete the program in 18 months by taking classes 2 nights per week and student teaching in the third semester. During the first 2 semesters, they complete internships similar to those described above for undergraduates. The internship allows the students to complete course assignments in a supervised setting. Students in the MAC programs participate in a full-day, 15-week student teaching experience. Mentor teachers of teacher candidates are certified teachers with a minimum of three years of teaching experience; they are classified as “highly effective” or “effective” on teacher evaluations and have shown evidence of raising pre-K student achievement. Under the guidance of a mentor teacher and university supervisor, teacher candidates and mentor teachers co-teach throughout the semester. Mentor teachers participate in a Teachers


College assessment and supervision workshop to be qualified to supervise a teacher candidate. University supervisors observe teacher candidates three to four times per semester using the System for Teacher and Student Advancement (TAP) rubric to assess student progress. Student teaching under the TEAMS program and elementary site-based programs also vary. Induction, Master of Education and Arizona Certification (InMAC) Programs The Mary Lou Fulton Teachers College offers the Induction, Master of Education and Arizona Teacher Certification (InMAC) program as an alternative pathway to teacher certification. Participants are full time teachers of record on the Teaching Intern Certificate from the Arizona Department of Education while completing classes for the MEd and certification one night a week at the Downtown Phoenix campus. This program offers coursework leading to certification in one of three areas: Elementary Education (1-8) Secondary Education (6-12) Special Education (K-12 mild-moderate disabilities)

InMAC program graduates learn to utilize critical thinking to solve problems, maintain high expectations for student learning, adapt to changing circumstances and demands and act as agents of change by addressing equitability/social justice issues in a positive, ethical manner. Students receive meaningful professional guidance from clinical instructors with years of K-12 classroom experience. InMAC clinical instructors serve students in a dual role as both course instructors and supervisors in the field. This full circle mentoring relationship makes it possible for their ASU coursework to inform students’ K-12 classroom instruction and brings students’ day to day problems of practice into their ASU courses. The InMAC program culminates with an action research applied project in which students research, implement and measure the effectiveness of an intervention to solve a problem of practice in their K-12 classrooms. The project equips students with the means to positively impact academic achievement in their classrooms today and in the future. Due to the intensity of program coursework and apprentice teaching, students participating in InMAC are not permitted to enroll in courses outside of the prescribed program of study. Students who are enrolled in courses outside of the InMAC program will not be able to participate in InMAC and will be administratively withdrawn from program courses. Arizona Educator Exams (NES and AEPA) The Arizona Department of Education requires all teachers seeking certification to pass the appropriate Arizona Educator Exam. Depending on the certification, the teacher is required to take either the National Evaluation Series (NES) exam or the Arizona Educator Proficiency Assessment (AEPA). At the minimum, students must pass two exams - the professional knowledge test and subject knowledge test; additional exams might be required for some programs. Tests are computer-based and can be taken at testing centers located throughout the country 5-6 days per week, and undergraduate students are encouraged to take the test in their junior year or at the onset of student teaching. Registration and additional information (including preparation materials) may be found at http://www.azed.gov/highly-qualified-professionals/aepa-to-nes-transition/.


http://www.azed.gov/highly-qualified-professionals/aepa-to-nes-transition/

Division of Educational Leadership & Innovation Individual Curriculum Programs’ Faculty Leadership

Program Name Program Type & Location Faculty Leadership

Applied Behavior Analysis M.Ed. track, Online Sam DiGangi

Autism Spectrum Disorders M.Ed. track, Online Erin Rotheram-Fuller

Early Childhood Education M.Ed. track, Online Melissa Geiselhofer

Educational Leadership M.Ed. West/Online Carl Hermanns

Educational Policy M.A, Tempe Jeanne Powers

Educational Policy and Evaluation Ph.D., Tempe Eugene Judson

Educational Technology M.Ed. Tempe Leanna Archambault

English as a Second Language M.A. track, Online Margarita Jimenez-Silva

English as a Second Language Grad certificate, Online Margarita Jimenez-Silva

Gifted Education M.Ed. track, Online Dina Brulles

Gifted Education Grad certificate, Online Dina Brulles

Higher and Postsecondary Education M.Ed., Tempe/Downtown Molly Ott

Institutional Research and Policy Analysis Grad certificate, Tempe Jeanne Powers

Instructional Design and Performance Improvement Grad certificate, Tempe Wilhelmina Savenye

Leadership and Innovation Ed.D, West/Downtown/Online Craig Mertler

Learning Science in Education M.A., Tempe Steven Zuiker

Learning, Literacies, and Technologies Ph.D., Tempe Elisabeth Gee

Literacy Education M.A. track, Tempe Frank Serafini

Overview of Autism Spectrum Disorders Grad certificate, Online Erin Rotheram-Fuller


Division of Educational Leadership & Innovation Graduate Programs The graduate programs in Mary Lou Fulton Teachers College provide for those who wish to become full-time faculty at research institutions through exemplary PhD programs, those becoming leaders of practice through the EdD program, those dedicated to the improvement of professional practice in pre-K-20 settings through master’s programs (including those that lead to certification as principals or teachers), and advanced teacher preparation (including both degree programs and non-degree program opportunities that lead to state endorsements). Degrees include: Doctoral Programs Leadership and Innovation, EdD (offered either online or campus-based) Educational Policy and Evaluation, PhD Learning, Literacies and Technologies, PhD

Graduate Certificate Programs * Applied Behavior Analysis * English as a Second Language * Gifted Education * Institutional Research and Policy Analysis * Overview Autism Spectrum Disorders

Masters Programs * Curriculum and Instruction (English as a second language), MA Curriculum and Instruction (literacy education), MA Educational Policy, MA * Curriculum and Instruction (applied behavioral analysis), MEd * Curriculum and Instruction (autism spectrum disorders), MEd * Curriculum and Instruction (early childhood education), MEd

o Masters Only or Masters with Endorsement * Curriculum and Instruction (gifted education), MEd Educational Leadership, MEd: Principalship (offered either online or campus-based) Educational Technology, MEd Higher and Postsecondary Education, MEd Learning Sciences, MEd

* Programs offered online only

For additional information, contact the Office of Student Services: Undergraduate Advising 480-965-5555 Graduate Advising 480-965-5555 Office of Academic Affairs The Office of Academic Affairs has two primary functions. The first is oversight of programs predominately assurance of horizontal and vertical alignment of programs underscoring rigor of content, and compliance with state and professional organization standards. The second function involves faculty development


through focused mentoring and assistance through the promotion, tenure and annual review processes, faculty recognition through national professional achievement award nominations, and faculty advancement through opportunities to formally present their work to communities of scholars. Additionally, visiting scholars and post-doctoral fellows will be reviewed and coupled with host faculty through this office. Office of Online Learning The Office of Online Learning advances online educational initiatives and research to enhance learning through the innovative use of technologies in digital and online learning environments. The Office collaborates with many units in the college to develop online learning that creates an immersive experience and provides access to academic, research-oriented knowledge and faculty. Areas of focus include online academic programs, continuing education, grants that focus on online learning and initiatives, and research contributions to the professional and scholarly literature on online learning. A team of instructional designers collaborate with faculty in the design, development and delivery of online course materials and additional staff manage and advance online programs, projects, and initiatives. Office of Scholarship The goals of the Office of Scholarship are to support research capacity development among faculty (facilitate the organization and identification of resources for new and existing research teams, including access to MLFTC data), promote the scholarship of faculty broadly to academic and non- academic audiences, and provide opportunities for faculty to engage in meaningful interactions of scholarship (workshops, debates and discussions with invited speakers, brainstorming and feedback sessions). The Office of Scholarship is also responsible for professional program data and indicators of our undergraduate and graduate programs, which includes online programs. A team of data staff coordinate, organize, analyze, and report MLFTC data to support grant, state, and federal reporting, and for use in program development. The Office of Scholarship team looks forward to connecting with all faculty to see how we can best meet research and scholarship needs and create opportunities for collaboration within the college, across the university, and beyond. Office of Research Advancement The goal of the Mary Lou Fulton Teachers College (MLFTC) Office of Research Advancement is to provide strategic guidance and administrative support for the research endeavors of our faculty and staff. This includes the entire research life cycle – from proposal searches, preparation, and submission to award setup, execution, and close-out. The Research Advancement team is available to assist faculty and staff every step of the way and strives to provide services in a professional and efficient manner. The office will provide all of the information necessary to submit a proposal to a federal, state, or local government agency, an educational institution, a school district, a nonprofit organization, an industry partner, a private entity/foundation, or any other sponsor. Support available from the Research Advancement team includes: Locating funding opportunities Interpreting ASU and sponsor policies and guidelines


Developing project budgets and budget justification narratives Reviewing proposals for compliance with ASU policies and sponsor requirements Editing grant proposal narratives and providing feedback Securing institutional approvals and authorized signatures Completing all documentation and forms Assisting with Institutional Review Board (IRB) procedures Facilitating school and community partnerships for grants and other scholarly activities

If you are interested in pursuing external funding for research and/or public service projects, contact: Nancy Perry, Senior Assistant Dean, Grants and Partnerships. Research Centers The Center for Advanced Studies in Global Education The Center for Advanced Studies in Global Education (CASGE), directed by Iveta Silova, facilitates global engagement and co-creation of knowledge though education partnerships and collaborative research. To this end, it collaborates with partners around the world to develop context-appropriate education innovations; conduct evaluation and research; and design effective academic and professional development programs. The Center engages ASU faculty and students within a global community of scholars and practitioners to accomplish the following goals:

1. Advance teaching, research, and service initiatives to address global challenges.

2. Foster context-appropriate education solutions for sustainable development.

3. Build partnerships and exchanges for mutual learning and co-creation of knowledge.

The Center for Art & Science of Teaching The goal of Center for Art & Science of Teaching (CAST) is to foreground teaching as the subject of a rich body of scientific evidence, to grow what is known about the art and science of teaching, and to scale these understandings to re-professionalize teachers and teacher education across the country. Teaching in and out of school, and at all levels of education, is more and more becoming seen as the act of designing and resourcing rich well-mentored experiences for learning. Teachers as designers and teaching as distributed across people, smart tools, and interest-driven communities of practice are the major themes of CAST. CAST is devoted to impact-based research on, and interventions in, teaching; to sustainable improvements in teaching and teacher education at ASU; and to new models of teaching and teachers in the context of 21st Century skills and socio-technological changes.


The rationale of CAST is to end the politicization of teaching, to foreground teaching as the subject of a rich body of scientific evidence, and to re-professionalize teachers and teacher education across the country in terms of teachers as designers of technologically-enhanced and interactionally-rich learning experiences. CAST provides support to staff and faculty involved in these efforts to develop the type of grounded and principled accounts, such that the work contributes to our evolving database of what constitutes best practices. Here, the goal is to illuminate the relationship among theory and practice, encouraging faculty, staff, and teachers to reflect on the value of what is known for realizing their local goals in their schools and classrooms. Beyond a commitment to working at the intersection of academic knowledge, best practices, and local impact, CAST will empower teachers with this knowledge so that they can more effectively engage their practice. The goals of CAST include a commitment to: Engage in impact-centered research on the science of teaching with due deference to the already ample,

but often ignored, scientific research on teaching Aggregate the scientific research on teaching and the rich data on, and models of, good teaching

available, but often either ignored or not systematically used in Schools of Education Implement best practices in a “skunk works” level of teacher training in MLFTC with the long-term

goal to spread best practices throughout MLFTC and to collaborate with other Schools of Education to spread them nationally

Reconceptualize the whole field of Teacher Education which today too often focuses on the politics of

teaching and teacher reflection, but not on the science of teaching or well-founded models of best practice

Get teacher training out of college classrooms as its sole source and into labs, smart technological tools

(that can mentor and teach), and interactional collaborative practices that can ensure skills and mastery not based on time, but on performance

Aid teachers at ASU outside MLFTC in understanding effective teaching practices and how they relate

to the modern science of learning and new digital tools and social formations for learning in and out of classrooms

The Center for Equity Alliance The Equity Alliance at ASU, directed by Alfredo Artiles and Elizabeth Kozleski (University of Kansas), is devoted to research and school reform efforts that promote equity, access, participation and outcomes for all students. We take pride in supporting state and local school systems and educational professionals in and across the United States with research based assistance to: Given that well-educated and supported educators are at the heart of educational equity, the Equity Alliance at ASU works to build capacity at all levels of the educational system to bring about systemic and sustainable change that delivers positive outcomes for all students.


The Equity Alliance at ASU also houses a variety of research based equity related initiatives: Scaling up its research and teaching initiatives for global impact Fostering international experiences Building diverse partnerships worldwide

o Eliminate achievement disparities o Develop inclusive learning environments o Uphold the civil rights of students o Harness the power of family and community involvement in schools o International Comparative Research on Educational Equity o The Teachers College Press book series entitled Disability, Culture, and Equity (co-edited by Drs.

Artiles and Kozleski) o Special education leadership grant for school-wide equity and access o International Multilingual Research Journal (published by Taylor & Francis and co-edited by Drs.

Artiles and MacSwan) For more information visit http://www.equityallianceatasu.org. Like us on Facebook and follow us on Twitter. The Center for Games and Impact Building upon the vision of ASU President Michael Crow for a New American University, the Center for Games and Impact at ASU is committed to excellence, access, impact and research that contribute to the public good. Directed by Professor Sasha Barab, the Center has as its mission to investigate, innovate, and cultivate game-infused solutions to society’s biggest challenges. This mission is realized through partnerships among learning scientists, game developers and socially responsible entrepreneurs to rigorously study and innovate around the full life cycle of impact games. By examining the full lifecycle of impact games—from research, design and development to publishing, assessment and optimization—we seek to pioneer, implement and share best practices for harnessing the unique power of games for achieving sustainable and scalable outcomes. We have secured support from the Gates Foundation, the National Science Foundation, Educational Testing Services, Public Broadcasting Services, US-AID, the Intel Foundation, and private donors. At the core of all these efforts is the underlying assumption that the power of games lies not in the bits and bytes of the game world, but in the ways that the designed components are integrated into a larger infrastructure and local ecosystem. Our commitment is to grow our understanding of game-enabled innovations for impact through use-inspired initiatives, scaling out the impact of these products at the same time building capacity of others to leverage lessons learned. These ideas are being tested and iterated as part of an innovation lab, through externally funded grants, and with students as part of a certification program. Learn more at http://GamesandImpact.Org.


http://www.equityallianceatasu.org/

http://gamesandimpact.org/

Community of Science Pivot (COS Pivot) The Community of Science (COS) is your tool for searching the web for funding opportunities and for connecting with colleagues here at ASU and across the country. It is the most comprehensive source of funding information available on the web, with more than 24,000 records, representing over 400,000 funding opportunities, worth over $33 billion. Sources include federal and regional governments, foundations, professional societies, associations, and corporations. The COS Funding Opportunities editing team acquires the information directly from the sponsor to ensure the most accurate database possible. Additional information about setting up an online profile in the Community of Science can be obtained at http://pivot.cos.com/.

New Faculty New Faculty Orientation All new faculty are required to attend an orientation. You will receive an email about the orientation. If you are unable to attend, contact your division director before the orientation. New Faculty Orientation for Tenured and Tenure-Track Faculty Each year, ASU hosts a new faculty orientation for newly hired tenure and tenure-track professors, who will receive invitations in late July from the provost’s office. This orientation will provide an introduction to the university at large and will complement college orientations held separately. Electronic Resources Once you have completed your employment paperwork and have an ASURITE ID, you can access many university resources at https://my.asu.edu, including class rosters, payroll information, university policies, and more. Mailbox Location & Mail Code Contact your division support staff for your mailbox location and mail code. CHECK YOUR MAILBOX FREQUENTLY! For other mail codes check the ASU web directory. To access the web directory, go to https://webapp4.asu.edu/directory/. See your division support staff for more information and/or assistance. Parking Permit All students, staff, faculty, and faculty associates of ASU who park vehicles on campus are required to have a current parking permit. It should be hung from the rear view mirror or displayed on the inside lower driver's side of the windshield of the vehicle. For more information visit http://cfo.asu.edu/pts-permits. Note: In compliance with State law, your car must be registered in Arizona.


http://pivot.cos.com/

https://my.asu.edu/

https://webapp4.asu.edu/directory/

http://cfo.asu.edu/pts-permits

Multi-campus parking permits are only provided for faculty who are teaching on more than one campus. If you qualify for the current academic year, you will receive an email from the office of the dean. Parking validations for invited guests who are here on university business and who park in the visitor lot may be obtained from the support staff listed above. Phone Service Office phone service for new faculty members will be requested by your division support staff. Your division should have a manual that describes the operation of your phone, including how to access voice mail. To dial off-campus, you must first dial “8” or “9”. Cell phones are not provided to faculty.

Faculty Resources Audio Visual If your classroom doesn't have the audio-visual equipment you need, you may reserve it through Media Services at your campus. Contact your division support staff to help coordinate you with these services. Business Cards Full-time faculty may complete a Purchasing/Professional Development Request form located at https://education.asu.edu/faculty-staff-resources to order business cards. Return the completed to your division’s support staff for ordering. Copy Services Copy machines are available for use. See your division support staff for copier locations to get an overview of the copier functions, capabilities, and limitations. These machines were not built to handle large volumes of copying (100+ total pages), so limit your copies. Be sure to clear out your code after you are finished copying. Plan ahead when you have large copy jobs. More than 100 total copies must be taken or sent electronically to an outside copy source, and you should check with your division support staff to help with the process. Large copy jobs (100+ total pages) and/or material for packets may require securing of copyrights. Copyright Laws must be observed when you are making copies! If your order estimate is over $50, check first with your division administrator. Avoid ordering color copies as they drain our budgets!


https://education.asu.edu/faculty-staff-resources

Discretionary/Professional Development Funds Each full-time faculty member may request discretionary funds from the division director. This money may be spent on travel to professional conferences, dues for professional organizations, professional resources and related items. Contact your division’s support staff for more details. The Purchasing/Professional Development Request form may be found on our college’s web site https://education.asu.edu/faculty-staff-resources. Travel requests are managed through My ASU – the travel request is in the right hand column. Electronic Access/Classroom Keys Office Keys: To request keys and/or electronic card access contact your campus/division support staff in the grid above. Keys are typically delivered in 3-5 working days. You can also request after-hours electronic card access to buildings. Access is typically granted 5 working days after the request is submitted. Classroom Keys: Check your teaching schedule to see whether any of your classrooms require a key. Most classrooms will be open for you, with the exception of CLCC classrooms at the West campus. See Laura Klackle to request CLCC classroom keys and/or classroom cabinet keys. You will need to fill out a New Key Request card(s) BEFORE the semester begins and then you can expect to receive your key(s) within 3-5 working days. Classroom keys must be returned to your campus key issuer at the end of each semester. Electronic Access: If your classroom or office department has electronic access and is not unlocked when you arrive, contact the help desk at 480-965-6500 for assistance on the Tempe or West campus; on the Polytechnic campus, call UTO at 480-965-3342; and on the Downtown campus contact security at 602-757-3515. These classrooms are scheduled to unlock ten minutes before the start of class. For classrooms access assistance, call Facilities Management at: Downtown campus: 602-496-2500 Polytechnic campus: 480-727-1110 Tempe campus: 480-965-3633 West campus: 602-543-3200

Event Scheduling Event scheduling is defined as any activity not related to a credit course. Teachers College has dedicated staff support to help with the planning, organization and implementation of major college events. Our college averages four or more events a month, and as a result of the workload we are unable to support events proposed by faculty and staff.



Approved events are organized by Sue Chretien, Events Coordinator Sr. Be sure to specify any technology or food needs you may have so that arrangements can be made. Facilities If you would like to mount items on walls, have excess furniture in your office or have any other facility questions or issues contact your division support staff. Meeting Room Scheduling & Video/Phone Conferencing As a faculty member, you may want to convene a meeting of other faculty or a small group of students and need to reserve a room for that purpose. You may also have a need to arrange video conferencing or phone conferencing. You will need to contact the following person on your campus for assistance with scheduling: Polytechnic campus contact – Front Desk, 480-727-1103 Tempe campus contact – Dean’s Office Front Desk, 480-965-6053 West campus contact - division support staff:

o Division of Teacher Preparation: Sue Ann Reinfried, 602-543-6445

Lori Calvano, 602-543-6172

o Division of Educational Leadership & Innovation: Yolanda Baca, 602-543-6380 Posting Information on Campus If you are a sponsor of a student organization, or if you need to post information on campus, refer to the Campus Posting Guidelines section on the Student Life web page. Professional Learning Library The Professional Learning Library (PLL) is the place to find professional resources by standard, topic, type and other attributes; participate in informal and formal professional learning (pedagogical and content-area); and connect with educators locally and across the globe in interest-based communities. Visit the PLL at https://pll.asu.edu/p/. Property Control University-owned property may be used only for university purposes. Arrangements for temporary removal of university-owned property and equipment from the campus may be made only with authorization of the dean according to the following procedures:



http://education.asu.edu/resources/student-life

https://pll.asu.edu/p/

1. Complete a Temporary Off-Campus Loan of Equipment form, which can be obtained at http://www.asu.edu/purchasing/forms/temp_off_campus_loan.pdf.

2. Check the equipment to be loaned to ensure that an ASU property control tag (white with bar code) is affixed to items valued over $2000.00 and a departmental inventory tag (silver in color) is affixed to items valued at over $100.00. The equipment must be tagged before leaving the campus.

3. After completing the form, return it to your division director for submission to the dean for approval. Upon approval, you will be notified and can then take the equipment off campus.

4. The department retains the original form and forwards a photocopy to Property Control, mail code 0453 CTRSV151.

Safety If you encounter any circumstance which prompts a concern about safety for yourself, a student, or involving anyone else on campus, call the ASU Police department at 480-965-3456. Such circumstances might include the need for an escort to your car after a night class or getting help with a disruptive or noncompliant student. It is important to note that when you call this number, you will talk to Police Department personnel on the Tempe campus, who will route your request to the appropriate officer on your campus. If it is an emergency, call 911 and identify your campus. Whenever possible (i.e., early and often), outline and discuss what is acceptable and what is not. You are empowered to: ask students not to interrupt in class; designate the instructor as leading the discussion (deciding who can speak, and when); limit the topic of discussion to matters you deem relevant to the class; include notice on the syllabus that identifies ABOR policies. Describe all expectations in behavioral terms. Don’t forget to address electronic conduct, especially if your class relies on chat rooms or other electronic forms of communication. Consider what rules make sense in the environment and give students notice of rules, such as asking students to sit, rather than stand or lean over you; make an appointment to see you, rather than dropping in; leave the door open or make the appointment at a time when another person is close by. Remember you can contact ASU Counseling Services or Dean of Students office for additional assistance. Remember also that an instructor has the ability to withdraw a student from class if the student’s behavior disrupts the educational process. For additional Crime Prevention information, visit https://cfo.asu.edu/crime-prevention. Shuttle Services Parking & Transit Services offers free, intercampus shuttle service between the four ASU campuses. View maps and schedules at https://cfo.asu.edu/pts-shuttles. Shuttle lines circumnavigate the Tempe campus free of charge to students, faculty, and staff. For additional information visit https://cfo.asu.edu/pts-shuttles-flash.


http://www.asu.edu/purchasing/forms/temp_off_campus_loan.pdf

http://www.asu.edu/purchasing/forms/temp_off_campus_loan.pdf

https://cfo.asu.edu/crime-prevention

https://cfo.asu.edu/pts-shuttles

https://cfo.asu.edu/pts-shuttles-flash

Orbit is a free Tempe neighborhood shuttle service that operates within the off-campus Tempe area. View maps and schedules at http://www.tempe.gov/city-hall/public-works/transportation/bus/orbit. Information about all of these services is located at https://cfo.asu.edu/transportation. Supplies Office supplies are available on each campus from your division support staff. If you need something that is not available, complete the Purchasing/Professional Development Request form located at https://education.asu.edu/faculty-staff-resources for office supplies. Submit the forms to your campus/division support staff. Technology Help Teachers College utilizes ASU’s University Technology Office (UTO) helpdesk to provide routine technology services of every kind. “Routine technology services” include things like: help with computer, phone, printer or software problems; “urgent” classroom support issues; help with Blackboard questions, video conferencing set-ups or equipment checkout; consulting on the provisioning of new or replacement desktop/laptop computers; or mobile computing needs—in other words, almost any desktop/laptop or network issue which might arise. To get the technology-related help you need, visit IT Services by clicking on https://webapp4.asu.edu/myasu/staff/service, and select “Submit a Request”. Under the ‘Deskside Support’ heading, click “UTO Deskside Consulting”. Email, server space, server access, Blackboard, Tk20, and other services are requested using the methods listed above. Most services are online and can be accessed from any campus. A great method for finding out about Teachers College technology and support is by logging into Teachers College Blackboard Organization located online at http://my.asu.edu/. Faculty will get access to this Blackboard organization as soon as their ASURITE ID becomes active. ASU students can also obtain help with technology from UTO by calling 1-855-278-5080. Travel (Full-Time Faculty Only) All ASU-related professional travel must be approved in advance in order to be eligible for reimbursement and also for insurance liability purposes. Requests for travel, whether in-state, out-of-state, or international, must be submitted online through My ASU TRIP, found at My ASU > My Employment > Travel > My ASU TRIP Travel System. In this system you will . . . Create your travel profile Apply for an ASU Travel Card Create trip requests Book your travel (airfare, rental car, hotel) Create an expense report for a completed trip Attach receipts


http://www.tempe.gov/city-hall/public-works/transportation/bus/orbit

https://cfo.asu.edu/transportation


https://webapp4.asu.edu/myasu/staff/service

http://my.asu.edu/

Submit your expense report

For instructions on using My ASU TRIP, see https://cfo.asu.edu/travel-training. If you have additional questions, contact Lori Calvano (Division of Teacher Preparation) or Yolanda Baca (Division of Educational Leadership & Innovation).

Service Assignments and Expectations Ranked faculty (assistant, associate, and full professors, and related NTE titles with prefaces such as clinical or research) provide service to Mary Lou Fulton Teachers College and Arizona State University as part of their general obligations as faculty. All ranked faculty contribute to undergraduate and masters-level program and curriculum oversight and development where they have significant long-term teaching obligations, and all tenured and tenure-eligible faculty and many non-tenure-eligible faculty should contribute to doctoral programs through ways such as reviewing applicant files, supervising PhD students in research, serving on doctoral students’ committees, and serving on program committees. Ranked faculty cannot excuse themselves from general service obligations. Some events do change service obligations, and these are guided by policy. For example, FMLA continuous leave affects all duties and responsibilities. Service expectations at the university are also generally suspended during approved sabbaticals, with the expectation of serving on doctoral student committees. Having time assigned to externally-funded grants does not eliminate or reduce general service obligations. Appointed and elected positions: Each year, the Dean, Provost, and President appoint ranked faculty from the college to standing or ad-hoc committees based on the needs of the university and the skills and accomplishments of individual faculty; if you receive an appointment, please acknowledge and accept promptly. Elected committee positions are also essential to the work of the college and university. Tenured faculty who are not currently serving on a college- or university-level committee should self-nominate or expect to be nominated to vacant elected positions on a regular basis as they come open and are announced by the Dean’s office. Tenured faculty have the expectation of consistent substantive service with observable impact in multiple areas. Tenured faculty should expect to serve on or self-nominate/be nominated for at least one college- or university-level committee each year, and they should be reviewing manuscripts for publications in their field, proposals for learned society meetings, and proposals for funding agencies as appropriate. Tenure-eligible faculty have the expectation of developing substantive service with observable impact over their probationary period in Mary Lou Fulton Teachers College. They should volunteer to review manuscripts for publications in their field, proposals for learned-society meetings, and proposals for funding agencies as appropriate. They should find avenues for service that maximizes their impact for the time involved. They should also expect to serve on college-level committees during their probationary period, if not in the first year or every year. Clinical faculty have the expectation of consistent substantive service with observable impact in their areas of significant teaching responsibility. They serve as program coordinators and course coordinators for courses


https://cfo.asu.edu/travel-training

with multiple sections. They are active in professional communities of practice, whether at a local or national level, and they engage in and contribute to professional development inside and outside the college.

Regular and Reassigned Faculty Teaching Workloads Introductory Comments Faculty members are essential to fulfilling the comprehensive mission of the Mary Lou Fulton Teachers College (MLFTC), which includes the whole breadth of its teaching, scholarship, and service. One of the primary obligations of division directors is to assign faculty teaching workloads to serve that broader mission. Directors are obliged to assess the capacity of individual faculty members to serve the needs of students and MLFTC in a way that takes into account the complexity of programs that operate across divisions. To maintain equity within the flexible and changing needs of MLFTC, directors make assignments collaboratively with each other. This document provides a framework for teaching workloads of full-time faculty members consistent with the mission of MLFTC, and to promote equity across divisions. In general, effective tenured and tenure-track faculty members should be assigned between four and six 3-hour sections per academic year, or their equivalent, commensurate with scholarship productivity as judged by annual evaluations. In general, non-tenure-track full-time faculty members should have a teaching workload of ten sections per year, or their equivalent. Adjustments to these general expectations are based on the ability of faculty members to contribute to the broader mission and specific needs of MLFTC. These adjustments are generally made on an annual basis. General Assumptions of Faculty Assignments Full-time ranked faculty members (tenured, tenure-track, and clinical/lecture) are expected to be full participants in the life of MLFTC. This includes explicit assignments such as classroom and clinical teaching, student advising; assigned time for funded projects; and assigned or elected service on MLFTC and Arizona State University committees. This expectation also includes broader participation in convocation, university commencements, orientations, division and college meetings, independent professional service within fields, and being an active member of the intellectual life of and faculty governance within a research-intensive university. Full-time unranked faculty (instructors) generally carry full-time teaching loads. They are expected to attend and participate in general all-faculty and all-college meetings, and any professional development required by their assignments. Faculty members are given teaching assignments based on their qualifications and the need of MLFTC. Faculty members are encouraged to view their content expertise and instructional skills as in continuous development over their careers. Experienced faculty members can be expected to teach in newly-assigned courses within their areas of expertise, and they should have no expectations that they “own” a particular course or have a right to teach any individual course. Tenured and Tenure-Track Faculty Teaching Norms


Tenured and tenure-track faculty members are at the core of curriculum planning for MLFTC at all levels, should be competent and prepared to contribute to academic programs at multiple levels, and are essential to the specialized education in doctoral programs. To that end, these guidelines assume the teaching effectiveness of full-time faculty members and assume that they are highly motivated to serve in a variety of teaching roles. The ordinary load in an academic year for tenure-track faculty comprises full instructional responsibilities for between four and six three-hour courses or their equivalent. This may be adjusted for the first year of employment by an individual faculty member’s signed offer letter. MLFTC is committed to providing an appropriate opportunity for tenure-track faculty members to demonstrate scholarly productivity and the significance of the faculty member’s research agenda. In addition, directors will manage teaching assignments to limit the number of course preparations for tenure-track faculty members before the third-year probationary review. Highly Research-Active Tenured Faculty Members The ordinary load in an academic year for highly-research-active tenured faculty members comprises full instructional responsibilities for four 3-hour courses or their equivalent. These courses may be in any area of the faculty member’s expertise or in general courses where the faculty member is expected to be competent. For consistently productive and self-directed researchers, the mission of MLFTC is served best by adequate time assigned for the maintenance and further development of the researcher’s line of scholarship. Effective, Research-Active Tenured Faculty Members The ordinary load in an academic year for effective tenured faculty members without a highly-active research agenda comprises full instructional responsibilities for five or six 3-hour courses or their equivalent. These courses may be in any area of the faculty member’s expertise or in general courses where the faculty member is expected to be competent. For active researchers who are not consistently highly productive, the mission of MLFTC is served best by adequate time assigned to the maintenance and further development of the researchers’ line of scholarship, balanced by the need to use faculty time where it may be better served. Judgments of the appropriate teaching load for tenured faculty members should be made on an annual basis after each annual evaluation cycle for all MLFTC faculty members. A tenured faculty member may request a reassignment of time towards a greater teaching load if that person feels his/her talents are needed more in the area of instruction. The division director will consider this request and provide a prompt final decision. A change in the time assigned for teaching is also a judgment that a division director may deem appropriate if that faculty member’s talents are needed more in the area of instruction than in scholarship. Additional teaching time is a confirmation of the effectiveness of the faculty member in teaching and contributions to the mission and goals of MLFTC. A tenured faculty member who does not meet expectations in research or teaching will not be assigned more time for teaching and less assigned time for scholarship but will be placed in post-tenure review. Non-Tenure Eligible Faculty Non-tenure eligible faculty members are essential to the professional programs in MLFTC. They should have significant professional experience at multiple levels, be excellent teachers for all students, and be prepared to contribute to academic programs at various levels. To that end, these guidelines assume the teaching


effectiveness of non-tenure eligible full-time faculty members and assume that faculty members are highly motivated to serve in a variety of teaching and supervisory roles. The ordinary teaching load in an academic year for non-tenure-eligible faculty members comprises full instructional responsibilities for ten 3-hour courses or their equivalent. Reassignment of Regular Teaching Load Division directors may reassign regular, expected teaching loads to other obligations based on the needs of the division and college, and the capacity of individual faculty to meet those needs. A reassignment of a regular teaching load is not a release from faculty duties; the in-load assignment of a full-time faculty member will always sum to 1.0 FTE across all areas of assignment. The following is a list of the most common reasons a division director would reassign part of a faculty member’s regular teaching load to other duties:

1. Offer letters may provide lower teaching at the beginning of a tenured or tenure-track faculty member’s employment at ASU, to be reassigned to scholarship. Reassigned teaching loads described in the offer letter do not extend beyond the end of the period prescribed by the letter without the approval of the dean.

2. Funded research projects may require reassignment of teaching to the activities of the project. Division directors must approve all such reassignments. Directors have the authority to approve reassignment of one course in an academic year for an external contract or contracts committed to fund 10% or more of a faculty member’s academic-year base salary and benefits. Reassignment of two courses in an academic year requires an external contract or contracts committed to fund 20% or more of a faculty member’s academic-year base salary and benefits. Reassignment of three courses in an academic year requires an external contract or contracts committed to fund 40% or more of a tenured or tenure-track faculty member’s academic-year base salary and benefits. Reassignment of more than three courses for a tenured or tenure-track faculty member in an academic year, or two courses for a non-tenure-eligible faculty member in an academic year, requires approval of the dean as well as the relevant director.

3. Other instructional duties: Ranked faculty may be reassigned from a course to programmatic or other instructional duties as required by the needs of a division.

Course Preparation

Course Syllabi Each instructor brings unique knowledge, teaching skills and creative talents to a class. We expect these attributes to be evident. At the same time, most programs have been planned holistically to insure that students meet the outcomes expected without experiencing significant overlaps and gaps in their studies. Therefore, courses in certification or endorsement programs have pre-developed syllabi available from a course or program coordinator. The coordinator can provide with the syllabus any accompanying course shells in the Learning Management System (Blackboard). Our online courses are designed with expert Instructional Designers who can assist you as well.


We ask that faculty use the developed course templates so as to provide a professional and consistent format for students as well as informing them about policies. The course coordinator or division staff should provide you with this syllabus. Course Syllabi must contain certain criteria. Look in the Appendix for a complete copy of what is to be included. Course Fees Many of our college courses have course fees attached to them for the purpose of providing a variety of services or materials for students registered in those specific classes. If you are teaching a course with a course fee and need specific materials, contact the course coordinator. If the request fits within the guidelines approved at the time the fee was requested, and there are funds available, we may be able to supply the items for you. You will need to make the formal request by using a Purchasing/Professional Development Request form located at https://education.asu.edu/faculty-staff-resources. NOTE: All requests for purchases must comply with the items identified in the course fee request as approved by the provost’s office. For example, if the course fee is to be used for travel and postage, you cannot use the funds for manipulatives. Purchase/Professional Development Request forms should be sent to your division director for review and approval or denial to purchase. Course Packets If you would like to use a course packet of articles or handouts, you must use an outside copy shop. Course packets usually involve two main costs: paying for the permission to print copyrighted articles, and the actual costs of copying and binding. If your packet contains only items that you have created (handouts, or printouts of PowerPoint presentations, for example), the turnaround time can be very quick – a matter of days. If, however, your packet contains copyrighted materials, significant lead time is needed in order to secure permission to copy. Allow at least four weeks between the time you submit articles and the time you want them to be available to students. Students have access to most journal articles through ASU Libraries and you can link directly to the article through your electronic Learning Management System (see below). Course Rosters You can view your class rosters and post grades at the Faculty Center. It is available through https://my.asu.edu under Teaching & Student Support Tools. Textbooks Selecting textbooks for Teachers College classes is critical to the development of a rigorous and appropriate curriculum. If you are teaching one section of a multiple-section class, the textbook has been selected by a



https://my.asu.edu/

group of instructors and you will be expected to use that text(s) for your first semester. A change in the text should usually be accomplished as a group decision of the other instructors. If you are teaching the only section of a class, check with the assistant or associate division directors about the textbook selection. Most courses are part of a planned program and choice of textbooks may need to be coordinated with instructors of other classes to insure that there are no duplications. Textbooks for courses with multiple sections are ordered by the course coordinator. Every effort should be made to comply with the university established dates for requesting texts for the following semester as this reduces costs for students. The dates are: Fall semester texts need to be ordered by April 1 Spring semester texts need to be ordered by October 1 Summer semester texts need to be ordered by March 1

Textbook orders - all campuses Division of Teacher Preparation: contact Sue Ann Reinfried, 602-543-6445 Division of Education Leadership & Innovation: contact Yolanda Baca, 602-543-6380 Reserves and Linking to Electronic Library Resources Items for your courses can be placed on reserve through ASU Libraries. See http://lib.asu.edu/access/reserves/faculty for more information. Electronic resources from ASU Libraries can be linked through Blackboard. See http://www.asu.edu/lib/research/tutorials/blackboard.htm for a tutorial, or contact your campus Education Librarian for assistance with identifying, locating, and linking specific resources. Learning Management Systems Blackboard Blackboard is the course management system used by Teachers College instructors. Course coordinators may have a Blackboard shell for the course already prepared and be willing to have this duplicated for you. This will provide you with the electronic resources from other course instructors. Check with your course coordinator before requesting the shell if you would like to request a duplicate shell. To request a copy of your own shell from a previous semester, use the link on https://my.asu.edu. Faculty and staff can request course shells via https://my.asu.edu/courserequest (there are some help articles on help.asu.edu in addition to a tutorial attached to the page). ASU Help Desk 480-965-6500 or [email protected]) and the Blackboard dedicated team will process all Course Enrollment Manager (CEM) course requests. CEM is the computer system used by the University Technology Office to approve, deny and move class start dates when the instructor deviates from the published academic calendar class start/end dates. The Help Desk will assist faculty with their instructional design needs, support course administration, and questions concerning Blackboard. There is an online chat function at https://webapp4.asu.edu/myasu/staff/service where you can chat with a help desk agent, just click on the “Live Chat” button at the top of the page.


http://lib.asu.edu/access/reserves/faculty

http://www.asu.edu/lib/research/tutorials/blackboard.htm

https://lib.asu.edu/librarians

https://my.asu.edu/

https://my.asu.edu/courserequest


https://webapp4.asu.edu/myasu/staff/service

Online courses for fully-online, managed programs are delivered through Blackboard. An instructional designer will contact you to coordinate the setup and support for the online course you will be teaching. Usually, the course shell request will be submitted for you so that the course materials are copied and configured correctly. Tk20 Mary Lou Fulton Teachers College uses Tk20 CampusTools™ as a comprehensive online data management system for all student activities related to teacher or administrator certification. Students enrolled in certification programs must subscribe to Tk20 to complete course assignments and facilitate course evaluations, clinical experiences, student teaching and administrative internships. The total cost to students is a one-time fee of $103.00 if purchased directly from Tk20. Tk20 subscriptions can be purchased at any ASU bookstore. However, they charge a 25% markup. All Tk20 subscriptions are valid for seven (7) years. The system enables students to participate and manage their academic activities throughout their experience in Teachers College. Tk20 allows students to submit signature assignments online. Also, the system facilitates online collaborative evaluations between instructors, mentor teachers, and students while keeping assignment, clinical experience, student teaching, clinical practice, and internship records. Students can also create electronic portfolios documenting course work and scholarship information in Tk20. Assignments and rubrics are sent to the Tk20 support team by course coordinators. These forms are then created in Tk20 and are made available to the faculty. Faculty members are responsible to make the assignment available to students in Tk20 by sending it out through Tk20. The Tk20 support team will make updated assignments available to students for instructors before they are due. Students are not to receive a course grade until their signature assignment is submitted in Tk20. User Guides are available for students, faculty, and mentor teachers at http://education.asu.edu/tk20-user-guides. Phone (602-543-5358) and email ([email protected]) support are available from 8:00 am-5:00pm Monday-Friday. Course coordinators can request Tk20 instructor training sessions.

Early in the Semester General Background and Resources Arizona constitution and statutes invest power over the three state Universities in the Arizona Board of Regents, whose policies are available here: https://www.azregents.edu/board-committees/policy-manual. Most policies and procedures for ASU are found in the University-specific documents found here http://www.asu.edu/aad/manuals/acd/ or through My ASU. Among the most relevant policies for faculty-student relationships are those that address academic progress, privacy of information, student conduct, grading and grade appeals, and harassment. Once the semester is underway, you may be confronted with many questions from students regarding aspects of the class or college that have standard answers. Some examples are below: Q: Your class is full – will you give me an override so I can register for it anyway?


http://education.asu.edu/tk20-user-guides

http://education.asu.edu/tk20-user-guides


https://www.azregents.edu/board-committees/policy-manual

http://www.asu.edu/aad/manuals/acd/

A: No, only academic advisors may give overrides Q: What is the grade of “E”? A: It is a failing grade. ASU uses this letter in place of the traditional ‘F’. Q: Does this class use plus/minus grading or Pass/Fail Grading? A: Instructors have the option of using plus/minus grading. For some classes, faculty have jointly decided to

use (or not) plus/minus, but in the end the decision belongs to the course instructor. Pass/Fail is an option only if it is so noted in the University catalog.

Faculty & Academic Professional Responsibilities Mary Lou Fulton Teachers College Bylaws and Standards of Academe are available through your division director and online through the Blackboard, https://myasucourses.asu.edu/ under My Organization click on Mary Lou Fulton Teachers College Faculty and Staff Information > Guidelines. These documents address faculty governance and faculty evaluation. The policies and guidelines contained in these documents are implemented by your division director and other Teachers College administrators. All tenure-track faculty, lecturers, and faculty associates are required to follow the rules and procedures for Faculty Responsibilities, Code of Ethics and Standards of Professional Conduct as set forth by the Arizona Board of Regents (ABOR). The complete regulations may be found in the policies and procedures manuals, http://www.asu.edu/aad/manuals/. Selected sections of the manuals are provided, below. Each semester, Board of Regents policy requires all full-time faculty to submit a report detailing all consulting and supplemental professional activity. Note that faculty must notify the division director before undertaking (or contracting for) consulting activities. See details regarding ACD 510-01 policy, below. Notification of Consulting or Other Outside Business Activities or Arrangements for Faculty and Academic Professionals http://www.asu.edu/aad/manuals/acd/acd510-01.html Faculty Responsibilities http://www.asu.edu/aad/manuals/acd/acd202-01.html Code of Ethics http://www.asu.edu/aad/manuals/acd/acd204-01.html Standards of Professional Conduct http://www.asu.edu/aad/manuals/acd/acd204-02.html Canceled Courses


https://myasucourses.asu.edu/

http://www.asu.edu/aad/manuals/

http://www.asu.edu/aad/manuals/acd/acd510-01.html




The administration may cancel courses at the beginning of the semester due to low enrollment. Notification will be given as soon as possible for classes that are at risk, however, it may be necessary to make on-the-spot decisions in some cases. In any event, you should know by the first class session. Full-time faculty will be informed by the director of any reassignment of teaching responsibilities due to class cancellation. Cancelling Classes It is important to ensure that courses being offered always have the rigor and content expected, and this requires that faculty members fully meet their teaching obligations conscientiously. Should you need to miss teaching a class, you are obligated to (1) advise their director with an explanation as to why, and then receive approval to cancel the class (see http://www.asu.edu/aad/manuals/acd/acd204-02.html) and (2) preferably find someone to cover the class rather than cancel it. If you must cancel a class meeting due to an unforeseen emergency, the cancellation must be reported as soon as you are aware of the need to your division director’s office. Contact your campus/division support staff, so that the students can be notified and a sign posted on the classroom door. If possible send an e-mail notice to your students as well. It is required by the Board of Regents that a three-hour course has 45 contact hours and 2-3 hours of assigned work outside of class. Contact your division director for additional procedures. Absence Reporting If it is a planned absence (to attend a conference, for example), a request to your division director to cancel the class must be submitted ahead of time and an alternative learning experience (e.g. posting of required work on Blackboard, library work, a guest lecturer, etc.) should be arranged. Notify the division of your absence through the division procedures and submit your Faculty Absence Notification online: Division of Teacher Preparation or Division of Educational Leadership & Innovation. For additional instructions on how to report absences for your division, contact Lori Calvano, Division of Teacher Preparation, 602-543-6172, or Yolanda Baca, Division of Educational Leadership & Innovation, 602-543-6380. Grading Further, only the instructor of record for a course (or a department roster contact) is authorized to enter grades for students in that course, and that any grade changes must follow the procedure described in SSM 203-01 (http://www.asu.edu/aad/manuals/ssm/ssm203-01.html). Student Withdrawals The Registrar’s office has comprehensive information located on the website (https://students.asu.edu/drop-add) about adding, dropping, and withdrawing from classes). The most frequent actions are:




https://docs.google.com/a/asu.edu/forms/d/1hGvXoBL0sklaFiAZoerzyC19GAjZMAsyhHBBZrqX-xM/viewform?edit_requested=true

https://docs.google.com/a/asu.edu/forms/d/1hGvXoBL0sklaFiAZoerzyC19GAjZMAsyhHBBZrqX-xM/viewform?edit_requested=true

https://docs.google.com/a/asu.edu/forms/d/1c_VK3Ydpl8BQVdLxws49pIJ3yoc7i48rpNEVYGekNZ0/viewform?c=0&w=1




http://www.asu.edu/aad/manuals/ssm/ssm203-01.html

https://students.asu.edu/drop-add

https://students.asu.edu/drop-add

Drop/Add

Students registering for courses for a semester or summer session may drop or add courses through the first week of classes in a semester or the first two days of a summer session. During this period, a student may drop one or more classes but not all scheduled courses without penalty. Courses that are dropped do not appear on the student’s transcript and fees paid are refunded according to the institutional refund schedule printed in the Registration and Tuition Payment Guide, depending on the student’s remaining hours. A student who wishes to withdraw from all courses during the drop/add period must process a complete withdrawal from the University. Refer these students to an Academic Advisor.

Course Withdrawal After the drop/add deadline through the 10th week of the fall or spring semester, a student may withdraw from any course with a mark of “W”.

o Note that a student may not avoid any penalty for academic dishonesty by withdrawing from a course. https://provost.asu.edu/academic-integrity/policy

Instructor-Initiated Withdrawal An instructor may withdraw a student from a course if the student’s continued presence in the course is disruptive to the instructor’s ability to conduct the course. Under these conditions, an instructor may award a “W” or “E”. A student may appeal an instructor-initiated withdrawal within 10 days of being withdrawn to the standards committee of the college in which the course is offered. The committee’s decision is final. If you have a student in this situation, it is presumed that you are working through academic advising to address the issue. Contact an academic advisor in the Office of Student Services as soon as you see trouble coming so that you can be assisted in working through the problem.

Complete Withdrawal from the University If you become aware of a student who plans to withdraw from all courses, refer him/her to an Academic Advisor so he/she may be counseled about available alternatives. For example, students facing medical or personal emergencies may be provided with a compassionate withdrawal that preserves their standing in the program.

Faculty Availability ASU policy requires full time faculty to hold office hours. Put the office hours in your syllabus and post outside your door. http://www.asu.edu/aad/manuals/acd/acd305-05.html All part-time faculty, faculty associates, and graduate teaching assistants must make provisions for students to be able to contact them outside of class hours. Many faculty associates who do not have office space on campus find that arriving early for class or staying afterward is the most student friendly option for holding office hours. For face-to-face classes, notify your division support staff and the receptionist in Mary Lou Fulton Teachers College of your office hours so we can pass along accurate information to students who may inquire. Instructors of online classes should be available to students outside of class on a reasonable and regular basis and respond to student inquiries within 24-48 hours.


https://provost.asu.edu/academic-integrity/policy


Academic Status Reports Mid-way through the semester, you will receive a request from the provost’s office to complete an Academic Status Report. This is an early warning system for undergraduate students who are having difficulties in a class. Academic Status Reports are submitted via an online system and are only submitted for those students who are attaining “D” and “E” grades up to that point in the semester. Academic Status Report grades are NOT reported on the student’s official transcript. They offer the student an opportunity to realize there is a problem and make the necessary corrections. Therefore, it is very important that students who are doing unsatisfactory work be notified. For Academic Status reporting dates, go to the Academic Calendar at http://students.asu.edu/academic-calendar. Mid-Term Evaluations of Instructors At mid-term, students may be asked to provide feedback on faculty associates using the standard college electronic course evaluation. The feedback from these evaluations is valuable in making any necessary adjustments in a class. Summer Teaching Assignments Division directors will solicit information from faculty about their interests in summer teaching through an online survey in the spring when summer schedules are due to the scheduling office. Student Success Center The Student Success Center (SSC) offers tutoring in mathematics, science, writing, and Spanish, and also offers writing workshops and 30-minute writing tutorials. Students are encouraged to take advantage of this valuable resource. For campus locations visit https://tutoring.asu.edu/contact, and for general information visit: https://tutoring.asu.edu/. It is not unusual for instructors to become aware that one or more students are having difficulties. These can include: Defiant, impolite, or other behaviors that may be considered unprofessional for educators Academic difficulties including missing classes, late or missing assignments, frequent tardiness Personal difficulties (financial, marital) Illness Disabilities that impact learning or participation

The division administrators and academic advisors have experience in helping instructors and students in these situations. If you have any concerns about students, do not hesitate to seek advice. ASU Counseling ASU Counseling is always accessible to any student regardless of ethnicity, gender, sexual orientation, age, country of origin, religion, ability, or financial situation, person concern, or whether they have had counseling


http://students.asu.edu/academic-calendar

https://tutoring.asu.edu/contact

https://tutoring.asu.edu/

before. We know that counseling is effective for many different personal concerns. If you know of a student who would benefit from counseling, please refer them to ASU Counseling. They can call or just stop-in and speak to a counselor right away. If you would like to speak to a counselor about student of concern, call 480-965-6146 or just stop-in to any campus counseling center. First appointments remain free of charge.

Appointments after the first session to discuss service options or gather more information will be free

of charge. All ongoing services will now cost a flat $15 per session, a decrease in services fees of up to 60% on

previous services. Any student with financial need can receive a fee-waiver for all services.

For more information, https://eoss.asu.edu/counseling.

End of the Semester Final Course Evaluations Course evaluations will be conducted during the 14 days prior to the last official day of classes of each session (A, B or C). Course evaluations are a critical piece for self-reflection and growth as a contract, tenure-track or tenured faculty member, teaching assistant or faculty associate. These evaluations offer students’ perspectives that should, when viewed with your reflections, give you an opportunity to adjust your teaching strategies and perhaps make other revisions to the class. A final summative course evaluation, administered online by the college at the end of the semester, is required for all faculty. Surveys will be distributed to students online by the college and you will receive periodic e-mails during the online evaluation process as to how many students have completed the evaluations in each of the courses for which you are instructor of record. All student responses will be anonymous. Do the following to prepare for the final course evaluation process and ensure high response rates from our students:

1. Talk to your students in class and let them know that course evaluations will be conducted online and stress the following points: Students should make sure ASU has their current e-mail address on file. They can check this online

at the following URL: http://www.asu.edu/emailsignup. Students should regularly check their ASU e-mail account for an e-mail with a subject line of “ASU

Online Course Evaluation” that contains their login ID and password to complete the evaluation(s).


https://eoss.asu.edu/counseling

http://www.asu.edu/emailsignup

o Student participation is essential and appreciated; you use what students say in the evaluations to assess and improve your own teaching; evaluations are also used to shape departmental curriculum, and in decisions about tenure and promotion for faculty.

2. You may encourage your students to complete the online course/instructor evaluation by: Encouraging students who have laptops in class to complete the course evaluation during class. If

you do this, you are NOT to be in the room while the students are completing the evaluations. Releasing students 10 minutes early to go to your campus library to complete the course evaluation. Reminding students in class, by e-mail, or through Blackboard announcements to complete the

course evaluation.

3. Do Not: Provide points or extra credit for students who complete their evaluations. Promote participation through student incentives, rewards, or sanctions. Make any statements that might influence students/ answers to specific questions on the survey.

Once the evaluation period is closed, your division director will be happy to review them with you. Evaluation results will be returned online via the automated system to your ASU e-mail address within 4-6 weeks of the end of the semester. Final Examinations and Study Day If you are requiring a final examination in your course, it must be administered during the time period specified during the Final Exam Schedule established by the university. Examinations that are “not comprehensive” may be administered during the last class period or during the Final Examination week session. ABOR policy requires your class meet during their Final Exam session. The schedule for Final Exams is found on the web at https://students.asu.edu/final-exam-schedule. Note that the starting times and locations for finals will sometimes be different than the regular class meetings. If you would like to meet in your regularly scheduled classroom during Finals week, you will need to make special arrangements through your division’s support staff. Keep in mind that there may not be classrooms available for this purpose. The following final examination policy will be used.

1. Course instructors will decide whether or not to require a comprehensive final examination.

2. If a comprehensive final examination is required, it will be given during the regularly scheduled finals period. Final exams for one day per week classes that start on or after 4:30pm or on Saturdays will be held for 1 hour and 50 minutes beginning at their regular scheduled time on the day the class is normally held. https://students.asu.edu/final-exam-schedule


https://students.asu.edu/final-exam-schedule

https://students.asu.edu/final-exam-schedule

Final Grades Grades are posted in My ASU https://my.asu.edu, under My Classes. Select the Class Tools icon and then Grade Roster. If you need assistance, your division support staff will be happy to help. Often there are short lead times (one week or less) for submission of grades; however, due to university requirements, it is imperative that you make every effort to comply. Students who are graduating can be delayed if instructors do not submit grades on time. Students expecting to be in field placements for the upcoming semester must meet GPA requirements, and placements cannot be finalized until grades are posted. Early Examination Requests Student requests for early final examinations MAY NOT BE GRANTED BY INSTRUCTORS. Requests which seem to have merit should be referred to the dean (or designee) of the college. If the dean finds that a student must leave early because of circumstances beyond his or her control, the dean may authorize arrangements whereby the student can complete the course work and take the final examination before leaving. In most instances, the dean will advise students to request an incomplete from their instructors. Under the policy covering "Incompletes,” the student must arrange to complete the course work and take the final examination by an instructor-approved date (but no more than one calendar year). If the student is unable to return to the university to take a final examination for the removal of the "Incomplete,” the dean may make arrangements for the student to take the final elsewhere under reliable supervision. Incomplete Grade Request To be considered for an incomplete (I) grade in a Mary Lou Fulton Teachers College course, a student must have completed approximately 80% or more of the coursework, be in good standing, and unable to complete the course because of illness or other serious conditions beyond the student's control. To request an incomplete in a course a student will first obtain approval from his/her instructor and submit an incomplete request form including a deadline for coursework to be completed. The incomplete request is then routed to the Division Director for final approval. Follow your division’s communications flow for forwarding an Incomplete Grade Request if you approve one. Approval of the request is at the discretion of the Division Director, who may modify the deadline or request additional details be on the Incomplete Request Form https://students.asu.edu/forms/incomplete-grade-request. Students who fail to complete the course by the agreed upon deadline will receive the grade specified in the contract. Incomplete deadlines may never exceed one year from the date the incomplete grade was issued.

Legal Compliance & Rules Equal Opportunity/Affirmative Action Arizona State University is an equal opportunity/affirmative action institution. Read the full policy at https://cfo.asu.edu/hr-diversitypolicy.


https://my.asu.edu/

https://students.asu.edu/forms/incomplete-grade-request

https://cfo.asu.edu/hr-diversitypolicy

Title IX Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university. If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at http://sexualviolenceprevention.asu.edu/faqs/students. Family Education Rights and Privacy Act (FERPA) The Family Education Rights and Privacy Act (FERPA) permits communication about a student of concern under the appropriate circumstances. When assisting students with behavioral concern, ASU school officials with legitimate educational interest can share student information with each other. Also, information can be shared with appropriate parties in a health or safety emergency. The totality of the circumstances will be considered in determining whether personally identifiable information should be disclosed, including but limited to: The seriousness of the threat to the health or safety of the student or other individuals The necessity of gaining the information to deal with the emergency The ability of the parties to whom the information is disclosed to deal with the emergency The extent to which time is of the essence in dealing with the emergency

Mary Lou Fulton Teachers College will inform all faculty, TA's, FA's and staff about FERPA and its components during new faculty orientation and faculty meetings. Information will be included in faculty and staff handbook along with the recommendation that individuals further their knowledge by viewing university information at https://students.asu.edu/pdolicies/ferpa. Additionally, electronic reminders about adhering to FERPA will be sent to all throughout the academic school year. Do not leave graded papers in public view or allow students to sort through them in order to retrieve

their own work. If students want work returned that was handed in on the last day of class, there are multiple options. Students may give you a self-addressed stamped envelope so you can mail it to them, you might arrange office hours when students can stop in to pick up their work, or you might leave their work in the Pick Up File at the front desk. You should never leave papers or projects for pick up in the hall by your office or by the faculty mailboxes.

Do not use a class sign-in sheet that contains identifiable information other than the student’s name. Do not send notification of grades via email or post card. Students can access grades on Blackboard,

Learning Studio, or other course management system. Do not give a grade over the phone unless you have verified that you are actually talking to the

student. Do not discuss the progress of an individual student with anyone other than the student (including the

student’s parents, spouses or relatives). Under FERPA, parents have no right to student information once the student is 18 years of age.


http://sexualviolenceprevention.asu.edu/faqs/students

https://students.asu.edu/policies/ferpa

IMPORTANT: if you store student information on your desktop or laptop computer, or other electronic

device, you run the risk of losing the device through theft and exposing student data. The best practice is to store student data in the electronic gradebook of the course management system or in a hard copy in a secure location in your office.

Training on FERPA is available online and can be scheduled through the ASU OASIS Training Curriculum https://www.asu.edu/oasis/support/Curriculum080207.html. It is highly recommended that all faculty take this short, 20 minute course.

Students with Disabilities Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning environment for all students. Students with disabilities or disabling health conditions who need accommodations are required to document their condition with the Disability Resource Center (DRC) https://eoss.asu.edu/drc. The Mary Lou Fulton Teachers College encourages admitted students with disabilities or disabling health conditions who believe that they may need an accommodation to register with the DRC prior to enrolling in the program. That way, all reasonable accommodations can be in place at the beginning of the program. Students who are registered with DRC will be key participants in establishing reasonable and appropriate accommodations with course instructors. Social Gatherings Do not host or allow a social gathering or party to be held as part of your class activities. ABOR and ACD polices require “meeting class in accordance with college policy at all regularly scheduled times and places.” The potential liability and public relations difficulties that might follow if something unforeseen occurred at any off campus gathering are substantial. The university General Counsel has noted for all faculty that it is illegal to serve alcohol to anyone under the age of 21. Moreover, it is inappropriate to serve alcohol to anyone at any activity occurring during officially scheduled class session time. Eating and Drinking in Classrooms Per the Academic Class Scheduling procedures, “No food or drink is allowed in University Classrooms. Bringing food or drink into University classrooms in an organized manner will result in a fine and possibly additional fees for cleanup. These fees could include, but are not limited to, carpet cleaning, floor scrubbing, painting and excess trash removal.” Read the full Academic Class Scheduling procedure in the Appendix. Classroom Furniture Rearrangement Rearranging classroom furniture to facilitate your learning environment is allowed during your class; however, you must return the classroom to its original layout by the end of your class.


https://www.asu.edu/oasis/support/Curriculum080207.html

https://eoss.asu.edu/drc

Evaluation of Faculty Annual Goals/Annual Review Process

Annual Evaluations of Faculty http://www.asu.edu/aad/manuals/acd/acd506-10.html Promotion and Tenure Process (Tenure & Tenure-Track Faculty Only) Faculty Promotion http://www.asu.edu/aad/manuals/acd/acd506-05.html Annual Feedback on Progress Toward Tenure http://www.asu.edu/aad/manuals/acd/acd506-03.html Probationary Review http://www.asu.edu/aad/manuals/acd/acd506-03.html For more information about the university promotion and tenure process, see the university provost’s webpage about Promotion and Tenure (http://provost.asu.edu/promotion_tenure) and Teachers College Standards of Academe (SOA), found in the Appendix. You may also contact Dr. Ida Malian, Associate Dean of Academic Affairs at 480-965-6582 with questions regarding the tenure process.

Leaving Employment Upon leaving Teachers College, all ASU issued property must be returned. Charges will be incurred if these items are not turned in. Computer: Turn in all electronic equipment to your division support staff Sun Card: Turn in your ASU Sun Card to the key issuer contact on your campus Keys: Turn in all ASU keys to the key issuer contact on your campus

Retiring or Resigning If you are planning to retire or resign from the university, you must send written notification to the division director and dean stating the effective date of resignation or retirement. If retiring, is highly recommended you contact HR Faculty Services to review steps that are required 6 months prior to your retirement. If you are retiring or resigning and will not be returning the fall of the next academic year your retirement/resignation date will be effective May 15. Requests for termination dates for tenure-track, tenured and multi-year faculty, and continuing-track, continuing-status and multi-year academic professionals after May 15 require that your summer salary be paid from grant funds or some other funding source using appropriate employee-related expense rates AND that you have received approval from your division director, dean and provost. Requests to extend your retirement/resignation past May 15 must be submitted no later than April 15 to the college HR office. You must






http://provost.asu.edu/promotion_tenure

detail the reason for the need to extend this date, the funding source, and will need to have received division director approval. You will be notified if this is approved by the dean and provost no later than May 1. Resignations or retirements received after May 15 will require you to reimburse ASU any employer-paid contributions to salary or benefits paid on your behalf. Failure to make reimbursements in a timely manner are subject to collections. If I am not returning in the fall AND I do not work in the summer, when do my benefits end? https://cfo.asu.edu/hr-precollectfaqs?destination=node%2F950 If I am not returning in the fall BUT received approval to work during the summer, when will my employment end? https://cfo.asu.edu/hr-precollectfaqs?destination=node%2F950 If I am not returning in the fall BUT received approval to work in the summer, when do my benefits end? https://cfo.asu.edu/hr-precollectfaqs?destination=node%2F950 Get Retiree Benefits Information

Appendices Appendix 1 - Course Syllabi Course Syllabi must contain the following information, which is found in the Teacher Preparation Syllabus Template and can be downloaded from https://education.asu.edu/faculty-staff-resources: Course/Instructor Evaluation The course/instructor evaluation for this course will be conducted online 7-10 days before the last official day of classes of each semester or summer session. Response(s) to the course/instructor are anonymous and will not be returned to your instructor until after grades have been submitted. The use of a course/instructor evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction and student learning over time. Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is critical. About two weeks before the class finishes, watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your official ASU e-mail address, so make sure ASU has your current email address on file. You can check this online at the following URL: http://www.asu.edu/emailsignup. University/Mary Lou Fulton Teachers College Policies Academic Integrity/Plagiarism The ASU Student Handbook contains the following information: “The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the


https://cfo.asu.edu/hr-precollectfaqs?destination=node%2F950



https://cfo.asu.edu/hr-retireebenefits

https://cfo.asu.edu/hr-retireebenefits


http://www.asu.edu/emailsignup

individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabricating, tampering, plagiarizing, or facilitating such activities. The university and unit academic integrity policies are available from the Office of the Executive Vice President and Provost of the University and from the Deans of the individual academic units.” The rest of the code, which consists of several pages, is available at the following URL: http://students.asu.edu/srr/code. Dependent upon instructor’s discretion, penalties for plagiarism range from loss of points on plagiarized assignment to student receiving an ‘E’ for the course. Accommodation for Religious Practices Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time. http://www.asu.edu/aad/manuals/acd/acd304-04.html Attendance and Participation Insert your individual or division’s policies on attendance and participation here. Cell Phone Policy Insert your individual or division’s policy here. Electronic Communication Acceptable use of university computers, internet and electronic communications can be found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html) and in the University’s Computer, Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html). Grade Appeals The professional responsibility for assigning grades is vested in the instructor of the course, and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade appeals is set forth for the undergraduate and graduate programs are available at https://education.asu.edu/student-forms-policies. Handling Disruptive, Threatening, or Violent Individuals on Campus Students, faculty, staff, and other individuals do not have an unqualified right of access to university grounds, property, or services. Interfering with the peaceful conduct of university-related business or activities or remaining on campus grounds after a request to leave may be considered a crime. All incidents and allegations of violent or threatening conduct by an ASU student (whether on- or off-campus) must be reported to the ASU Police Department (ASU PD) and the Office of the Dean of Students. If either office determines that the behavior poses or has posed a serious threat to personal safety or to the welfare of


http://students.asu.edu/srr/code


http://www.asu.edu/aad/manuals/usi/usi104-01.html

http://www.asu.edu/aad/manuals/acd/acd125.html

https://education.asu.edu/student-forms-policies

the campus, the student will not be permitted to return to campus or reside in any ASU residence hall until an appropriate threat assessment has been completed and, if necessary, conditions for return are imposed. ASU PD, the Office of the Dean of Students, and other appropriate offices will coordinate the assessment in light of the relevant circumstances. http://www.asu.edu/aad/manuals/ssm/ssm104-02.html. Harassment Prohibited ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status. Violations of this policy may result in disciplinary action, including termination of employees or expulsion of students. Contact Student Life (Downtown campus- 522 N. Central Ave., Post Office Room 247, 480-496-4111; Polytechnic campus- Administration building suite 102, 480-727-1060; Tempe campus- Student Services Building room 263, 480-965-6547; or the West campus- UCB 301, 602-543-8152) if you feel another student is harassing you based on any of the factors above. Contact Equal Opportunity/Affirmative Action (EO/AA) at 480-965-5057 if you feel an ASU employee is harassing you based on any of the factors above. http://www.asu.edu/aad/manuals/acd/acd401.html. Late and Missing Assignments Insert your individual or division’s policy here. Military Personnel Statement A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request a complete or partial administrative unrestricted withdrawal or incomplete depending on the timing of the activation. For information, visit http://www.asu.edu/aad/manuals/usi/usi201-18.html. Missed Classes Due to University-Sanctioned Activities Students who participate in university-sanctioned activities that require classes to be missed, should be given opportunities to make up examinations and other graded in-class work. However, absence from class or examinations due to university-sanctioned activities does not relieve students from responsibility for any part of the course work required during the period of the absence. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time. The specific activity program coordinator (e.g., assistant athletics director for academic services, director of forensics, director of bands) should, as early as possible, provide the college-designated individual with the class schedule of any student who may be required to miss class because of a university-sanctioned activity. Students should inform their instructors early in the semester of required class absences. Instructors should attempt to provide opportunities for equivalent work, either before or after the class absence, in accordance with any academic unit or college requirements, which may apply. http://www.asu.edu/aad/manuals/acd/acd304-02.html Professional Behavior (this section is only necessary for initial certification students) It is expected that students exhibit professional behavior inside the classroom, during intern placements, and working with other students outside of the class on assignments related to this class in addition to behavior in


http://www.asu.edu/aad/manuals/ssm/ssm104-02.html

http://www.asu.edu/aad/manuals/acd/acd401.html

http://www.asu.edu/aad/manuals/usi/usi201-18.html


the classroom on ASU’s campus. If at any time your behavior is ‘unprofessional’, the instructor may refer the student to the Director of the Office of Student Services (OSS) for the development of a Professional Improvement Plan (PIP). https://education.asu.edu/student-forms-policies. Title IX Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university. If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at http://sexualviolenceprevention.asu.edu/faqs/students. University Services Disability Accommodations for Students Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning environment for all students. Students with disabilities or disabling health conditions who need accommodations are required to document their condition with the Disability Resource Center (DRC) https://eoss.asu.edu/drc. The Mary Lou Fulton Teachers College encourages admitted students with disabilities or disabling health conditions who believe that they may need an accommodation to register with the DRC prior to enrolling in the program. That way, all reasonable accommodations can be in place at the beginning of the program. Students who are registered with DRC will be key participants in establishing reasonable and appropriate accommodations with course instructors. SI (Supplemental Instruction) SI seeks to help students process material presented in class through group facilitated discussion led by a trained peer (SI Leader) who has already successfully completed the course. More information will be available on Blackboard under the SI Study Group. Students can receive tutoring for various courses through University Academic Success Programs (UASP). Refer to our website: https://tutoring.asu.edu. Technological Services and Support The Mary Lou Fulton Teachers College encourages students to make use of technological services available through ASU to make their learning experience more efficient. Students with personal laptop computers or netbooks can connect wirelessly to the Internet and to printing services on all four campuses and some school sites. The following support services are available to support student computing needs. Student Purchases: Discounted pricing for students purchasing laptop or desktop computers is available at through the ASU bookstore or online. (http://www.bkstr.com/arizonastatestore/shop/technology) ASU Campus Classroom Connectivity:


https://education.asu.edu/student-forms-policies

https://ex2010.asu.edu/owa/UrlBlockedError.aspx

https://ex2010.asu.edu/owa/UrlBlockedError.aspx

https://eoss.asu.edu/drc


http://www.bkstr.com/arizonastatestore/shop/technology

In-class use of laptops is encouraged by the Mary Lou Fulton Teachers College. In cases where students need to make presentations during class, most classrooms have the capability of allowing laptops to connect to classroom projectors. Mac laptops may require an adaptor. For collaborative work, social networking tools are provided to ASU students through a Google partnership, including Google docs, spreadsheets, presentations, forms, and sites. (https://docs.google.com/a/asu.edu/#all) Hardware and Software Support: ASU 1:1 Technology Studios provide support to students on all four campuses for hardware, software, operating systems, security, networking, etc. (https://ucc.asu.edu/techstudio/) MyApps provides free software tools including free virus scan software, online applications, and information about discounted software for purchase. (https://myapps.asu.edu/) Tutoring Tutoring is available on all ASU campuses and Online for a variety of courses in small groups on a walk-in/drop-in basis. Appointments are not taken. For a full list of sites and courses, visit https://tutoring.asu.edu. Writing Centers One Center, Many Places: The Writing Center, located on all four ASU campuses and online, offers free tutoring for all enrolled students. All writers—all ASU undergraduate or graduate students—can benefit from visiting the Writing Center to:

• explore, plan, and develop ideas; • organize and structure a paper; • integrate and cite sources; and • write, revise, edit, and proofread.

For more information about ASU’s Writing Centers, including how to make an appointment, visit https://tutoring.asu.edu/writing-centers.


https://docs.google.com/a/asu.edu/%23all

https://ucc.asu.edu/techstudio/

https://myapps.asu.edu/


https://tutoring.asu.edu/writing-centers

Appendix 2 - Academic Class Scheduling Purpose: To define university procedure on scheduling academic classes into university classrooms Source: Classroom Scheduling Applicability: Any ASU Department/School/College that schedules classes Procedure: Academic classes have priority over all activities in university classrooms. Scheduling of events will begin once class placement has been finalized in university classrooms. The general information link on the Classroom Scheduling website (https://astra.oasis.asu.edu/astraweb) contains approximate dates for future schedule builds and other pertinent scheduling dates. Class scheduling designees will be appointed by Deans, Program Directors, or Department chairs and submitted to [email protected] for approval. Designees are liaisons between the academic unit and Classroom Scheduling. It is recommended that each academic unit appoint a back-up, in case the primary designee is unavailable. All scheduling requests for the unit must be submitted by the designee in order to be processed by Classroom Scheduling. All designees are required to complete the Class Scheduler Basics PeopleSoft training in order to access their department’s schedule of classes. Designees are responsible for building and maintaining the academic unit’s schedule of classes in PeopleSoft, and may also request events to be held in university classrooms (see Event Scheduling in University Classrooms). Designees must follow all scheduling guidelines and must utilize standard time frames in order to obtain a university classroom space. Standard time frames can be found under the resources area of the Classroom Scheduling website. The designee is also responsible for following the standards provided by ABOR to determine the appropriate units of credit awarded for the completion of each class, and the amount of time each class must meet to insure compliance. (http://azregents.asu.edu/rrc/Policy%20Manual/2-224-Academic%20Credit.pdf). Assignment of university classrooms is based on, but not limited to the following criteria: Academic need for specific resources (i.e. placement of Chemistry classes in Physical Sciences classrooms to avoid the transportation of chemicals across campus). Best utilization of classroom space, both time and capacity (ie using standard time frames or matching classes to use standard time frames. For example: MW 9:40am-11:35 one class and F 9:40am-11:35am one class, thus using the room for the same total number of classes as MWF 9:40am-10:30am and MWF 10:45am-11:35am. All classes must start at a standard time frame. In order to make use of this “matching” procedure, designees are required to send a list of their intended “matches” to [email protected] prior to the data entry deadline for the semester in which the classes will be held. Physical limitations of faculty (disabilities that result in difficulties for faculty to move around campus, this information must be supplied in writing by the designee to Classroom Scheduling by the data entry deadline)


http://azregents.asu.edu/rrc/Policy%20Manual/2-224-Academic%20Credit.pdf

http://azregents.asu.edu/rrc/Policy%20Manual/2-224-Academic%20Credit.pdf

Location of Department- (for example English goes to Languages and Literature first, WP Carey to Business Administration and Business Administration C-Wing first etc.) Each of these factors is considered by the scheduling software when it optimizes with higher priority given on those sections that cannot go anywhere else (chemicals, disabled faculty). The software considers preferred location along with best fit so those preferred locations that fill well get placed above others that are not part of that preferred location. Designees are responsible for using Ad Astra to place their own classes and labs into space controlled by their department. Classroom Scheduling will place classes into university classrooms. Departments are responsible for monitoring enrollment capacities to make sure that enrollments for classes do not exceed the capacities of the classrooms in which they have been assigned. Designees are also responsible for cancelling classes with no enrollment by the 21st day of the semester. Note: all course material must be introduced within the semester dates; no new material can be introduced after the last day of classes. All final exams will be scheduled by the Classroom Scheduling Office. University rules for the use of classroom space: No food or drink is allowed in University Classrooms. Bringing food or drink into University classrooms in an organized manner will result in a fine and possibly additional fees for cleanup. These fees could include, but are not limited to, carpet cleaning, floor scrubbing, painting and excess trash removal. Minimum fine $150.00. The day following the last day of instruction for the fall and spring semesters is designated as Reading Day; no required course-related activities may be scheduled for any student in any class on Reading Day. Exceptions to this policy can be approved, in rare instances, by the Dean of the College or School prior to Reading Day, all exceptions granted by the Dean of the College or School must be reported to Classroom Scheduling, Office of the Provost before Reading Day. Any department leaving an excessive amount of garbage will be assessed a minimum fee of $50 for cleanup. If damage occurs to the classroom or equipment in the classroom during a class the department that is offering the class will be assessed a fee reflective of the cost for replacement/repair. The use of glitter, confetti, glue, tape, candles and other incendiary devices is prohibited in classrooms. Decorations may be used on sign holders, cork boards or tables as long as they are removed at the close of the class. Any department rearranging the furniture in a room and not putting it back the way they found it can be fined. $75.00 for rooms 59 and smaller and $150.00 for rooms 60 seats and larger.


Appendix 3 – Standards of Academe

Standards of Academe Mary Lou Fulton Teachers College, Arizona State University

Preamble This document provides an overview of the standards, criteria, and procedures to be used in faculty members' personnel reviews relative to annual performance evaluations as well as decisions on reappointment, promotion, and tenure at Arizona State University’s (ASU) Mary Lou Fulton Teachers College (MLFTC). It should be understood that the specific appraisals relative to reappointment, promotion, and tenure should occur within a more general context of continuing annual performance evaluations aimed at the improvement of individual faculty members’ performance over time. That is, all faculty members should maintain regular communication with college faculty and division directors concerning their goals and aspirations as per these Standards of Academe (SoAs) in the realms of scholarship, teaching, and service to the college, university, community, and the profession. 1.0 Purpose Over the course of their careers, Mary Lou Fulton Teachers College (MLFTC) tenured/tenure-eligible (TTE) faculty members are expected to demonstrate excellence in scholarship, teaching, and service. Non-tenure eligible (NTE) faculty members are expected to demonstrate excellence in teaching and as appropriate service. According to the Academic Affairs Manual (ACD) members of the faculty include all employees of the Arizona Board of Regents involved in scholarship, teaching, or service whose notice of appointment is as lecturer, senior lecturer, principal lecturer, instructor, assistant professor, associate professor, professor, Regents Professor, professor of practice, research professor, or clinical professor, or whose notice of appointment otherwise expressly designates a faculty position. Tenured or tenure-eligible (TTE) faculty members are those who are appointed as assistant professor, associate professor, or professor. Lecturer, senior lecturer, principal lecturer, instructor, clinical assistant professor, clinical associate professor, clinical professor; and visiting professor, research professor, adjunct professor, professor of practice, or other such titles as may be designated by the university are referred to as non-tenure-eligible (NTE) faculty. Aspects of these standards pertain to all TTE and NTE faculty, although differences between the two groups are noted throughout the Standards of Academe (SoAs) where relevant. The SoAs represent MLFTC’s policies and procedures for recommendations regarding continued probation, promotion, tenure, sabbatical proposals, and annual performance evaluations, while serving both summative and formative purposes: to assess TTE/NTE faculty members’ progress through the academic ranks, and to provide feedback to TTE/NTE faculty throughout the evaluation procedures

Responsibilities of TTE/NTE faculty are determined by their annual goals and in consultation with their division directors. Responsibilities of NTE faculty are determined by their annual workload assignments, which often involve participating in specialized university functions (i.e., service). NTE faculty are expected to meet the same qualities of teaching and (where appropriate) service described in the SoAs for all MLFTC


faculty, although the quantity of teaching and service may vary according to individual annual workload assignments. See also: ACD 505–02: Faculty Membership, Appointment Categories, Ranks, and Titles, ACD 505–03: Academic Professional Status, Ranks, Titles, and Appointment Categories Academic Affairs Manual (ACD) The Academic Affairs Policies and Procedures Manual (ACD) provides information for ASU faculty members and academic professionals and their administrators on academic organizations, governance, personnel, and programs. ACD information applies directly to faculty members, faculty members with administrative appointments, academic professionals, and academic professionals with administrative appointments. In the event that these SoAs are unclear or silent on matters that pertain to policies and procedures, TTE/NTE faculty members should defer to ACD, as ACD takes precedence over the college’s SoAs. See also ACD 002: Definitions for all commonly used terms and definitions. Arizona Board of Regents (ABOR) Policy Manual The Arizona Board of Regents (ABOR) Policy Manual constitutes the complete and official body of policies for the governance and operation of the Arizona University System, and takes precedence over the Academic Affairs Manual and the SoAs. 2.0 Procedures This section discusses the procedures for each personnel action in Mary Lou Fulton Teachers College (MLFTC). 2.1 Annual Goals On or before December 31st at the end of every academic year, all tenured/tenure-eligible (TTE) and non-tenure eligible (NTE) faculty members must recommend to their division director annual goals for the coming year. The recommended annual goals must include goals in scholarship (as aligned with sections 3.0, only for TTE faculty), teaching and (where appropriate) service (as aligned with sections 4.0 and 5.0 in the SoAs respectively), as well as suggested indicators of success for each stated goal. Recommended goals should be appropriate to the terms of the faculty member's annual workload assignment, and aligned with the SoAs. Division directors have the final authority on determining acceptable goals, and the division director’s approval of annual goals is based on the degree to which faculty members’ proposed goals align with the SoAs and reflect allocation of effort that is in alignment with division and college goals. Faculty members are encouraged to work closely with their division director on setting goals, but the division director has the ultimate responsibility of determining those goals. Once approved, the division director will sign the faculty member's goals, keep them on file, and return a signed/approved copy to the faculty member. Faculty members must also indicate how they addressed their goals at the end of every year as part of their annual performance evaluation (see Section 2.2).





http://www.asu.edu/aad/manuals/acd/index.html

https://www.asu.edu/aad/manuals/acd/acd002.html

http://www.azregents.edu/board-committees/policy-manual

https://sites.google.com/site/mlftcsoarevision/4-0-scholarship

https://sites.google.com/site/mlftcsoarevision/5-0-teaching

https://sites.google.com/site/mlftcsoarevision/6-0-service

https://sites.google.com/site/mlftcsoarevision/3-0-procedures/3-4-annual-performance-evaluation

See also ACD 506-10: Annual Evaluations of Faculty 2.2 Annual Performance Evaluation In compliance with ABOR and ASU’s Academic Affairs Manual (ACD) procedures, on or before the last Monday of January all tenured/tenure eligible (TTE) and non-tenure eligible (NTE) faculty members must submit to the division director a portfolio for their annual performance evaluation of the previous year. This portfolio is to contain: Annual Goals approved and signed for the year under review. Division Director Evaluations (as available) from up to two years prior. Annotated Vitae Supplement (AVS) including information for the current year and two years prior (or

for as many years the faculty member has been employed in the college) in the area of scholarship (NTE faculty members are exempt).

Personal Statement highlighting achievements, for the annual review year only, in scholarship (NTE faculty members are exempt), teaching, and as appropriate service.

The TTE and NTE Personnel Evaluation Committees (PECs) evaluate the portfolio and assign ratings for scholarship (NTE faculty are exempt), teaching, service, and overall performance using the scale below. Thereafter, the PECs in their advisory roles, forward their scores and written comments (in particular support of junior faculty members), rationales for the assignment of the ratings (if applicable), and collegial notes (if applicable) to the division directors for review. The division directors then evaluate each faculty member's portfolio, the recommendations advanced by the PECs, and assign the final ratings for scholarship (NTE faculty exempt), teaching, service, and overall performance using the same scale.

5 = Position responsibilities exceeded in a sustained and outstanding manner. 4 = Position responsibilities exceeded. 3 = Position responsibilities fulfilled. 2 = Position responsibilities marginally fulfilled. 1 = Unsatisfactory - Position responsibilities not fulfilled.

Copies of the evaluations from the PEC and from the division director are filed and forwarded to the faculty member after the procedure is complete. Note that the accumulation of each year’s annual performance review is not a guarantee of a favorable or adverse tenure and promotion decision. While annual performance evaluations address a specific period of performance, promotion and tenure decisions are more comprehensive, taking into account a faculty member’s entire career. Promotion and tenure evaluations also include evaluations by external reviewers that are both retrospective and prospective. See also ACD 506–01: Faculty Status; ACD 506–04: Tenure; ACD 506–05: Promotion 2.3 Continued Probation A recommendation for continued probation is based on a tenure-track faculty member’s cumulative accomplishments. The recommendations for continued probation by the tenured/tenure track (TTE) Personnel



http://www.asu.edu/aad/manuals/policyarchives/ACD/July2003/acd506-01.html


http://www.asu.edu/aad/manuals/policyarchives/ACD/Mar2008/acd506-05.html

Evaluation Committee (PEC) and division directors should be made on the basis of accomplishments by the faculty member in keeping with the Standards of Academe (SoAs) and appropriate for continued probation. The faculty members’ record of achievement in scholarship, teaching, and service must forecast continued high levels of accomplishment in these three areas over an academic career. See the University Provost's "Probationary or Conditional Reviews for Faculty and Academic Professionals" site for more information. See also ACD 506–03: Faculty Probationary Appointments 2.4 Promotion and Tenure of Tenured/Tenure-Track (TTE) Faculty In compliance with ABOR and ASU’s Academic Affairs Manual (ACD) procedures, tenured and tenure-eligible (TTE) faculty members have the opportunity to submit a portfolio for promotion. The recommendation for tenure should be made on the basis of accomplishment in scholarship, teaching, and service as delineated in the Standards of Academe (SoAs). The record must be consistent and forecast continued accomplishment. The recommendation for promotion to associate professor must include a recommendation for tenure. Tenure is recommended in the context of college, division, and programmatic needs, and on the basis of excellence and the anticipation of continued excellence. The provost is responsible for promulgating the overall institutional processes for review of faculty members for promotion and tenure. In the event of any direct conflict between the processes described herein for promotion and tenure and those processes declared by the provost’s office, the latter process statements are to take precedence over those described herein. In addition, the recommendation for promotion with tenure must never be made on the basis of time in rank. Granting promotion with tenure signifies that a TTE faculty member is expected to continue to produce high levels of performance in scholarship, teaching, and service as further specified in the SoAs. In terms of review procedures, on or before April 1st of the academic year in which the candidate is to submit his/her papers for review for promotion with tenure, the candidate must submit the names, titles, and contact information of 10 external reviewers to provide external letters that will inform the college's and university's evaluation process thereafter. The dean, in consultation with the division director, selects and solicits five peer reviewers from the list submitted who reside outside the university. The dean, in consultation with the division director, also solicits five additional confidential reviewers and their written reviews. This process will yield a total of ten external reviewers. The identity of the external reviewers is to remain confidential. In addition, the candidate is not to have any contact with the reviewers the college solicits or the faculty member recommends during the evaluation process, as all contact with potential reviewers is to occur only by the dean, in consultation with the division director. Once the candidate submits all information to the college, the initial review of each candidate’s portfolio is made by the TTE Personnel Evaluation Committee (PEC) which prepares a written report that outlines the candidate's strengths and weaknesses in relation to the SoAs, and that also provides a recommendation for or against continued probation along with reasons for this recommendation. If the PEC's vote for promotion with tenure is not unanimous, the written report should reflect these judgments and provide both majority and minority opinions. This written report should be reviewed and discussed by the entire committee prior to


https://provost.asu.edu/academic-personnel/personnel-processes


being signed by the PEC chair and sent to the appropriate division director. The division director then conducts his/her own review of the candidate’s portfolio and prepares a report that outlines the candidate’s strengths and weaknesses in relation to the SoAs and that also provides a recommendation for or against promotion with tenure along with the reasons for this recommendation. The division director then forwards to the dean his/her report along with that of the PEC for the faculty member undergoing the promotion with tenure review. The dean provides an evaluation and forwards this recommendation to the Office of the Executive Vice President and Provost of the University for a final decision. See also ACD 506–01: Faculty Status; ACD 506–04: Tenure; ACD 506–05: Promotion 2.5 Promotion of Non-Tenure-Eligible (NTE) Faculty In compliance with ABOR and ACD procedures, Non-Tenure-Eligible Faculty (NTE) Faculty members seeking promotion submit a portfolio that provides convincing evidence of accomplishments in the areas of teaching and service. The recommendation for promotion should be made on the basis of accomplishment in teaching and (as appropriate) service as delineated in the Standards of Academe (SoAs) and appropriate MLFTC Promotion Criteria for Fixed-term Faculty. The record must be consistent and forecast continued accomplishment. In addition to demonstrating accomplishment in teaching and service, the NTE faculty member must also demonstrate academic leadership and work that has had a demonstrable impact and has received recognition. Non-tenure eligible (NTE) faculty can seek promotion. Lecturers can seek promotion to senior or principal lecturer and clinical assistant professors can seek promotion to clinical associate or full professor. NTE faculty who are considering seeking promotion should initiate the process by speaking to the dean and their division director, and familiarize themselves with the promotion process and university’s portfolio submission requirements outlined within the provost’s promotion and tenure guidelines. NTE faculty members seeking promotion submit a portfolio to the dean, who forwards it to the chair of the Personnel Evaluation Committee (PEC) for NTE Faculty for review. The NTE PEC prepares a written report that outlines the candidate's strengths and weaknesses in relation to the SoAs, and that also provides a recommendation for or against promotion along with reasons for this recommendation. If the committee’s vote for promotion is not unanimous, the written report should reflect these judgments and provide majority and minority opinions. This written report should be reviewed, discussed, and signed by the entire committee prior to placing it in the faculty member's file. The chair of the committee then forwards this report to the division director, who conducts her/his own review of the candidate’s portfolio and prepares a report that outlines the candidate’s strengths and weaknesses in relation to the SoAs, and that also provides a recommendation for or against promotion along with the reasons for this recommendation. The division director forwards to the dean her/his report along with that of the NTE PEC for the non-tenure eligible faculty member undergoing a promotion review. The portfolio must include confidential written reviews from two internal reviewers. The internal reviewers should be at a rank higher than that of the candidate. One of the internal reviewers must be from the same area of expertise (e.g., elementary education, special education) as the candidate seeking promotion. The other reviewer must be from outside the candidate’s area of expertise. The dean chooses one internal reviewer. The





dean also chooses the second from a list of 3-5 names of eligible internal reviewers submitted by the candidate to evaluate and report on the candidate’s teaching and service, and provide supplemental information to the portfolio in this evaluation process. The division director and the PEC for NTE Faculty will consider all information presented in the faculty member’s portfolio and information from reviewers. In the case where additional information is needed, the division director and/or committee chair will make a request to the Dean for such information and, if provided, it will then become part of the faculty member’s portfolio. Additional information may be requested. Please see the University Provost's "Promotion and Tenure" site for more information on file requirements. See also ACD 506–01: Faculty Status; ACD 506–05: Promotion 2.6 Sabbatical Leave In compliance with Arizona Board of Regents (ABOR) and Academic Affairs Manual (ACD) procedures, tenured/tenure-eligible (TTE) faculty members who wish to petition for a sabbatical leave should consult with the dean about their eligibility. The awarding of sabbatical leave is dependent on the faculty member's current status and quality of the sabbatical proposal; the availability of division, college, and university resources; and the teaching, scholarship, and service needs of the division, college, and university. Eligibility is not a guarantee that a sabbatical leave will be awarded. But if it is determined that the faculty member is eligible, then the faculty member must prepare and submit a sabbatical application and request in accordance with university guidelines. This application is to be submitted to the dean. Please see the University Provost's "Sabbatical Leave Procedures" site for more information. See also ACD 705: Sabbatical Leave 2.7 Post-Tenure Review The awarding of tenure comes with both the privilege to extend and expand one's work in new directions, and the responsibility for continued excellence in scholarship, teaching, and service. The central purpose of the post-tenure process is to monitor and recognize this continued excellence. The annual performance evaluation constitutes the post-tenure review for tenured faculty. The division director’s final report on each tenured faculty member shall take into account the division director’s prior two (or only one if that is all that is available) annual reviews of that faculty member. Please see the University Provost's "Post-Tenure Review Process" site for more information. See also ACD 506–11: Post-Tenure Review 2.8 Promotion to Full Professor The Provost’s office is responsible for promulgating the overall institutional processes for review of requests by faculty members for promotion to the rank of full professor. In the event of any direct conflict between the


https://provost.asu.edu/promotion_tenure



https://provost.asu.edu/policies/procedures/p16.html

https://www.asu.edu/aad/manuals/acd/acd705.html

https://provost.asu.edu/policies/procedures/p7.html

https://www.asu.edu/aad/manuals/acd/acd506-11.html

processes described herein for promotion to the rank of full professor and those processes promulgated by the Provost’s office, the latter process statements are controlling. Any tenured associate professor has the opportunity to submit a portfolio for promotion to full professor. Promotion to full professor is the highest recognition that Mary Lou Fulton Teachers College (MLFTC) may recommend for faculty members who have demonstrated excellence in the areas of scholarship, teaching, and service. The evidence presented in requesting promotion to full professor should clearly demonstrate continued significant contributions in each of these three (see also Sections 3.2, 4.2, and 5.2 of these Standards of Academe (SoAs)). In addition, the faculty member must show evidence of academic leadership and work that has had a demonstrable national/international impact and has received national/international recognition through external validation at the national level (see Sections 3.3, 4.3, and 5.3). Thus, the candidate for this level of promotion should have achieved a degree of professional stature and be recognized as making a significant contribution to high-quality and high-impact scholarship in the college and the profession at large. In terms of review procedures, on or before March 1st of the academic year in which the candidate is to submit his/her dossier for review for promotion to full professor, the candidate must submit the names, titles, and contact information of 10 external reviewers to provide external letters that will inform the college's and university's evaluation process thereafter. The dean, in consultation with the division director, selects five peer reviewers from the list submitted who reside outside the university. The dean, in consultation with the division director, also solicits five additional confidential reviewers and their written reviews. This process yields a total of ten external reviewers. The identity of the external reviewers is to remain confidential. In addition, the candidate is not to have any contact with the reviewers the college solicits or the faculty member recommends during the evaluation process, as all contact with potential reviewers is to occur only by the dean, in consultation with the division director. On or before April 1st of the same academic year, each faculty member must submit a portfolio to the dean that aligns with that which is required by the University Office of the Provost. Once the candidate submits all information to the college, the initial review of each candidate’s portfolio is made by the Personnel Evaluation Committee (PEC) which prepares a written report that outlines the evaluation in relation to the SoAs and that also provides a recommendation for promotion to full professor with reasons for this recommendation. If the PEC's vote is not unanimous, the written report should reflect these judgments and provide both majority and minority opinions. This written report should be reviewed and discussed by the entire committee prior to being signed by the PEC chair and sent to the appropriate division director. The division director then conducts his/her own review of the candidate’s portfolio and prepares a report that outlines the evaluation in relation to the SoAs and that also provides a recommendation for or against promotion to full professor with the reasons for this recommendation. The division director then forwards to the dean his/her report along with that of the PEC for the faculty member undergoing the review. The dean provides an evaluation and, if deciding on promotion to full professor, forwards this recommendation to the Office of the Executive Vice President and Provost of the University for a final review and decision. While the procedure for promotion to full professor is principally the same as that for promotion to associate professor, only full professors may participate in the college-level review process. If the current PEC does not


https://sites.google.com/site/mlftcsoarevision/4-0-scholarship/4-3-evaluation-criteria-indicators-and-lines-of-evidence

https://sites.google.com/site/mlftcsoarevision/5-0-teaching/5-3-leadership-in-teaching

https://sites.google.com/site/mlftcsoarevision/6-0-service/6-2-evaluation-criteria-and-indicators

https://sites.google.com/site/mlftcsoarevision/4-0-scholarship/4-3-leadership-in-scholarship

https://sites.google.com/site/mlftcsoarevision/5-0-teaching/5-2-evaluation-criteria-and-indicators

https://sites.google.com/site/mlftcsoarevision/6-0-service/6-3-leadership-in-service

include members who are all full professors, the dean shall assemble the needed cadre of full professors from within the college, on an ad-hoc basis to complete the review. Please see the University Provost's "Promotion and Tenure" site for more information. See also ACD 506–01: Faculty Status; ACD 506–05: Promotion 3.0 Scholarship 3.1 Guiding Principles Scholarship in the Mary Lou Fulton Teachers College (MLFTC) reflects the range of talents, interests, and contributions of the faculty members of the college and it is broadly defined. All tenured/tenure-eligible (TTE) faculty members are expected to develop and maintain active, sustained, and reasonably focused programs of scholarship dealing with significant issues and problems, and in all types of scholarly activities, TTE faculty members are expected to demonstrate scholarly outcomes of completed projects and share their scholarship with the wider academic, educational, and professional communities. All non-tenure eligible (NTE) are exempt from participating in and/or contributing in the area of scholarship. Scholarship can come in a variety of forms and pursue a variety of aims. For example, the work can be empirical, conceptual, methodological, and/or theoretical in nature, and reflect a variety of methodologies. Scholarship can focus on the advancement of a given knowledge base. It can also make connections among existing knowledge bases within and/or across disciplines to provide new understandings and insights. Scholarship can also be a type of reflective action and leadership that applies current knowledge to address significant problems in the field. A further domain of scholarship valued in MLFTC involves the critical examination of teaching to facilitate innovative and effective instruction or assessment of learning. In addition, rapid advances in technologies integrated with learning environments and the growing scope of educational endeavors are driving emergent forms of scholarly and creative activities. All of these domains of scholarship should culminate with products that reflect external validation and impact (see Section 3.2 for indicators of scholarly productivity). The MLFTC embraces this diversity of scholarship and affirms that all these domains can be consistent with its evaluative criteria for scholarship. MLFTC also values faculty members’ endeavors that integrate scholarship, teaching, and service in ways that lead to significant contributions across the three areas. 3.2 Evaluation Criteria and Indicators In all Mary Lou Fulton Teachers College (MLFTC) review processes, the key criteria of scholarly accomplishment and quality are internal and external validation and evidence of impact. All MLFTC tenured/tenure-eligible (TTE) faculty are accordingly expected to produce scholarly contributions commensurate in quantity and quality with impact with their similarly ranked faculty members in MLFTC's aspirational peer colleges and universities (see Section 6.0 for college and university peers). Non-tenure eligible (NTE) faculty members are exempt from these requirements and expectations in scholarship. For all MLFTC reviews, the key criteria for scholarship are:


https://provost.asu.edu/promotion_tenure



https://sites.google.com/site/mlftcsoarevision/4-0-scholarship/4-3-evaluation-criteria-indicators-and-lines-of-evidence

https://sites.google.com/site/mlftcsoarevision/7-0-aspirational-peers

1. Continual engagement in focused, productive, and scholarly research activities designed to advance theory and practice involving significant issues, problems and/or practices in the broad field of education;

2. Scholarly productivity and culminations; and 3. Nationally and internationally recognized accomplishments and demonstrated impact on the

knowledge base and practices in the broad field of education. As per #1 (above), key indicators evidencing continual engagement in focused, productive, and scholarly research activities include: A substantive rationale for selection of the focus issues or problems, Clear and well-defined goals, Appropriate methodologies, Demonstrated results, Effective presentation of findings in appropriate culminations, and A variety of projects at various stages of development from idea to completion.

As per #2 (above), key indicators evidencing scholarly productivity include but are not limited to: Peer-reviewed publications, Peer-reviewed presentations, Awarded competitive grants, Sponsored projects, Electronic media or programs, and Leadership of collaborative scholarly endeavors.

For MLFTC reviews specific to promotion with tenure, given the wide variety in faculty members' portfolios that MLFTC encourages and expects, it is difficult to specify the exact quantity of publications necessary for a faculty member to be granted tenure and promotion after the usual probationary period. However, the typical portfolio shall contain a range of 12-15 high-quality and high-impact culminations, with the majority (i.e., more than 50%) being sole and/or first-authored. Moreover, it is not only the number of scholarship products that is important. The quality and impact of scholarly products is also a primary criterion. Other possible types of productive and scholarly research in in the broad field of education include but are not limited to: Formulating/testing of hypotheses by empirical methods; Extending/building on existing knowledge or theory to new contexts or conditions; Synthesizing or analyzing existing knowledge or theory to develop new or broader and more general

theory; The discovery of new facts or principles through scientific, historical, or philosophical inquiry; Translating research findings into new instructional materials, methods, or technologies; Developing and/or testing innovative programs, clinical procedures, or creative works; and Applying existing knowledge, procedures, and/or theory to the solution of current issues and

problems.


In addition to independent work, the faculty member may work in collaboration with other colleagues or with students whom the faculty member is supervising in the conduct of their research. In any joint work, the distinct scholarly contribution of the individual being evaluated must be evident. As per #3 (above), key indicators evidencing nationally recognized scholarly accomplishment and quality include but are not limited to: External validation and evidence of impact on the knowledge base and practices in the broad field of

education, Significant national/international validation or evidence of national/international scholarly impact,

External validation and evidence of impact are most persuasive when provided by expert external reviewers who can provide disinterested judgments. These external reviewers must be university professors at higher ranks from peer institutions, who would likely have similar roles as scholars and/or teacher educators. An analysis of citations of a faculty member’s work can also provide an indicator of impact. 3.3 Academic Leadership Tenured/tenure-track (TTE) faculty members within the Mary Lou Fulton Teachers College (MLFTC) are expected to be educational leaders who influence their colleagues and programs in significant scholarly ways. Academic leadership in scholarship involves activities such as tenured faculty mentoring tenure-eligible faculty in matters of scholarship, serving as editor or as an editorial board member for a research journal, serving as consultant in writing legislative proposals to develop/change policies that directly affect education, etc. Such activities should be aimed at influencing the college, the educational community of Arizona State University (ASU), the state of Arizona, the region, the nation, and/or the profession.

See also: ACD 202–01: Faculty Responsibilities; ACD 506–05 - Faculty Promotion

4.0 Teaching 4.1 Guiding Principles Mary Lou Fulton Teachers College (MLFTC) values challenging education programs that prepare successful and highly qualified PreK-20 teachers and professionals interested in advanced study and research leading to careers in PreK-20 education. To accomplish these goals, tenured/tenure eligible (TTE) and non-tenure eligible (NTE) faculty are expected to be committed to engaging in excellent teaching that is collaborate, innovative, and relevant to the educational challenges of the 21st century. Teaching and instruction include, but are not limited to (see also ACD 202-01: Faculty Responsibilities): Classroom teaching Mentoring and advising students Directing student research, independent studies, theses, and dissertations Participating in curriculum, course, and program development Instructional design and technology integration Participating in extended education and distance, online learning Clinical supervision Instructional or pedagogical innovations appropriate to the division/college





Assignments related to teaching (e.g., course coordination) Other teaching activities in the interest of the college/university as legitimate partial equivalents of

class instruction given the demands upon a faculty member’s time. Teaching is a complex task and warrants evaluation using multiple indicators of teaching effectiveness (see Section 4.2 for key criteria and indicators), and faculty members seeking continued probationary status, promotion, or tenure must demonstrate excellence in teaching as per these indicators. While MLFTC values faculty endeavors that integrate scholarship, teaching, and service in ways that lead to significant contributions across the three areas, having a sustained, excellent teaching record, is essential for recommendation for promotion or tenure. 4.2 Evaluation Criteria and Indicators Excellence in teaching and graduate student advisement are important aspects of faculty performance, especially in Mary Lou Fulton Teachers College (MLFTC). All MLFTC students deserve to experience a diversity of effective teaching styles. So as a matter of primary professional principle, all MLFTC tenured/tenure-eligible (TTE) and non-tenure eligible (NTE) faculty members should be reflective about their teaching and skillful at improving it. Effective and scholarly teaching is directly linked to productive scholarship, inasmuch as it will entail a grasp of large bodies of historical and contemporary knowledge, relating these to practical concerns, and instilling all students with the scholarly attitudes appropriate to their professions. Another aspect of teaching, which does not relate solely to enrolled students, but which is an important function nonetheless, is the persuasive interpretation of one’s area of expertise to a larger professional audience and/or the public at large. The required minimum indicators of teaching effectiveness include student/course evaluation data and peer evaluation data; however, these data alone are not sufficient to establish excellence in teaching. Faculty members must provide other indicators that illuminate the activities associated with teaching excellence including, but not limited to teaching or mentoring honors/awards, scholarship with a focus on pedagogy, participation in or facilitation of workshops on learning outcome assessment or other pedagogical topics, evidence of student success through a sequence of courses, list of student theses and dissertations mentored to completion, objective peer evaluations of teaching, evidence of student career success related to the candidate’s mentoring, teaching statement or philosophy or other evidence (e.g., syllabi) determined to be appropriate by the division director. Evidence should not include student comments on evaluations. See also ACD 305–08: Academic Advisement 4.3 Academic Leadership Mary Lou Fulton Teachers College (MLFTC) tenured/tenure-eligible (TTE) faculty members and non-tenure eligible (NTE) faculty members in the lecturer or clinical faculty categories are encouraged to make substantive contributions in teaching via academic leadership, teaching innovations, and instructional initiatives. Academic leadership occurs beyond the purview of a faculty member's assigned roles and responsibilities, and academic leadership in teaching can occur at institutional, professional, and governmental or community levels. Examples of academic leadership in teaching include, but are not limited to: Development and delivery of local, state, regional, national, or international professional development

workshops on teaching;


https://sites.google.com/site/mlftcsoarevision/5-0-teaching/5-3-leadership-in-teaching


Demonstrated leadership in professional organizations related to the improvement of teaching and

instruction; Application, receipt, implementation, and/or analysis of external teaching-related grants; Evidenced adoption and external recognition of new teaching paradigms, frameworks, and/or

innovative approaches; Development of new undergraduate, graduate, and/or certificate programs.

See also: ACD 202–01: Faculty Responsibilities; ACD 304–09 - Evaluation of Teaching; ACD 304–10 - Course Syllabus; ACD 305–08 - Academic Advisement; ACD 506–05 - Faculty Promotion 5.0 Service 5.1 Guiding Principles Service requires active participation and special expertise of its faculty members for its own operation and continued development. In Mary Lou Fulton Teachers College (MLFTC) all tenured/tenure-eligible (TTE) and non-tenure eligible (NTE) faculty members in the lecturer and clinical faculty members categories are expected to demonstrate service of high-quality and high-impact, and to serve in a wide range of activities that provide service to and visibility in education and other professions. NTE faculty members with the title Instructor do not engage in service activities. Service may be demonstrated in three areas: Institutional, Professional, and Governmental or community.

The MLFTC encourages faculty members to maintain an appropriate balance between service to the College and university and service that reflects special contributions to the broader profession and community. Faculty members, in consultation with division directors, may wish to emphasize different types of service at different points in their careers. Service may be of two types: That which is associated with the standard requirements of good citizenship as this type of service

helps to accomplish and meet the basic obligations of the ongoing important work of the college, campus, and university. These service endeavors are essential to the vitality of the College as they extend professional knowledge that result in the improvements of professional practice. Further, they contribute substantively to the College’s local, national, and international reputation and influence. Service to the College, therefore, is an expectation of all TTE and NTE faculty members to ensure the continued effective functioning of the College.

That which is associated with special contributions based on faculty members’ expertise or scholarship and that may be provided within the college, campus, and university, but also more widely at the levels of the profession and government or community. Service as special contribution is often selected by faculty members, because they are committed to the values of the endeavor or because they have been invited or requested to provide their particular expertise to an endeavor. Although these


endeavors are sometimes within the university, they more typically arise in broader professional, governmental, or community contexts. In general, service as special contribution and leadership of service as citizenship demonstrate a higher level of quality than ordinary service as citizenship.

Service activities and endeavors may include, but are not limited to: College and university service, Serving on review panels, Journal editorships, Officers in professional organizations, Consultants to schools and school districts, and Consultants to external organizations and agencies.

The quality and impact of service rendered is more important than the quantity of service. In addition, the level of activity and time commitment of the service rendered, as well as the products created and the influence of the service rendered, provide further evidence of the quality of service. Accomplishment and significance of the service are what are most valued in judging the quality of service for the purposes of the various levels of personnel review. And while this meaningful service may be strategic to the faculty members’ interests, teaching, and/or scholarly agenda, service must be in support of the general good rather than private or commercial interests. 5.2 Evaluation Criteria and Indicators All tenured/tenure-eligible (TTE) and non-tenure eligible (NTE) faculty members are provided the opportunity to present a narrative description of service activities addressing the outcomes of their efforts in regard to the levels of expectation with respect to service. The narrative will provide a context for the review of the individual’s service and rationale for an expected rating. Evidence for service quality must be documented and can include, but is not limited to: Culminations or products with the faculty member’s contribution clearly delineated; Letters of appointment to leadership positions; Letters from committee or division directors, deans, or knowledgeable others that describe specific

contributions; and Notice of awards or recognition for service.

Service that exceeds expectations should be accompanied by evidence (see above) that indicates the faculty member’s special contributions and/or leadership accomplishments. TTE and NTE faculty members seeking promotion (or tenure in the case of TTE faculty) should be strategic in their selection of and commitment of time to service activities, and they should be certain to demonstrate the quality of service associated with special contributions and leadership roles they exercise in fulfilling their service endeavors. Faculty members are encouraged to be strategic in their selection of service by connecting service goals to scholarly activities or teaching as well. 5.3 Academic Leadership All tenured/tenure-eligible (TTE) and non-tenure eligible (NTE) faculty (except instructor) in the Mary Lou Fulton Teachers College (MLFTC) are expected to provide leadership in service. Example contributions that may demonstrate leadership in service in the MLFTC include, but are not limited to leadership in:


Campus activities through committees, work groups, and so forth at the division, college, campus, and

university levels, including efforts leading to the recognition of MLFTC programs; Schools and other educational agencies and organizations; and Local and national professional associations.

See also: ACD 202–01: Faculty Responsibilities; ACD 305–11 - Commencement; ACD 506–05 - Faculty Promotion; ACD 510–01 - Notification of Consulting or Other Outside Business Activities or Arrangements for Faculty and Academic Professionals 6.0 Peer Institutions College-Level Peer Institutions Florida State University University of Virginia University of Illinois, Urbana-Champaign The Ohio State University-Main Campus University of Pittsburgh Michigan State University University of Washington University of Oregon Teachers College, Columbia University

University-Level Peer Institutions See ASU's Arizona Board of Regents (ABOR) Approved University Peer List here.








http://www.azregents.edu/arizonas-public-universities/peer-institutions

Revisions 8/10 Initial posting 8/11 SOA updated 8/11 “Service Assignments and Expectations” added 8/15 “ASU Counseling” added


Documents

Faculty Handbook - Arizona State University