UNF Board of Trustees Proposed action: Background information€¦ · UNF Board of Trustees June 16, 2005 Issue: UNF Florida Educational Equity Act (FEEA) Report Proposed action:

Agenda Item: 5C

UNF Board of Trustees June 16, 2005

Issue: UNF Florida Educational Equity Act (FEEA) Report Proposed action: Approval Background information: The Florida Educational Equity Act (FEEA), Section 1000.05, Florida Statutes, and other state and federal legislation, mandate that students and employees should not be discriminated against on the basis of race, ethnicity, national origin, gender, disability, or marital status. The annual Educational Equity Update is a reporting tool that enables the OEA to monitor and ensure that provisions of the laws are adhered to and that educational resources are equitably distributed. Reporting Requirements – State Universities Previous state university equity reporting has included separate Title IX Reports, Gender Equity Reports, University Employment Accountability Plans and the Educational Equity Act Plan. Under the DOE reorganization, and in line with the streamlining of the K-20 equity reporting format for 2004-2005, university equity in education reporting will comprise requirements of the FEEA, EAP, and Gender Equity in Athletics. Additionally, universities will submit policies and procedures for review by the OEA. [Florida Educational Equity Act, 2004-2005 Annual Update, K-20 Technical Assistance Manual, FLDOE, 2004] Attachments: FEEA Report

FLORIDA DEPARTMENT OF EDUCATION

STATE UNIVERSITIES ANNUAL EQUITY ACT UPDATE

2004 - 2005

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STATE UNIVERSITIES OFFICE OF EQUITY & ACCESS

FLORIDA EDUCATIONAL EQUITY ACT UPDATE 2004 - 2005

University of North Florida(UNIVERSITY)

Reviewed by: Malvelina P. Monell, Director Office of Equal Opportunity Programs

President: Signature Chair, District Board of Trustees:

Signature Plan received by the Office of Equity & Access: Signature Date Campus Equal Opportunity Officer: Malvelina P. Monell Local Phone: 904 620-2507 Suncom: 861-2507 Fax: 861-1004 E-Mail Address: [email protected]_________

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2005 ANNUAL EQUITY ACT UPDATE

TABLE OF CONTENTS PART I. Submission of Policies & Procedural Requirements………………………………………. 4 PART II. Incomplete Items or Pending Actions……………………………………………………… 5 PART III. Graduate Student Participation…………………………………………………………….. 6 PART IV. Report of Selected University Equity Indicators A. Undergraduate Student Enrollment Rates (FTIC)……………………………………. 8

B. Plan to Increase Student Retention Rates…………………………………………….. 10 1) Plan to Increase Retention Rates

C. Strategies to Ensure Increased Graduate Rates………………………………………. 12

PART V. Issues in Athletics A. Diversity in Athletic Program Administration and Leadership………………………. 13 B. Gender Equity in Athletics Compliance Self-Review & Corrective Action Plan……. 16 PART VI. Accountability in Institutional Employment 1. 2003-2004 EAP Progress Report A. Analyses of Personnel Transactions …………………………………………….. 24 B. Tenure Granting Analyses……………………………………………………….. 29 2. 2004-2005 EAP Update A. Analyses of Current Staff (Tables 1-5)………………………………………… 65

B. Goals for 2004-2005 Update…………………………………………………….. 74 C. The Budgetary Incentive Plan……………………………………………………. 80

3. Summary of Results of Presidential Evaluations……………………………………… 81 4. Summary of Results of Evaluation of Selected Staff…………………………………. 82 5. Certification of Key Processes………………………………………………………… 83 PART VII. One Florida Initiative: Addressing University Challenges………………………………… 85

APPENDICES 1 Gender Equity in Athletics - Analysis and Corrective Action Plan (All Universities)…………. 88 2. EADA Report…………………………………………………………………………………… 90

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PART I

SUBMISSION OF POLICIES & PROCEDURAL REQUIREMENTS Universities: The K-20 Office of Equity and Access will review new policies and modifications made after the 2004 Update. Provide copies to the OEA, if existing policies have been modified. If there are no new policies or modifications, please indicate by writing No Change in this section. Please note: All policies that are directed or focused on protected classes should be submitted, including policies dealing with sexual orientation. Only policies that are approved by the Board of Trustees or the universities should be sent to OEA. If drafts are sent to OEA” for information, they should be marked as such

No Change

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PART II

INCOMPLETE ITEMS OR PENDING ACTION

Indicate below items that were incomplete at the time that the 2003-2004 Annual Employment Accountability Plan (EAP) was submitted. Please note that, starting from the 2003-2004 reporting period, the EAP became a part of the Annual Equity Act Update, which will comprise reporting requirements for The Florida Educational Equity Act and the Employment Equity Accountability Plan.

There are no incomplete items or pending action

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PART III

New Program Areas

The DOE will evaluate first-degree enrollment gaps, retention and graduation information based on 2002-2003 and 2003-2004 data. The Department of Education’s website contains data on current enrollment, retention and graduation rates for state universities with aggregated and disaggregated data, by racial and ethnic groupings and gender. Accordingly, the Office of Equity and Access is requesting universities to develop one to three potentially high impact strategies and success measures for areas where a critical disparity exists among underrepresented groups.

A. Graduate Enrollment Rates

Black Hispanic White Other

Minority Total Gap B-W Gap H-W Gap OM-W Male Female Fall 2003 192 78 1279 83 1683 -1087 -1201 -1196 565 1118 Fall 2004 172 83 1221 90 1639 -1049 -1138 -1131 540 1099 Difference -20 5 -58 7 -44 38 63 65 -25.0 -19.0 % Change from Fall 2003 to Fall 2004 -10.4% 6.4% -4.5% 8.4% -2.6% -3.5% -5.2% -5.4% -4.4% -1.7%

STRATEGIC ACTION PLAN

Identification of underrepresented group(s)

The data indicate that the percentage of minority students participating in graduate programs has remained virtually unchanged over the past year. In fall 2003, 20.97% of graduate students were minority while in fall 2004, 21.04% were minority, a negligible difference. Overall enrollment at the graduate level fell by 44 students, 20 of which were African American, while Hispanic and Other Minority graduate enrollment increased by 12 students, or a net decrease of 8 minorities. With a total graduate enrollment of 1,639 students in fall of 2004, minority enrollment remain relatively small and dynamic. With such a small population, a small variance in enrollment will cause dramatic fluctuations in the headcount and percent of minorities enrolled. The percentage of females participating in graduate programs at UNF continues to grow, with a current population of 67% of graduate enrollment.

Methods & Strategies to increase the number of underrepresented groups

• Continue recruitment activities and strategies targeted for minority students, including marketing on/in predominantly minority radio, television, and publications;

• Continue to actively advertise and recruit for the Delores A. Auzenne Fellowship for Graduate Studies;

• Continue to collaborate with the Multicultural Center regarding the Special Summer Program for Minority Graduate Students;

• Continue to collaborate with faculty and staff in the academic units to recruit students of high caliber and ability;

• Recruit actively at Historically Black Colleges and Universities throughout Florida and, as staffing and budget permit, in the Southeast United States;

• Periodically review practices and methodologies to maintain high level of effectiveness.

Projected Goals for 2004-2005 in %

The University will continue its efforts as outlined in Methods and Strategies to increase total minority enrollment with a goal of increasing enrollment approximately one percent (1%) over the next two years.

Contact Person Peggy Tattersall, UNF Graduate Studies

B. Graduate Completion Rates

Black Hispanic White Other

Minority Total Gap B-W Gap H-W Gap OM-W Male Female 2002-2003 54 67 418 27 597 -364 -351 -391 196 401 2003-2004 61 52 396 22 555 -335 -344 -374 176 379 Difference 7 -15 -22 -5 -42 29 7 17 -20.0 -22.0 % Change from 2002-2003 to 2003-2004 13.0% -22.4% -5.3% -18.5% -7.0% -8.0% -2.0% -4.3% -10.2% -5.5%

STRATEGIC ACTION PLAN. Identification of underrepresented group(s)

Number of graduates from the 2002/2003 academic year were compared with graduates from the 2003/2004 academic year. Overall, forty-two fewer students graduated with a graduate degree in 2003/2004 compared to 2002/2003. This represents a seven percent decline. Increased from 2002/2003 African-Americans: Seven (7) more students graduated. Declined from 2002/2003 • Whites: Twenty-two (22) fewer students graduated. • Hispanics: Fifteen (15) fewer students graduated. • Other minorities: Five (5) fewer students graduated. The decline among Hispanics may be attributed to a decline in an off campus cohort program being held in Belize. This program will continue in the future, but enrollment and graduation rates will fluctuate dramatically. As referenced in the 2004 FEEA Report, fluctuations in enrollment are commonly seen at the graduate level.

Methods & Strategies to increase the number of underperesented groups

The percentages of degree completion are in direct proportion to recruitment and enrollment – by enrolling a larger number of minority students, the percentage of those students completing their degrees will also increase. As such, many of the strategies and methods mentioned here are also seen as methods to attract and enroll new students. These strategies will be used to enhance diversity at the graduate level at the University of North Florida. • Continue recruitment activities and strategies targeted for minority students, including

marketing on/in predominantly minority radio, television, and publications; • Continue to actively advertise and recruit for the Delores A. Auzenne Fellowship for

Graduate Studies; • Continue to collaborate with the Multicultural Center regarding the Special Summer

Program for Minority Graduate Students; • Continue to collaborate with faculty and staff in the academic units to recruit students of

high caliber and ability; • Recruit actively at Historically Black Colleges and Universities throughout Florida and,

as staffing and budget permit, in the Southeast United States; • Investigate developing a series of seminars targeted at first-semester conditionally

admitted graduate students that would introduce some of the expectations involved in graduate study at UNF;

Periodically review practices and methodologies to maintain high level of effectiveness.


Graduation rates will continue to fluctuate for the foreseeable future. Graduation rates will likely fall slightly in 2004/2005 and again in 2005/2006 followed by incremental growth in 2006/2007.

Contact Person Peggy Tattersall, UNF Graduate Studies

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PART IV REPORT OF SELECTED UNIVERSITY EQUITY INDICATORS

Plan To Increase – First Time In College Enrollment (FTIC) Rates (among underrepresented groups only)

In Section A, B, & C, the university will enter actual Fall student enrollment, retention and graduation/completion data and goal attainment information as requested, for each protected class listed and indicate goals for Fall 2005. IVA. Undergraduate Students Enrollment Rates (FTICs)

Targeted Program Black Hispanic White

Other Minority Total Gap B-W Gap H-W Gap OM-W Male Female

Fall 2003 81 80 1319 78 1576 -1238 -1239 -1241 679 897 Fall 2004 140 122 1387 106 1766 -1247 -1265 -1281 766 1000 Difference 59 42 68 28 190 -9.0 -26.0 -40.0 87 103 % Change from Fall 2003 to Fall 2004 72.8% 52.5% 5.2% 35.9% 12.1% 0.7% 2.1% 3.2% 12.8% 11.5%

STRATEGIC ACTION PLAN. Identification of Under-represented Group(s) Over the past six years, the percentage of FTIC minorities enrolled at the University has remained

fairly stable with some minor fluctuations. African-American enrollment decreased in the 2003-2004 year; however, the University’s Office of Admissions has made a renewed effort to increasing the percentage of African-Americans and other minorities enrolled on the UNF campus. Strategies targeted at achieving this objective were implemented for the 2004-2005 year and significant increases in minority enrollment were achieved.

Methods & Strategies to increase the number of under-presented groups

• Continue to strengthen relationships with predominantly minority high schools in the State of Florida through increased visitation. Consistent visitation should positively enhance rapport and contribute to the referral process.

• Continue outreach activities with various programs including, Take Stock in Children, Upward Bound, and INROADS, Inc.

• Continue work with various SAT/ACT test prep programs sponsored by the University as well as community organizations and churches.

• Increase the number of minority students through targeted recruitment such as NSSFNS College Fair & Project Excellence.

• Increase diversity awareness among University recruitment staff members. • Continue to promote the University of North Florida’s commitment to diversity through

participation in events such as Jacksonville Black Expo. • Continue working in conjunction with the UNF Academic Center for Excellence to increase

participation in the mentoring program for current UNF students. • Continue to enhance relationships with local minority church leaders. The objectives of these

relationships will be to build stronger community-university ties, to create a UNF college night specifically for local minority church parishioners, and to create/promote academic opportunities for their students.

• Establish bi-monthly meetings with AASU to examine multi-cultural recruitment issues. • Identify an Open House targeted at increasing at multi-cultural students. • Partner with AASU and other multi-cultural student organizations in tele-recruiting minority

students. • Increase presence of minority recruitment staff in the crown region and other schools with

predominant minority populations. • Continue to expand communications funnel to include multicultural specific material, i.e. letter

from African American Student Union and letter from Hispanic Council. • Develop additional recruitment materials specific to multicultural students. • Work in conjunction with UNF faculty and staff to enhance multicultural student participation in

mentoring program. • Develop and foster relationship with PATHWAYS Program as related to multi-cultural

recruitment initiatives. Utilize PATHWAYS coordinator to partner in multi-cultural community recruitment visits.

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• Increased applications and enrollment from Florida High Schools. • Increased minority applications by 7%. • Increased minority admits by 4%. • Increased minority matriculants by 1%.

Contact Persons John E. Yancey, Director of Admissions Michael R. Kennedy, Associate Director of Admissions

IVB. Plan to Increase Student Retention Rates


Other Minority Total

Gap B-W Gap H-W

Gap OM-W Male Female

Total FTIC Student Population Fall 2003 130 112 1568 111 1921 -1438 -1456 -1457 805 1116 Total FTIC Students Returning for Sophomore Year Fall 2004 107 84 1221 100 1521 -1114 -1137 -1121 634 878 Difference -23 -28 -347 -11 -400 324 319 336 -171 -238 % % Difference from Fall 2003 to Fall 2004 -17.7% -25.0% -22.1% -9.9% -20.8% -22.5% 21.9% -23.1% -21.2% 21.3%

STRATEGIC ACTION PLAN

Identification of underrepresented group(s)

Based on the data presented, if comparing retention rates to white students it appears that Hispanic students fall into the underrepresented category. The difference between white and Hispanic retention rates is 2.9% so the gap is fairly small. When comparing black and other minority retention rates to white retention rates, the black and other minority students where retained at a higher percentage than white students between the 2003-2004 and the 2004-2005 year.

Methods & Strategies to increase the number of underrepresented groups

• Continue to provide intrusive academic advising for students admitted into the Academic Potential Program (APP). • Provide students in the Academic Potential Program a year of targeted retention strategies. • Continue to provide a variety of College Success Skills courses focusing on areas of student need. • Continue to enhance the Early Warning faculty referral program where faculty are able to alert advising staff to students in academic distress early in the semesters. This allows staff to intervene with the student in time to salvage their academic work and provide students with connections to additional support if necessary. • Continued integration of tutoring, support programs and lower division advising which provides

the student with a central location to address a variety of academic issues. Staff works together to holistically serve the student.

• Continue to have a dedicated staff member recruit and mentor eligible students into the Pathways Program where continuous interaction, additional academic support in the form of mentoring and study skills is mandatory.

• Continue to provide the opportunity for all new freshmen to register for Freshman Interest Groups (FIG’s). These thematic linked courses provide students with the ability to connect with faculty in a small class setting, interact with the other students in the class and students are exposed to interdisciplinary connections between their general education courses.

• Continue to require academic mentoring for students in the APP program, Pathways program and selected athletes while offering the general student population an opportunity to participate as needed.

• Continue to require mandatory Orientation for freshmen students. • Continue to require mandatory academic advising for Lower Division Students. • Increase faculty involvement at Freshman Orientation by having them advise students while also

providing faculty with an opportunity to interact with students and their parents.

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Methods & Strategies to increase the number of underrepresented groups (continues)

• Continue to provide undecided students with a variety of opportunities to learn about majors and careers through coursework, special events, publications and the web.

• Invite fall freshmen students to move onto campus prior to the start of the semester. This early move-in allows us to provide targeted programming for new FTIC’s designed to introduce them to campus life while encouraging them to form relationships with their peers, support staff and faculty.


• Increase student participation in retention programs by 2%. • Increase student faculty interaction outside of the classroom through faculty advising at Orientation. • Increase referrals from faculty who identify under performing students by 5%. • Increase retention of underrepresented groups by 1.2%.

Contact Person (s) Karen L. Reedy, Director Academic Center for Excellence

IVC. STRATEGIES TO ENSURE INCREASED GRADUATION RATES (Among underrepresented groups only) FTIC Undergraduate Students Graduation Rates


Other Minority Total Gap B-W Gap H-W Gap OM-W Male Female

2002-2003 37 21 469 36 623 -432 -448 -433 226 397 2003-2004 51 15 581 39 667 -530 -566 -542 260 407 Difference 14 -6 112 3 44 -98 -118 -109 34 10 % Change from 200-2003 to 2003-2004 37.8% -28.6% 23.9% 8.3% 7.1% 22.7% 26.3% 25.2% 15.0% 2.5%

STRATEGIC ACTION PLAN Identification of underrepresented group(s)

The data above are derived from tracking a cohort of FTIC students through a period of six years starting in 1998-1999 thru 2003-2004. In 1998-1999, UNF admitted 154 FTIC black students and 51 (33.1%) graduated within the six-year period ending in 2003-2004. 44 Hispanics were admitted during the same period and 15 (34.1%) graduated within six years. 81 Other Minority (comprised of Asians and American Indians) were admitted and 39 (48.1%) graduated within six years. In comparison, 1,286 white FTIC’s were admitted in 1998-1999 and 581 or 45.2% graduated within six years. The data shows that the graduation rates of Black and Hispanic FTIC’s are lagging behind the graduation rates of white students; however the graduation rates of Other Minority students exceed those of white students. Efforts are continuing to increase the graduation rates of all students.

Methods & Strategies to increase underrepresented groups

Academic Affairs will work closely with the Academic Center for Excellence to ensure early intervention programs at the freshman/sophomore levels. The Academic Potential Program, College Success Skills, Early Warning Program and others noted in the “Plan for Diversity: Student Retention” section of this report are familiar to all teaching faculty. Academic Affairs, working with college deans will encourage faculty to make appropriate and necessary student referrals to these programs. For Upper Division students, Academic Affairs will work with college deans to develop faculty contact and mentoring programs for transfer students and majors thereby encouraging greater student-faculty interaction. Academic Affairs in coordination with college deans will develop and monitor a critical course tracking system to ensure students have access to required course in their major at the point of time called for in their programs of study. Currently Colleges are developing academic Learning Compacts which will identify both expected learning outcomes in each major and methods for assessing the degree to which students have achieved these outcomes. Assessment data will be used by academic departments to monitor their curriculum and, where necessary, undertake curricular changes to help students achieve expected outcomes.


With our active retention and monitoring programs, it is hoped that we will be able to increase minority graduation by at least one percentage point for each group.

Contact Person George R. Perkins, Assistant Vice President, Academic Affairs, (904) 620-2700; Suncom 861-2700; email: [email protected]

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PART V

ISSUES IN ATHLETICS

SECTION A: DIVERSITY IN ATHLETIC PROGRAM ADMINISTRATION AND LEADERSHIP

1. Full-Time Athletic Directors and Coaches

Target

Employees

Total # Full-Time Employees

#

White

#

Black

#

Hispanic

#

Asian

#

Other

#

Male

#

Female Athletic Directors:

3

3

0

0

0

0

2

1

Coaches: Women’s Sports

6

6

0

0

0

0

2

4

Men’s Sports

6

5

1

0

0

0

6

0

Combination M/W Sports

2

0

0

1

0

1

2

0

Total

14

11

1

1

0

1

10

4

Fall 2003-Fall 2004 Percent change

---

0

0

0

0

0

0

0

2. Part-Time Athletic Directors and Coaches

Target

Employees

Total # Part-Time Employees

#

White

#

Black

#

Hispanic

#

Asian

#

Other

#

Male

#

Female Athletic Directors:

0

0

0

0

0

0

0

0

Coaches:Women’s Sports

3

3

0

0

0

0

2

1

Men’s Sports

2

2

0

0

0

0

2

0

Combination M/W Sports

1

1

0

0

0

0

1

0

Total

6

6

0

0

0

0

5

1

Fall 2003-Fall 2004 Percent Change

---

100%

0

0

0

0

60%

100%

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SECTION A: DIVERSITY IN ATHLETIC PROGRAM ADMINISTRATION AND

LEADERSHIP (Continued) 3. Employment Strategies

a. Describe below strategies to develop and prepare women and racial minorities for promotional opportunities leading to employment as athletic directors and coaches.

Within the athletic department, a conscious effort is made to identify women and minorities with potential for

advancement. When opportunities present themselves, women’s coaches are encouraged to assume additional administrative responsibilities to gain needed experience and demonstrate competency for future administrative employment openings. In addition, both women and minority staff who lack the requisite experience for advancement are frequently placed in “interim” appointments to gain the necessary experience to become viable candidates for permanent employment.

b. Describe the search process for hiring full-time coaches.

The process for hiring full-time coaches is basically the same as for hiring all other university Administrative and Professional (A&P) employees:

1. Before advertising the position, we must complete/process appropriate paperwork, obtaining approval from

the Office of Equal Opportunity Programs (OEOP) and, in some cases, the division vice president and budget officer. The following procedures are required: (1) Request to Recruit on a Vacant Line; (2) Complete Recruitment Plan/Recruitment Request; (3) Request Applicant Pool Approval and Interview Pool Approval.

2. After interviews have been conducted and a desired candidate has been identified, we must submit an Employment Recommendation packet that includes the proposed letter of offer, current resume, three letters of recommendation, official transcript, and Personnel Action Form (actual hiring form through Human Resources).

c. Where search committees are utilized in the selection and hiring of full-time coaches, what steps are taken to

ensure diversity on the search/selection committee (s)? As required by the university and stated in the Recruitment Plan, there is always diverse representation on athletic

department search/selection committees.

d. What efforts are made to encourage part-time coaches to apply for vacant positions as full-time athletic directors and coaches?

At this level of intercollegiate athletic competition (transitioning to NCAA Division I), it is unlikely that a part-time coach

would be qualified to be an athletic director. However, a fully qualified part-time coach would be welcome to apply. Part-time coaches who meet the qualifications for vacant coaching positions are encouraged to apply. Part-time coaches in our own program who have demonstrated a high competency for the position are actively pursued and encouraged to apply.

e. Specify media, including publications, agencies, organizations and networks utilized to identify qualified applicants as coaches and athletic directors.

Advertisements are placed in the UNF Hiring Listings (via Human Resources/Web Site) with a link to higheredjobs.com,

the UNF Athletics Web Site, and nationally in the NCAA News web site for a minimum of two weeks. In addition, for select positions, postings may be directed to historically black university athletic programs within the state and/or the National Association of Collegiate Directors of Athletics. To attract qualified female coaching applicants and aspiring women administrators, contact would be made with the Women’s Sports Foundation and the National Association of Collegiate Women Athletic Directors

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f. Describe modifications the institution will make to ensure greater diversity among individuals hired as athletic directors and full-time coaches.

Through the university’s routine recruitment efforts and accessible advertisements nation-wide, all individuals have equal access and opportunities. In addition, the OEOP ensures a diverse pool of applicants before we can proceed with requesting approval for interviews.

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PART V

ISSUES IN ATHLETICS

SECTION B -- GENDER EQUITY IN ATHLETICS 1. Designated Title IX Compliance Test

The University of North Florida has always been committed to building an intercollegiate athletic program of the highest quality that is nondiscriminatory in the provision of funding and participation opportunities for male and female students. While the university has made exceptional progress toward the goal of offering participation opportunities in direct proportion to the university’s undergraduate enrollment, we continue to demonstrate compliance with Title IX through Test II – a history and continuing practice of program expansion for women.

2. Compliance Review And Update

Athletic Equity Component 1

ACCOMMODATION OF INTERESTS AND ABILITIES EQUAL OPPORTUNITIES TO COMPETE: Historically, the percentage of male and female full-time undergraduate students enrolled at the University of North Florida has remained fairly stable at 42% male and 58% female. For 2003-2004, the full-time undergraduate enrollment was again 42% (3401) male and 58% (4723) female. As documented in the 2003-2004 EADA report, student-athlete participation opportunities were 49% (151) male and 51% (157) female. While last year’s (2002-2003) women’s participation levels reached an all time high at 54%, the 2003-2004 numbers were more consistent with the gradual increase noted in previous reports. Over the past seven years, female participation levels have increased from 44% in 1997-98 to 51% this year. While lower than the previous year, it follows the pattern of previous years. The chart on the following page shows the gradual and consistent enhancement in female participation opportunities. The target goal of 58% female student-athlete participation remains as this matches the university’s full-time undergraduate female enrollment. With the planned enhancement of participation opportunities in women’s track and the reduction of walk-on opportunities in baseball and men’s track during the current year, the gradual and steady increase in opportunities for female participation should continue. LEVELS OF COMPETITION: Compliance maintained. There has been no change in the levels of competition for any of the men’s or women’s intercollegiate athletic teams for the 2003-2004 year.

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PARTICIPATION GROWTH SUMMARY

2002-2003 Number of Participants 2003-2004 Number of Participants Sport Males Females Sport Males Females Baseball 42 --- Baseball 39 --- Basketball 17 16 Basketball 15 17 Cross Country 11 9 Cross Country 21 14 Golf 8 --- Golf 9 --- Soccer 24 26 Soccer 29 33 Softball --- 18 Softball --- 16 Swimming/Diving --- 23 Swimming/Diving --- 27 Tennis 10 9 Tennis 9 7 Indoor Track 5 8 Indoor Track 15 15 Outdoor Track 4 13 Outdoor Track 14 15 Volleyball --- 14 Volleyball --- 13 Total Participants 123 142 Total Participants 151 157 % Participants 46% 54% % Participants 49% 51%

Percentages of Female Athletes * 1997-1998 44% 1998-1999 47% 1999-2000 48% 2000-2001 50% 2001-2002 49% 2002-2003 54% 2003-2004 51%

*Target Goal: 58% = Full-time Undergraduate Female Enrollment

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EQUIPMENT AND SUPPLIES Compliance maintained. There have been no changes in the Quality, Suitability, Amount, Maintenance, Replacement, or Availability of equipment and supplies for men’s and women’s teams.


SCHEDULES Compliance maintained. There have been no changes in the Number of Competitive Events, Number and Length of Practice Opportunities, Time of Competitive Events, Time of Practice Opportunities, And the Opportunities for Pre/Post Season Competition from last year.


TRAVEL AND PER DIEM Compliance maintained. There have been no changes in the modes of Transportation, Housing during Travel, Length of Stay, Per Diem, and Dining Arrangements. While equity has been established, there remains the student-athlete welfare issue of inadequate per diem for all student-athletes. As resources become available and the university removes the state limitation on such spending, we will support enhancement in these allotments.


OPPORTUNITIES TO RECEIVE COACHING AVAILABILITY: Compliance was lacking in this area due to having two full-time assistant coaches working with the men’s teams (men’s basketball and baseball) while having only one working with a women’s team (basketball). To address this deficiency, funding was budgeted and has been allocated for a new assistant coach position. The search has begun to hire a full-time assistant women’s track coach effective July 1, 2005. ASSIGNMENT: Compliance maintained. It was noted in last year’s report that some coaches (head baseball and head softball) had additional administrative responsibilities. With the hiring of a full-time grounds supervisor, the baseball coach has been relieved of these responsibilities. In addition, with the hiring of a full-time marketing and promotions coordinator, the softball coach has been relieved of her responsibilities for promotions. No other coaches have additional administrative responsibilities. Some coaches continue to teach for additional supplements. COMPENSATION: Compliance maintained. With the changes that have occurred in the past year, effective July 1, 2005, compliance should be achieved. What remains is the issue of a single coach being responsible for two teams – men’s and women’s. While not an equity issue as both men’s and women’s teams receive equitable treatment and coaching in these situations, it is a question of student-athlete welfare regarding the institutional commitment to these teams.

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Athletic Equity Component #6

LOCKER ROOMS, PRACTICE, AND COMPETITIVE FACILITIES QUALITY, AVAILABILITY AND EXCLUSIVITY OF FACILITIES: Last year’s report indicated a competitive inequity for the women’s swimming and diving team in that they had to share the Aquatic Center with various other programs. This sharing of the facility often dictated the team’s practice and competitive schedules as well as the conditions in the pool (water temperature). With the resignation of the former Aquatic Center Director, the Division of Student Affairs is assisting in re-prioritizing the space and programming needs in that facility. To that end, the intercollegiate women’s swimming and diving team will be the #1 priority in this facility. This will allow for scheduling of regular season practices and competitions as directed by the head coach as well as additional “lanes” for practice. Also, additional and appropriate (cleaner, more convenient, secure) storage space has been identified on the pool deck for the swim team’s equipment. For the fall, we have also requested that the water temperature be lowered. AVAILABILTY AND QUALITY OF LOCKER ROOM: With the completion of the semi-private locker rooms for men’s and women’s cross country/track and the tennis programs in the new stadium, we still have one team (women’s swimming and diving) which has no private locker room. They currently share “changing space” with the general public and have had use of very small “daily” lockers. This space was renovated during the fall and new larger lockers replaced the old ones. The women’s swimming and diving team was provided first priority in the selection of these new lockers and has them grouped together in a “team” section. While this is still not a private space, it is much improved. MAINTENANCE AND PREPARATION OF FACILITIES: Compliance maintained. There remains the need for a private locker room for the women’s swimming and diving team. Unfortunately, it will take a successful major fund raising campaign to provide for these needs. This campaign is currently being developed under the direction of the new Assistant Athletic Director for External Affairs.


MEDICAL AND TRAINING FACILITIES AND SERVICES (Includes weight training)

MEDICAL PERSONNEL AND ASSISTANCE: Compliance maintained. The hiring last fall of an experienced full-time Strength and Conditioning Coach who is responsible for all men’s and women’s teams on an equitable basis has been an enhancement to the total program. INSURANCE COVERAGE: Compliance maintained. WEIGHT TRAINING AND CONDITIONING FACILITIES: Compliance maintained. However, in January, we added a second athletic training room in the stadium. This facility is “state of the art” and services primarily all the non-Arena based sports. Thus, men’s and women’s basketball and volleyball will continue to utilize the Arena athletic training room which is fully equipped, but smaller. However, its proximity to the practice and competition venues for these teams is more convenient and provides better access. Thus, equity is maintained. ATHLETIC TRAINERS: Compliance maintained.

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PUBLICITY AND PROMOTION

Compliance maintained. There have been no changes in Sports Information Personnel, Publicity Resources, Publications and Promotional Devices.


SUPPORT SERVICES Compliance maintained. There have been no changes in Administrative Support or Clerical Assistance.


HOUSING AND DINING FACILITIES AND SERVICES Compliance maintained. There have been no changes in Housing, Special Services and Meal Plans.


RECRUITMENT OF STUDENT-ATHLETES EQUIVALENTLY ADEQUATE FINANCIAL RESOURCES: Compliance maintained. Coaches control individual budget allocations within their total operational budget based on self-identified needs and priorities. As such, the amount spent on recruitment is an individual coach’s choice based on program specific needs. These tend to vary from year to year. EQUAL OPPORTUNITIES TO RECRUIT: Compliance maintained. The 2003-04 EADA report shows nearly identical spending for recruiting for men’s ($30,329) and women’s ($29,066) teams. As this is a head coach’s decision based on their individual allocation of operating budget for these needs, there is no issue of gender bias. BENEFITS, OPPORTUNITIES, AND TREATMENT AFFORDED PROSPECTIVE ATHLETES: Compliance maintained.


RECRUITMENT, ASSIGNMENT AND COMPENSATION OF TUTORS Compliance maintained. All such services are handled outside the athletic department and are gender equitable.

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ATHLETIC FINANCIAL ASSISTANCE/SCHOLARSHIPS SUBSTANTIALLY PROPORTIONATE AMOUNTS OF FINANCIAL ASSISTANCE: Scholarship support for women’s athletics continues to increase. The 2003-04 EADA Report confirms that $326,135 (43.9%) was given to male student-athletes while $417,219 (56.1%) was provided to female student-athletes. This is within less than 2% of the desired proportionality rate. Yet, it remains 1% off the OCR variance permitted for year-to-year fluctuations. With additional funding for women’s track budgeted for subsequent years, additional scholarship enhancements will occur and we will get closer to full compliance.

3. Corrective Action Plan for Non-compliance Components in Athletics

(1) Gender Equity in

Athletics Component

(2) Planned Actions to

Address Deficiencies Found in Athletics

(3) Responsible Person(s) and

Contact Information

(4) Time Lines

Opportunities to Receive Coaching

Develop and implement a plan to hire additional full-time women’s sport coaches

Athletic Director, Associate Athletic Director/SWA, Athletic Business Manager

Develop plan by October 1, 2004; Hire first coach by August 1, 2005

Completed. A plan was developed, adopted, and budget created to add additional full time assistant coaches over a period of years. The first sport identified was track with the intention of supporting the development and enhancement of the women’s track program. The hiring process has been initiated. Anticipated hire date is July 1, 2005. Priorities for subsequent new assistant coach positions will be tennis (men’s and women’s), softball, and women’s soccer.

Locker Rooms, Practice and Competitive Facilities

Develop and implement a plan to build a team locker room, coaches’ offices, and storage for women’s swimming and diving

Athletic Director, Assistant Athletic Director/External, VP for Institutional Advancement, Head Swimming/Diving Coach

Develop plan by September 1,2004 Commence fund- raising by January 1, 2005

Partial completion. A plan was developed to improve locker room, storage, office and competitive facilities for the women’s swimming and diving team and ultimately, to build a private locker room, office, and enhanced storage space. To date, the current locker room has been renovated with new lockers and assignments. Storage space in the pool area has been renovated and re-assigned providing the swim team with easier access and security for their equipment. In addition, the swimming and diving team will have first priority in practice times and lane assignments, and facility program times will be adjusted to accommodate team competitive meet needs. Lastly, efforts are being made to address the water temperature issues. A proposal for construction of an addition to the Aquatic Center to accommodate office, locker rooms and storage space for the swimming and diving team is part of the Campaign for Athletics which will be initiated this summer.

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I/We hereby verify that the institution is in compliance with the identified components of our athletics program, as required by Title IX and the Florida Educational Equity Act. Please check which of the two applies below

The above Corrective Action Plan has/will be implemented to bring the institution into compliance within the time frame indicated in the Plan. If already completed, indicate completion date. OR

All items of the self-review as documented in the 2003-04 Update remain in compliance for 04-05.

__________________________________________________________ ___________________ Signature of the Athletic Director Date ___________________________________ Review Completion Date _________________________________________________________ __________________ Signature of the Title IX Coordinator and/or Title IX Committee Chair Date ___________________________________ Review Completion Date

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PART VI

UNIVERSITY EQUITY IN EMPLOYMENT ACCOUNTABILITY PLAN 1. 2003-2004 EAP Progress Update A. Analyses of Personnel Transactions Senior Level A&P Administrative Positions

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Black

Goal: To hire 1 black

Goal Attainment: Goal not met

Academic Administrative Positions

Sep 2, 2002 – Sep 1, 2003

Chairpersons: Utilization Status: Underutilized by 6 Females

Goal: To appoint 1 Female Chair over the next academic year. Goal Attainment: Goal met; appointed 1 Female Chair

Deans: Utilization Status: Underutilized by 1 Female Underutilized by 1 Black Goal: To Hire 1 Female

Goal Attainment: Goal not met Directors: Utilization Status: No underutilization reported

Goal: None Goal Attainment: N/A

Executives: Utilization Status: Underutilized by 1 Female Underutilized by 1 Black Goal: No hires at this level anticipated Goal Attainment: N/A

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Librarians:

Utilization Status: Underutilized by 1 Hispanic Underutilized by 1 Minority

Goal: No hires anticipated at this level anticipated

Goal Attainment: N/A Ranked Faculty Positions EDUCATION CIP CODE 13.0000

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Black Professor Underutilized by 4 Female Professors Underutilized by 1 Female Associate Professor Goal: No hiring anticipated at this level. The dept. plans to recommend 1 Female for promotion

from the Assistant Professor level to the Associate Professor level Goal Attainment: Goal not met; the department hired 1 Black Female Assistant Professor and 2 Female

Assistant Professors. COMPUTER & INFORMATION SCIENCES / CIP CODE 11.0000

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Professor Goal: No hiring anticipated at this level. Goal Attainment: N/A ENGINEERING / CIP CODE 14.0000

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Professor Underutilized by 1 Female Associate Professor

Goal: No hiring anticipated at these levels. Goal Attainment: N/A

BUILDING CONSTRUCTION MANAGEMENT / CIP CODE 15.1001

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Assistant Professor Goal: No hiring anticipated at this level Goal Attainment: N/A

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COMMUNICATIONS / CIP CODE 09.0000Sep 2, 2002 – Sep 1, 2003

Utilization Status: Underutilized by 2 Female Associate Professors Goal: No hiring anticipated at this level Goal Attainment: N/A WORLD LANGUAGES / CIP CODE 16.0000

Sep 2, 2002 – Sep 1, 2003 Utilization Status: No underutilization reported Goal: 2003-2004 N/A Goal Attainment: N/A

ENGLISH / CIP CODE 23.0000 Sep 2, 2002 – Sep 1, 2003

Utilization Status: Underutilized by 1 Female Assistant Professor Goal: 2003-2004 To hire 1 Female Assistant Professor Goal Attainment: Goal not met BIOLOGY / CIP CODE 26.0000 Sep 2, 2002 – Sep 1, 2003

Utilization Status: Underutilized by 1 Female Assistant Professor Goal: 2003-2004 To hire 1 Female Assistant Professor Goal Attainment: Goal met; hired 1 Asian Female Assistant Professor

MATHEMATICS /CIP CODE 27.0000 Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 2 Female Professors Goal: 2003-2004 To recommend for promotion 1 female to full Professor

Goal Attainment: Goal met; promoted 1 female to full Professor PHILOSOPHY AND RELIGION / CIP CODE 38.0000 Sep 2, 2002 – Sep 1, 2003 Utilization Status: No underutilization reported Goal: N/A

Goal Attainment: N/A

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CHEMISTRY/PHYSICS / CIP CODE 40.0000 Sep 2, 2002 – Sep 1, 2003

Utilization Status: Underutilized by 1 Female Professor Underutilized by 2 Female Associate Professors

Goal: 2003-2004 The department does not anticipate hiring at the Professor or Associate Professor levels.

Goal Attainment: N/A PSYCHOLOGY / CIP CODE 42.0000 Sep 2, 2002 – Sep 1, 2003 Utilization Status: No underutilization reported Goal: 2003-2004 N/A

Goal Attainment: N/A SOCIOLOGY, ANTHROPOLOGY, CRIMINAL JUSTICE / CIP CODE 45.000 Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Assistant Professor Underutilized by 1 Female Associate Professor Goal: 2003-2004 The Social Sciences area set a goal of recommending to promote 1 Female to Associate Professor

Goal Attainment: Goal met; promoted 1 female to Associate Professor and hired 1 female Assistant

Professor HISTORY / CIP CODE 45.0801 Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Professor Underutilized by 2 Female Assistant Professors Goal: 2003-2004 No hiring anticipated at these levels. Goal Attainment: N/A POLITICAL SCIENCES / CIP CODE 45.1001 Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Associate Professor Underutilized by 1 Female Assistant Professor Goal: No hiring anticipated at these levels. The department plans to recommend to promote 1 Assistant Professor to Associate Professor Goal Attainment: Goal met; promoted 1 female to Associate Professor

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MUSIC / CIP CODE 50.0000 Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Female Professor Underutilized by 3 Female Associate Professors Underutilized by 1 Female Assistant Professor Goal: 2003-2004 To hire 1 Female Assistant Professor. The department does not anticipate hiring at the Professor or Associate Professor levels Goal Attainment: Goal not met HEALTH PROFESSIONS / CIP CODE 51.0000

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Minority Associate Professor Underutilized by 2 Minority Assistant Professors Underutilized by 1 Black Assistant Professor

Underutilized by 1 Hispanic Assistant Professor

Goal: To hire 1 Minority Assistant Professor. Goal Attainment: Goal met; hired 1 Asian Female Assistant Professor

BUSINESS MANAGEMENT / CIP CODE 52.0000

Sep 2, 2002 – Sep 1, 2003 Utilization Status: Underutilized by 1 Minority Professor Underutilized by 1 Black Professor Underutilized by 7 Female Professors Underutilized by 1 Minority Associate Professor Underutilized by 1 Black Associate Professors Goal: To hire 1 Minority Assistant Professor Goal Attainment: Goal met; hired 2 Asian Assistant Professors

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PART VI

B. Tenure Granting Analyses

Each university should provide information on the tenure nomination and approval processes, including the rank race and gender of faculty eligible for tenure by category; race and gender composition of the tenure nomination committee; and documentation showing that each eligible member was notified of such eligibility

2004-2005 PROMOTION AND TENURE CANDIDATES

PROMO NAME DEPARTMENT Assoc. TENURE RACE GENDER

COLLEGE OF ARTS AND SCIENCES

Angeles, Jose Luis World Languages X X White Male

Bowers, Doria Biology X X White Female

Lukens-Bull, Ronald A. SACJ X X White Male

Martorelli, Dominick Art & Design X X White Male

Schwam-Baird, David PSPA X X White Male

Smith, Kelly Biology X X White Female 2 White Females

COGGIN COLLEGE OF BUSINESS ADMINISTRATION Baliamoune-Lutz, Mina Economics & Geo X X Black Female

Cobb, Sharon C. Economics & Geo X X White Female 1 Black Female 1 White Female

COLLEGE OF COMPUTING, ENGINEERING & CONSTRUCTION Malek, Mag BCM X X White Male

Malhas, Faris A. CE X White Male

COLLEGE OF HEALTH Joyce, Christopher AT & PT X X White Male

Moore, Michele Johnson Public Health X X White Female

Tasso, Kay H. AT & PT X X White Female 2 White Females

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Promotion & Tenure Committee Member: NAME RACE GENDER

Patricia Geesey White Female Harriett Stranahan White Female Janet Bosnick White Female Len Roberson White Male Roger Eggen White Male Cynthia Scott White Female Susana Urbina Hispanic Female Kathaleen Bloom White Female Elinor Scheirer White Female Homer Bates White Male Matthew Corrigan White Male Henry Thomas Black Male 1 Hispanic Female 1 Black Male 6 White Females 4 White Males

Grand Total: 12 Committee Members

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Tenure & Promotion

Candidate Departmental Committees Name Race Gender

World Languages

W/M Jose Angeles Tom Leonard white Male Pat Geesey white Female

Shira Schwam-Baird white Female

2 White Females Biology W/F Doria Bowers Mike Lentz white Male W/F Kelly Smith Joe Butler white Male Tony Rossi white Male

Kunisi Venkatasubban asian Male

Cindy Nyquist-Battie white Female

1 Asian Male 1 White Female

Soc., Anthro, CJ Eddie Collins black Male W/M Ronald A.

Lukens-Bull Rosa De Jorio white Female

Michael Hallett white Male

Ronald Kephart white Male

Sudarshan Kuthiala asian Male

Christine Rasche white Female

Adam Shapiro white Male Stanley Swart white Male Robert Thunen white Male Jeffry Will white Male 1 Black Male 1 Asian Male 2 White Females Art & Design

W/M Dominick Martorelli

Louise Freshman Brown white Female

Charles Charles indian Male

Robert Cocanougher white Male

Paul Ladnier white Male Ken McMillan white Male 1 White Female 1 Indian Male

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Polis Sci/Pub Admin

W/M David Schwam-Baird Mary Borg white Female Henry Thomas black Male Ron Libby white Male 1 White Female 1 Black Male

Economics & Geography

B/F Mina Baliamoune-Lutz Steve Shapiro white male

W/F Sharon Cobb Earle Traynham white male

Lou Woods white male Jeff Steagall white male

Harriet Stranahan white female

1 White Female

Building Const Mgmt

W/M Mag Malek John Alexander white male

Michael Jackson white male

Donald Jensen white male Roger Eggen white male

Civil Engineering

W/M Faris Malhas Michael Jackson white male

John Alexander white male

Ajayi Adewale black male

Kenneth Martin white male

Jay Huebner white male 1 Black Male Public Heath

W/F Michele Moore Sharon Wilburn hispanic female

Kerry Clark white male Judy Perkin white female Joan Farrell white female

Cynthia Nyquist-Battie white female

1 Hispanic Female 3 White Females

Athletic Therapy/Physical Therapy

W/M Christopher Joyce Li Loriz hispanic female

W/F Kay Tasso Jeanne Patterson white female

Kathy Robinson white female

Cindy Nyquist-Battie white female

Cathy Hough white female 1 Hispanic Female 4 White Females

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UNIVERSITY OF NORTH FLORIDA TENURE APPRISAL

The BOR-UFF Collective Bargaining Agreement states (15.2):

The university shall give a copy of the criteria for tenure to employees eligible for tenure, and each such employee shall be apprised in writing once each year of the employee’s progress toward tenure. The purpose of the appraisal is to provide assistance and counseling to candidates to help them to qualify themselves for tenure. The appraisals are not binding upon the university.

Name of Employee: ______________________________________________ This is to apprise you of your progress toward tenure. 1. Instruction. 2. Research, scholarship, creative activity. 3. Service. You will be eligible to be reviewed for tenure during the __________ academic year. (Signed) __________________________________________ Date: ________ Chairperson/Director Department/Division: ____________________________________ (Signed) ___________________________________________ Date: ________ Faculty Member cc: Provost and Vice President for Academic Affairs College Dean (if applicable)

Faculty Association

April 5, 2001

EVALUATION, PROMOTION, AND TENURE POLICIES

5.1 Evaluation Procedure (Reference: BOR/UFF Agreement, Articles 10 and 11)

The annual performance evaluation is designed to provide a qualitative and quantitative assessment of each faculty assignment. All faculty are evaluated annually by the appropriate chair or director (see Section 5.4, Promotion and Tenure Policies and Procedures). Evaluations are usually conducted before the termination of the spring term and a written report must be made available to the faculty member. Evaluation files are kept pursuant to Article 11 of the BOR/UFF Agreement.

5.2 Evaluation of Teaching

5.2 (1) Faculty Association Statement on Evaluation of Teaching (Reference: Faculty Association Item FA95-10)

Preamble

Teaching is the primary mission of the University of North Florida. Teaching ability is the most important criterion for hiring new faculty and for granting tenure and promotion. We presume that UNF professors are committed to good teaching and are motivated to maintain and improve teaching skills.

Evaluation, properly used, can help faculty with this commitment, since the primary purpose of evaluation is to encourage and support the individual development of faculty members' expertise. A secondary purpose is to identify those faculty experiencing teaching difficulty, with the aim of helping them.

We therefore distinguish between "formative evaluations," which are designed to generate constructive feedback to faculty about specific courses, and "summative evaluations," which summarize a faculty member's efforts over a year or more and which are typically used for annual evaluations and tenure or promotion applications. Formative evaluations are to be used by individual faculty, to confirm them in their good work and/or to help them find their best teaching styles. Summative evaluations serve as reviews of the pattern of a faculty member's teaching styles and contributions over a period of time, usually to mark a faculty member's readiness for recognition (such as merit pay or teaching awards) or a change of status (such as promotion or tenure).

We assume the following: Faculty growth in teaching cannot be assessed adequately by a single method. Indeed, evaluation can do more damage than good if evaluators erroneously infer significant differences from inadequate evidence or make invalid comparisons between individuals. A faculty member's teaching should be evaluated by those standards deemed appropriate to his or her discipline and to the schools of thought associated with that discipline. Using a variety of data sources encourages faculty growth in teaching because

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such practice honors the inescapable fact of individual difference. Evaluation should encourage diverse forms of excellence, not pedagogical conformity.

Evaluation of Teaching in General

Those evaluating teaching should judge tenured and untenured faculty from different perspectives: a) faculty tenured or promoted since their arrival at UNF have already been judged to have achieved overall teaching "excellence"; therefore, the purpose of evaluation is to seek proof that a high level of teaching effectiveness has been maintained; b) new faculty were hired because they manifested every indication that they would become "excellent" teachers; evaluation will therefore provide evidence of growth to that end. Finally, all evaluations shall be consistent with the BOR/UFF Agreement.

Considering the evaluation of teaching in general, the faculty recommends:

a) that a variety of sources shall be used to evaluate instruction.

Summative evaluations of teaching must be based on at least three different information sources. Thus, faculty will choose at least three of the following sources of information for use in these evaluations:

(1) course materials (e.g., syllabi, exams, etc.);

(2) self-evaluation report;

(3) documented peer assessment;

(4) student opinions (e.g., written narratives, university-sanctioned survey instruments, etc.).

All summative evaluations of faculty, including identification of those who are "outstanding" or "conditional," must reference evidence from the above-named categories.

Formative evaluations of teaching, used for the faculty member's own development, are not constrained by the requirement of three different sources.

b) that a number of considerations may enter into assessing teacher effectiveness, such as (but not limited to): [This list is based on work by Cohen and McKeachie (cited by Centra, 1993, p. 118)]

(1) mastery of course content (comprehensiveness of content areas, currency of content); (2) selection of course content; (3) course organization and design (instructional goals and objectives, content coverage); (4) appropriateness of course objectives; (5) appropriateness of instructional materials (such as readings, media); (6) appropriateness of evaluative devices and practices (such as exams, written assignments, reports); (7) appropriateness of methodology used to teach specific course content areas (presentation of instruction); (8) commitment to teaching and concern for student learning; (9) student achievement, based on performance on exams and projects; (10) support of departmental instructional efforts; (11) curriculum and new course development (courses' fit with other courses, course revision new programs/courses developed); (12) availability to students; (13) course-related requirements completed and on time;

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(14) efforts toward continual professional development as a teacher (attending workshops, seminars, short courses, professional association meetings, grants or financial aid obtained for innovation and experimentation in teaching).

Conducting Peer Evaluations

For faculty who select peer assessment, that assessment may encompass the evaluation of teaching within the classroom itself and/or the evaluation of teaching through the examination of course materials. Colleagues may wish to focus upon the criteria of effective teaching listed above. While new and untenured faculty must be evaluated on the basis of both classroom presentation and course material, faculty tenured and promoted since arrival at UNF may select one or the other.

When a faculty member requests classroom visitation, the following is recommended:

a) that the actual process should encompass three stages:

(1) a pre-visit conference with the colleague(s); (2) a classroom visit for at least one entire class session; (3) a post-visit conference with the colleague(s).

b) that at least two colleagues should visit the classes of non-tenured faculty.

In addition to any university-wide peer review process, departments may develop policies and guidelines for peer review within their departments.

If the evaluation is to include an examination of course materials, Centra (1993) suggests that the colleague conducting the evaluation may wish to pay attention to several factors that have been linked to effective teaching. The faculty recommends that a number of factors should be considered, including (but not limited to):

a) organization of subject matter and of the course as a whole;

b) effective explanation of student assignments;

c) appropriateness of tests, materials, topics, etc.;

d) fairness in assessing student progress via exams, assignments, etc.;

e) flexibility and variety in instructional approaches.

While the effort to evaluate colleagues' teaching may be easier in larger departments, small departments may find that colleague evaluations could be conducted by faculty outside the immediate unit. Centra reports that "evaluations of course organization and teaching methods, and assessment of student achievement, can be done by colleagues outside a department who have some sensitivity to good instructional design" (Centra, 1993, p. 118).

Reports of the outcome of colleague evaluation, which will address only those materials or presentations seen by the evaluator, are to be made directly and only to the faculty involved. Faculty may use these colleague evaluations in their annual evaluations and promotion/tenure documents at their discretion.

Administration of Student Opinion Instrument

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With regard to the administration of a university-sanctioned and/or department-sanctioned student opinion instrument for summative purposes, the faculty recommends:

a) that a student opinion instrument shall be administered by non-tenured faculty in every course taught in every term, and by tenured faculty in every course in at least one term the faculty member selects from the academic year;

b) that the following practice be used for the administration of the instrument:

(1) that the actual administration of the instrument be consistent with present practice; and (2) that student opinion tabulations be returned to the faculty member no later than the end of the second week of the term following the term of their administration.

The faculty strenuously cautions against inappropriate use of student opinion survey summary statistics.

With regard to the administration of a student opinion instrument for formative purposes, the faculty recommends:

a) that the faculty member is free to choose or design his/her own student opinion instrument.

b) that results should be returned directly to the faculty member and should not be retained in the faculty member's department personnel file.

Evaluation of Teaching for Promotion and Tenure Decisions

Promotion and tenure decisions typically require a summative evaluation. Regarding the evaluation of teaching specifically for the purpose of promotion and tenure decisions, the faculty recommends:

a) that deans, chairpersons, and members of the P & T Committee, and anyone doing peer evaluations attend an annual workshop on faculty evaluation, including sessions on what effective teaching is and how to interpret student opinions; and that candidates for promotion and tenure be invited to annual workshop on how to prepare a dossier.

b) that everyone involved in the evaluation of faculty for promotion and tenure decisions refer to Section 5.4 (3.1) of the UNF Faculty Handbook, which states:

"All committees and administrators evaluating the candidate must consider the following categories:

(1) the presentation of the University's curriculum in lecture, seminar, laboratory, studio, practicum, or independent study courses; (2) the development of new courses, degree programs, and other efforts to improve and enhance the University's curriculum; (3) academic and career advisement, if part of the candidate's assigned duties; (4) also to be considered are evaluations of the candidate's teaching by students and academic colleagues through University sanctioned methods such as survey instruments, questionnaires, and in-class visitations, observations and interviews; and

(5) in addition, administrators and committees shall consider any other relevant information in the dossier concerning teaching ability and accomplishments, such as awards or other formal recognition for outstanding

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teaching, grants or financial aid obtained for innovation and experimentation in teaching, and so forth."

Multiple sources of evaluative information are important to the promotion and tenure decision. In particular, references to peer evaluations typically constitute especially salient evidence of each faculty member's teaching effectiveness. Therefore, those faculty who anticipate promotion and/or tenure eligibility should plan to provide such evidence.

__________

Centra, John A., Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness, San Francisco: Jossey-Bass Publishers, 1993.

5.2 (2) State University System Student Assessment of Instruction (SUSSAI) (Reference: Faculty Association Item FA95-39)

At its January and May, 1995 meetings, the Board of Regents provided and approved the System policy and procedures to implement the State University System Student Assessment of Instruction (SUSSAI). Within the framework of the System policy and procedures each university was to develop written policies regarding the administration of this instrument for student assessment of instruction. The following procedures and policies shall guide the use of the SUSSAI at the University of North Florida.

Courses to Be Assessed by SUSSAI

All courses taught (including both graduate and undergraduate courses) during an academic year by each faculty member, adjunct instructor, or graduate assistant will be assessed by this instrument. The exceptions to this policy are:

a) for multi-section courses at least one section, but not necessarily all sections of a course taught by an individual faculty member, adjunct instructor, or graduate assistant are to be assessed. Individuals wishing to have student assessment of more that one section of a given course, or of all sections of a given course, are not prohibited from doing so;

b) in courses with more than one instructor, all instructors will be evaluated individually;

c) courses involving individual instruction such as independent studies (DIS), internships, and practica may be excluded from this student assessment;

d) courses involving types of instruction that occur outside of traditional classroom or laboratory settings, and for which these assessment items would not be appropriate, may be excluded from this student assessment; and

e) courses for which the number of respondents to the instrument is so small as to make the results of limited statistical usefulness may be excluded from this student assessment.

No blanket exclusion provisions can be entertained. With the exception of a) above, determination of course exclusion from student assessment will be made by the faculty member in consultation with the appropriate departmental chairperson. Specific rationale for exclusions will be reduced to writing and retained in the departmental files.

Ancillary Information to Be Collected and Reported

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In addition to the student assessment results, the following information is to be gathered and reported for each class to which the SUSSAI is administered:

a) course title and number;

b) section number;

c) instructor name;

d) department;

e) semester and year;

f) class enrollment (number of students for which grades are assigned by the instructor at the end of the term); and

g) number of students responding.

Response Categories and Items Assessed

The University will report the percentage frequency distributions of student responses for each of the six response categories on each of the eight common core items below.

The response categories will be:

Excellent Very Good Good Fair Poor No Response

The common core items to be assessed are:

a) description of course objectives and assignments;

b) communication of ideas and information;

c) expression of expectations for performance;

d) availability to assist students in or out of class;

e) respect and concern for students;

f) stimulation of interest in course;

g) facilitation of learning; and

h) overall rating of instructor.

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Administration of the SUSSAI

The following provisions shall be observed regarding SUSSAI administration:

a) the instrument shall be administered during the final three weeks of scheduled instruction;

b) the instrument shall be administered at the beginning of a class session in which no examination is scheduled;

c) students shall be given sufficient class time (no less than 15 minutes) for explanation and completion of the instrument;

d) the instructor is not to be present while the instrument is being administered; and

e) after the instructor establishes the date of administration the office of Academic Affairs will assume logistic responsibility for the administration of the instrument.

Time Line for The Reporting of Results

The results for the preceding spring and fall semesters are to be available no later than the end of February of each year.

Release of Results to the Public

The summary results will be available for inspection and copying under the provisions of the Public Records Act. A copy of the results will be provided to the Florida Student Association, the President of the University of North Florida Student Government Association, the UNF branch of the United Faculty of Florida and one copy will be placed in the Thomas G. Carpenter Library.

University Use of SUSSAI Information and Data

The results gathered on these common items will be available to the University for use in evaluating faculty members. However, this information provides only a limited perspective on faculty instruction, that is, it provides very limited diagnostic content and it is not broad enough to be meaningful without additional assessment items. The user of this information must have a clear understanding of the cautions and limitations surrounding its use.

The above notwithstanding, Chancellor's Memorandum CM-95-06, issued July 25, 1995, and reissued as CM-95-06.1, dated September 13, 1995 specifically states "that the results of the State University System Student Assessment of Instruction are to be used in evaluating faculty members." Chancellor's Memorandum CM-95-06.1 also specifically permits the gathering of additional information from students regarding their assessment of instruction for purposes of faculty evaluation, which information is not subject to the provisions of reissued CM-95-06-1.

Use of Additional Teaching Assessments

Within the constraints articulated in UNF faculty evaluation policies, faculty may elect to administer the SIR or

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some other form of assessing student opinion in addition to the SUSSAI. Results of these alternative assessment measures will not be made public.

Validation of SUSSAI Results

The University will conduct studies of the results of these common items to determine their statistical validity. Until such validity is established, special care shall be exercised in any consideration of the usefulness of this information concerning the effectiveness of faculty instruction.

5.3 Evaluation of English Proficiency (Reference: BOR/UFF Agreement, Article 10)

New faculty members, whether regular or adjunct, shall be certified as proficient in spoken English by the appropriate dean prior to the issuance of letters of offer. Similarly, graduate students assigned to teaching duties for the first time shall be certified by their appropriate dean or chair prior to undertaking their teaching duties.

Pursuant to Section 240.246, Florida Statutes, F.A.C. Ch 6C-5.120, and Article 10 of the BOR/UFF 1995-1998 Agreement, reviews of the spoken language competence of all currently employed faculty members and teaching assistants shall occur within the context of the annual evaluation of faculty and teaching assistants.

Any student who feels unable to understand an instructor's spoken English in the classroom may submit a signed written complaint, or make a formal verbal presentation, to the faculty member's college dean, who shall immediately notify the Vice President for Academic Affairs of the complaint. No formal investigation, as defined in the paragraphs below, shall be conducted until the student has filed a signed written complaint with the appropriate dean.

Investigation of the complaint shall be the responsibility of the dean, who will notify the faculty member of the complaint before initiating the investigation. Signed written complaints must be investigated. The investigation shall comply with relevant BOR rules and sections of the Agreement. The results of the investigation shall be embodied in a report and recommendation, to be forwarded by the dean to the Vice President for Academic Affairs.

After receiving the report and recommendation, the Vice President shall make a final decision in accordance with procedures outlined in the Collective Bargaining Agreement. The Vice President shall inform the dean, the faculty, and the complainant of the final decision. At the request of the faculty member or the complainant, the President shall review the decision of the Vice President for Academic Affairs. The President shall inform the parties of the results of that review.

5.4 Promotion and Tenure Policies and Procedures (Reference: BOR/UFF Agreement, Articles 10, 12, 14 and 15, and Faculty Association Item FA98-37)

Promotion and tenure awards are the University's major means for recognizing and protecting professional excellence in the academic disciplines.

In order to insure that academic excellence is consistently and regularly recognized, this document sets forth uniform promotion and tenure policies and procedures. They are designed to:

a) maximize peer judgment within each academic discipline;

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b) provide a uniform, consistent method for arriving at promotion and tenure decisions;

c) provide a clear statement of the standards by which the University awards promotion and tenure.

This document is intended to be consistent with and a supplement to the provisions of the BOR/UFF Collective Bargaining Agreement and other relevant statutes, rules, and regulations.

5.4 (1) Promotion Eligibility And Minimum Requirements

5.4 (1.1) Promotion Eligibility

To be eligible to apply for promotion, a faculty member must have completed the following minimum number of years of full-time academic duties in rank (regardless of institution):

a) Instructor to Assistant Professor: 1 year

b) Assistant Professor to Associate Professor: 3 years

c) Associate Professor to Professor: 4 years

Credit for the number of years of full-time academic duties in rank shall be determined by the Vice President for Academic Affairs.

Evaluations of a candidate for promotion to any rank must give primary consideration to the candidate's performance of assigned duties and responsibilities. Those assignments should be made with full knowledge of the promotion and tenure guidelines set forth in this document. Administrators who seek promotion must do so on the basis of their teaching, scholarship, and service contributions, rather than on the basis of their administrative duties.

Qualified candidates must not be denied promotion on financial grounds.

5.4 (1.2) Minimum Qualifications for Promotion to Assistant Professor

The candidate for promotion to Assistant Professor must hold the terminal degree appropriate to the academic discipline as determined by the Dean (or have completed a substantial portion of the work required for the terminal degree), or possess equivalent qualifications based on professional experience, and be otherwise qualified to perform assigned duties.

To be promoted from Instructor to Assistant Professor, a candidate must be demonstrably competent in teaching and must have shown some scholarly promise.

5.4 (1.3) Minimum Qualifications for Promotion to Associate Professor

The candidate for promotion to Associate Professor must hold the terminal degree appropriate to the academic discipline as determined by the Dean or Director or possess equivalent professional qualifications in the field above those which would be equivalent to the terminal degree.

To be promoted from Assistant to Associate Professor a candidate must be excellent in teaching, excellent in scholarship as evidenced by an agenda of inquiry that has resulted in published scholarly or creative works of high quality, and demonstrate continuing meaningful contributions in service.

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5.4 (1.4) Minimum Qualifications for Promotion to Professor

The candidate for promotion to Professor must hold the terminal degree appropriate to the academic discipline as determined by the Dean and be qualified for the rank of Associate Professor and, in addition, be an outstanding teacher, where "outstanding" is understood to be a consistent record of excellence over several years; and outstanding scholar as evidenced by an ongoing agenda of inquiry that has resulted in a body of published scholarly or creative works of high quality; and, demonstrate continuing meaningful contributions in service. A faculty member shall not be promoted to the rank of Professor without having achieved tenure, unless both actions occur simultaneously.

5.4 (2) Tenure Eligibility and Minimum Requirements

5.4 (2.1) Tenure Eligibility

The faculty member's SUS standard employment contract shall specify whether his/her position is a) tenured, b) non-tenure earning, or c) tenure earning. The initial contract shall also specify how much prior service in another institution is to be credited toward tenure.

The University President may grant up to two years' credit for prior service to faculty members hired at the Assistant Professor rank, up to three years' credit for faculty members hired at the Associate Professor rank, and up to four years credit for faculty members hired at the Professor rank. [F.A.C. Chapter 6C-5.940 1 (f)] Tenure may be granted at the time of initial appointment subject to approval by the Board of Regents. Prior to making an offer of tenure as a condition of employment, the Vice President for Academic Affairs will receive letters approving the tenured appointment from the department and college in which the candidate will be tenured.

Individuals with the rank of Assistant Professor, Associate Professor, or Professor are eligible for tenure. Tenure shall be in a department or other appropriate unit. Faculty members serving in appointed administrative positions may receive and retain tenure in the faculty classification but not in the administrative position.

An individual will normally be considered for tenure during the sixth year in which he/she holds a tenure-earning position at UNF, or in which he/she accumulates 6 years of credit for tenure. [BOR/UFF Agreement, 15.2 (a)] Where individuals are credited with tenure-earning service at the time of initial appointment, all or a portion of such credit may be withdrawn once by the individual prior to formal application for tenure. [BOR/UFF Agreement, 15.6 (c)] In case of denial of tenure, the individual will be given a one academic year terminal contract. [BOR/UFF Agreement, 12.2 (a)(2)] By the end of six (6) years of service at the University, an individual eligible for tenure must either be awarded tenure by the Board or given notice that further employment will not be offered, [BOR/UFF Agreement, 15.2 (b)] beyond the one academic year terminal contract.

Evaluations of a candidate for tenure must give primary consideration to the candidate's performance of assigned duties and responsibilities. Those assignments should be made with full knowledge of the promotion and tenure guidelines set forth in this document.

In the case of administrative employees who may be eligible for tenure consideration, the following teaching conditions shall be met: 33.3 semester credit hours of regularly scheduled classes if the member's rank is below Professor or 20 semester hours of regularly scheduled classes if the member's rank is Professor.

Administrators who seek tenure must do so on the basis of their teaching, scholarship, and service contributions, rather than on the basis of their administrative duties.

5.4 (2.2) Minimum Qualifications for Tenure

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The candidate considered for tenure will normally hold the terminal degree in the field in which the member is teaching.

The decision to award tenure is the most significant decision that the University will make in regard to a faculty member. To be awarded tenure a candidate, during the course of his or her tenure-earning interval, must be excellent in teaching, excellent in scholarship as evidenced by an agenda of inquiry that has resulted in published scholarly or creative works of high quality, and must demonstrate continuing meaningful contributions in service.

5.4 (3) Teaching, Scholarship and Service Evaluation Categories for Tenure and

Promotion

Within the minimum qualifications for promotion and tenure outlined above, the following categories shall be examined by all committees and administrators involved in the University tenure and/or promotion process: teaching, scholarship and service. Except for accomplishments in the service category, a candidate shall be evaluated only on accomplishments related to the candidate's academic discipline.

5.4 (3.1) Teaching

All committees and administrators evaluating the candidate must consider the following categories:

a) the presentation of the University's curriculum in lecture, seminar, laboratory, studio, practicum, or independent study courses;

b) the development of new courses, degree programs, and other efforts to improve and enhance the University's curriculum;

c) academic and career advisement, if part of the candidate's assigned duties

d) also to be considered are evaluations of the candidate's teaching by students and academic colleagues through University sanctioned methods such as survey instruments, questionnaires, and in-class visitations, observations and interviews; and

e) in addition, administrators and committees shall consider any other relevant information in the dossier concerning teaching ability and accomplishments, such as awards or other formal recognition for outstanding teaching, grants or financial aid obtained for innovation and experimentation in teaching, and so forth.

5.4 (3.2) Scholarship

Scholarly activities to be considered include the following:

a) published scholarly or creative works (or works completed and accepted for publication), within or directly related to the candidate's academic discipline:

(1) scholarly books; (2) monographs, editions, creative work, textbooks, bibliographies, or translations of full-length works; (3) edited collections of articles, readings, stories, etc.; and/or (4) refereed articles or short creative works in journals, magazines, or anthologies;

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b) the presentation of refereed scholarly papers within or related to the candidate's academic discipline;

c) the presentation of invited papers within or related to the candidate's academic discipline;

d) grants or fellowships received in support of creative or scholarly work, or teaching or curriculum improvement;

e) book reviews, non-refereed articles, and non-refereed papers, within the discipline;

f) completed artistic performances, creations, and exhibitions; and

g) work in progress.

5.4 (3.3) Service

University Service

This category includes service to the candidate's department, college and to the University at large, on elected or appointed committees; or through organizing and expediting meetings, conferences, workshops, and symposia; or otherwise.

Professional Service

This category includes contributions to scholarly organizations dedicated to the development and support of the candidate's academic discipline. Professional service activities include the following:

a) elected officer in local, state, and national discipline-oriented organizations;

b) service other than officership to such organizations;

c) all activities other than teaching and scholarship which directly support the candidate's academic discipline; and

d) service to public schools.

Community Service

This category includes those community activities to which the candidate makes a contribution by virtue of professional expertise. The only community service activities relevant to tenure or promotion candidacy are those related to the faculty member's professional expertise. Such activities include the following:

a) membership and active participation in elected or appointed public, civic, or community groups, boards, agencies and commissions dealing with issues related to the candidate's professional expertise;

b) membership and active participation in voluntary public, civic, or community groups, boards, agencies, and commissions dealing with issues related to the candidate's professional expertise; and

c) any other community activities in which the University is represented by virtue of the candidate's

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professional expertise.

5.4 (4) Procedural Responsibilities in Regard to Tenure and/or Promotion

The following procedures incorporate both locally developed processes and any requirements of the BOR/UFF contract. The steps are deliberately detailed to avoid any missteps or confusion over the exact procedures. The candidate's response at any stage of the process is to add clarifying information to persons further along in the process who will be reading both an earlier assessment and recommendation as well as a possible response from the candidate. The provision of a response by the candidate is not intended, nor should be construed to mean, that previous decisions/recommendations must be reconsidered by earlier parties, nor that earlier parties must provide additional responses.

5.4 (4.1) The Candidate

A faculty member seeking promotion or tenure is responsible for the preparation of the dossier. The candidate's performance during the entire term of employment at the institution shall be considered, in addition to performance at other institutions which may be relevant to the decision under consideration. If the candidate has received credit toward tenure, he/she must include documentation of performance for those years credited. The process begins when the departmental chairperson notifies the faculty member of eligibility for promotion/tenure, or the faculty member gives the chairperson written notification of candidacy.

The Dossier

a) The chairperson shall assist the candidate with preparation of the dossier and shall make available to the candidate all necessary materials, information, and forms. The candidate, in consultation with the chairperson, shall be responsible for seeing that all pertinent information is included in the dossier.

b) The candidate shall ensure that, prior to submission to the Departmental Committee, the first volume of the dossier (which shall be limited to a 1.5" binder) must include all of the following in the order specified:

(1) a cover/title page (2) a table of contents (3) the University promotion and tenure procedures checklist (4) signed statement by the candidate attesting to the accuracy of the information included in the dossier (5) copies of the departmental bylaws and/or promotion and tenure guidelines (6) a section for the insertion of the assessments and recommendations of the departmental promotion and tenure committee, the department chairperson, the dean, the University promotion and tenure committee, and the vice president of academic affairs (7) the candidate's current curriculum vitae (8) a summary and discussion by the candidate of significant teaching and curriculum efforts, including but not limited to a summary of evaluations of the candidate's teaching by students and academic colleagues through University sanctioned methods such as survey instruments, questionnaires, and in-class visitations, observations, and interviews (9) a summary and discussion by the candidate of the candidate's research and publication record (10) a summary and discussion by the candidate of professionally related service activities [8, 9 and 10 replace Fact Sheet] (11) all letters received from departmental faculty (12) three letters of recommendation, but no more than ten (13) the chairperson's indication of the proportions of the candidate's assignments that have been devoted to teaching, scholarship and service (14) copies of the chairperson's annual evaluations from the candidate's personnel file [BOR/UFF Agreement, 14.3

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(b) and 15.5 (a)] (15) applicants for tenure may choose to include tenure appraisals in the dossier [BOR/UFF Agreement 15.5 (a)]

c) Applicants may submit any and all other material that may serve to document information in the first binder or otherwise support their candidacy in separate binders.

d) The dossier will eventually include written assessments of the candidate's qualifications and recommendations, as well as any candidate responses to that material, from:

(1) the departmental committee (2) the departmental chairperson (3) the dean (4) the University Promotion and Tenure Committee (5) the Vice-President for Academic Affairs.

In the case of tenure, the dossier will also eventually include a report from the departmental chairperson on the outcome of the poll of the tenured members of the candidate's department. [BOR/UFF Agreement 15.5 (a)]

e) Once the dossier has been compiled and approved by the candidate, the chairperson shall forward the dossier to the departmental committee. After this point, the candidate may not introduce new information into the dossier but may update information already in the dossier. No additional materials may be added to the dossier after this point without the candidate's consent, except: a) the written assessments and recommendations of faculty committees and administrators and the candidate's response to these, where applicable; b) clarification or documentation of information already contained in the dossier, as requested by reviewing faculty committees and administrators; and, c) information as specified above in item #2, which may have been inadvertently omitted. Such additional materials, requested in writing, shall be inserted in writing into the dossier.

Procedural Rights and Responsibilities of the Candidate

Candidate. It is the responsibility of the candidate, in consultation with the chairperson, to ensure that the dossier is complete. The candidate has the right to review the contents of the promotion/tenure dossier prior to forwarding the dossier to the departmental committee for consideration and may attach a brief and concise response to any material found therein. Copies of any material added to the dossier after the commencement of consideration shall be sent within 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days to the candidate, who may attach, within 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days thereafter, a brief and concise response thereto. [BOR/UFF Agreement 14.3 (a)]

Departmental Committee. The candidate shall receive a copy of the departmental committee's assessment of his/her qualifications and its recommendation and have 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days to respond in writing, if desired, to that assessment and recommendation for inclusion in the dossier, before the assessment and recommendation is submitted to the departmental chairperson.

Department Chairperson. Each candidate shall meet with the departmental chairperson to receive a copy of the written assessment of his/her qualifications and recommendation of the chairperson, and to discuss this assessment and recommendation and the departmental committee's assessment and recommendation with the chairperson. The candidate has 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days from receipt to write a response, if desired, to the chairperson's assessment and recommendation for inclusion in the dossier. If the candidate wishes, the dossier shall then be forwarded to the dean of the candidate's college.

Dean. The dean shall provide the candidate with a copy of the dean's assessment of his/her qualifications and recommendation. At the candidate's option, the candidate may meet with the dean to discuss the candidate's

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qualifications for tenure or promotion. The candidate has 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days from receipt to write a response, if desired, to the dean's assessment and recommendation for inclusion in the dossier. If the candidate wishes, the dossier shall then be forwarded to the Vice-President for Academic Affairs, who sends it to the University Promotion and Tenure Committee.

University Promotion and Tenure Committee. The candidate shall receive a copy of the University Promotion and Tenure Committee's assessment of his/her qualifications and recommendation and shall have 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days from receipt to respond in writing, if desired, to that assessment and recommendation, for inclusion in the dossier.

Vice-President for Academic Affairs. The candidate shall receive a copy of the Vice-President for Academic Affairs' draft of an assessment of his/her qualifications and recommendation, which takes into account all previous assessments and recommendations. The candidate may, at the candidate's option, meet with the Academic Vice-President to discuss the candidate's qualifications for tenure or promotion and the procedures used in consideration of his/her case. The Vice President shall provide the candidate with a written copy of his/her final assessment and recommendation. The candidate may respond in writing to the Vice President's final written assessment and recommendation within 5 calendar [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days of receiving it.

President. The President shall notify each candidate of his/her recommendations or decisions as per the schedule of deadlines for promotion and tenure. Upon written request by the candidate within twenty days of the receipt of a negative decision, the University shall provide the candidate with a written statement of the reasons for the negative decision. [BOR/UFF Agreement, 14.4] The President shall notify candidates in writing of the Board of Regents' decision to award or deny tenure within five days of the Board's decision.

Withdrawal from Process

The candidate may withdraw, without prejudice, at any stage in the tenure/promotion process prior to the date set by the BOR/UFF contract. A candidate for tenure during the year in which s/he accumulates 5 years of credit for tenure may withdraw from consideration until his/her sixth year in a tenure earning position. If a candidate withdraws from consideration, the dossier (including all copies of all assessments and recommendations) shall be returned to the candidate. If the candidate chooses not to withdraw and is denied tenure, he/she will be given a 1 year terminal contract.

5.4 (4.2) The Departmental Chairperson

Responsibility for initiating the tenure/and or promotion process rests with the department chairperson. The chairperson shall be responsible for keeping faculty members informed about their eligibility for tenure or promotion well in advance of important deadlines.

The chairperson shall be responsible for keeping all faculty members informed about the chairperson's assessment of their accomplishments and progress.

Prior to the completion date of the academic contract year, the chairperson shall evaluate each faculty member, discuss the written evaluation with the faculty member, and shall give the faculty member a copy of the evaluation. If the evaluation reflects deficiencies in the faculty member's performance, the chairperson shall make specific suggestions for improvement to give the faculty member an opportunity to improve by the time the faculty member becomes eligible for tenure or promotion.

At the chairperson's initiative, or upon receiving written notification of candidacy from a faculty member eligible for tenure or promotion, the chairperson shall assist the candidate with preparation of the dossier and

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shall make available to the candidate all necessary materials, information and forms. The candidate, in consultation with the chairperson, shall be responsible for seeing that all pertinent information is included in the dossier. [See Faculty Handbook section 5.4 (4.1)]

The chairperson shall inform the department of each faculty member's tenure or promotion candidacy. Department members may write letters of recommendation on each candidate. Letters from department faculty shall focus on the candidate's teaching, scholarship, and service. All such letters shall be addressed to the chairperson and must be included in the dossier.

Since administrators and committees evaluating each tenure or promotion candidacy shall give primary consideration to the candidate's performance of assigned duties, the chairperson is responsible for making clear within the dossier which duties were assigned and which were not.

The chairperson shall indicate the proportions of the candidate's assignments that have been devoted to teaching, scholarship, and service.

Once the dossier has been compiled and approved by the candidate, the chairperson shall forward the dossier to the department committee. Following the committee's consideration, the department chairperson shall receive back from the committee the dossier containing the committee's written assessment of the candidate's qualifications and their recommendation. The chairperson shall review all procedural and substantive matters for completeness to insure that the committee has met its responsibilities. [See Faculty Handbook section 5.4 (4.3)]

After considering the committee's assessment and recommendation, the chairperson shall prepare a written assessment of the candidate's qualifications, with reference to both the department's and university's promotion and tenure criteria and a positive or negative recommendation to be placed in the dossier. The chairperson's recommendation on the awarding of tenure shall include a poll by confidential ballot of the tenured members of the candidate's department. [BOR/UFF Agreement 15.5 (a)]

The department chairperson shall meet with each candidate to give the candidate a copy of the written assessment and recommendation of the chairperson, prior to sending a copy to the department committee chairperson, to be shared with committee members. The chairperson shall discuss both his/her assessment and recommendation and that of the department committee with the candidate, who has 5 working [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] days to respond in writing to the assessment and recommendation, if desired, for inclusion in the dossier. In the event that there is no department chairperson, the administrator of the department shall meet with each candidate in advance of the published deadline for forwarding dossiers to the dean. If it is the candidate's wish, the dossier shall then be forwarded to the dean.

5.4 (4.3) The Departmental Committee

Each academic department shall establish by-laws and/or guidelines governing departmental criteria for tenure and promotion and the formation and conduct of a departmental promotion and tenure committee. After initial approval by the department chairperson and a majority of the departmental faculty, these bylaws and/or guidelines shall be approved by and filed with both the college dean and the Vice President for Academic Affairs. By-laws and/or guidelines should be reviewed every five years and may be amended at any time prior to the beginning of the annual promotion and tenure process. By-laws and/or guidelines may vary from department to department, but they must be consistent with Faculty Association guidelines, Board of Regents policy and with the BOR/UFF Collective Bargaining Agreement.

The department committee's function is to review each candidate's tenure or promotion dossier and to provide a separate written assessment of the candidate's qualifications and a recommendation to the department chairperson. The appropriate assessment and recommendation shall become part of each candidate's dossier. It

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shall describe the committee's procedures, shall discuss the committee's analysis of the candidate's credentials with reference to both the department's and University's tenure and/or promotion criteria, shall include the results of the final vote taken by the committee, and shall set forth a tenure and/or promotion recommendation by the committee. When reporting the final vote, the committee shall not identify the vote, by name, of any individual member of the committee. In determining tenure or promotion recommendations, the candidate's performance during the entire term of employment at the University, in addition to her/his performance at other institutions which may be relevant to the decision under consideration, shall be considered by the department committee and by all other parties in the tenure or promotion process. If the candidate has received credit toward tenure, he/she must include documentation of performance for those years credited. The committee shall forward a copy of this assessment and recommendation to the candidate, who has 5 calendar days from receipt to respond in writing [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)], if desired, for inclusion in the dossier, before the committee gives the assessment and recommendation to the department chairperson.

5.4 (4.4) The Academic Dean

The academic dean shall be responsible for receiving and reviewing each candidate's dossier containing all department assessments and recommendations. The dean shall verify that the department committee and chairperson have observed their own by-laws and/or guidelines and all other relevant policies and procedures.

If the tenure or the promotion recommendations placed in the dossier by the departmental committee and the chairperson disagree, the dean shall meet jointly with the committee and the chairperson immediately, but no later than two weeks following the review. In this meeting the dean shall consider procedural and substantive issues contained in the assessments and recommendations of the departmental committee and the chairperson.

At the candidate's option, the dean shall also meet with the candidate to discuss the outcome of the reviews, and the candidate shall have the opportunity to correct any misunderstanding or misinformation. At this time the candidate will be given the opportunity to withdraw the dossier, without prejudice, from further review.

The dean's written assessment and recommendation shall include a confirmation that the aforementioned responsibilities of all parties have been met. The assessment and recommendation of the dean shall become a part of the dossier. Copies of the dean's assessment and recommendation shall be sent to the candidate, department chairperson, and the chairperson of the department promotion and tenure committee to be shared with other members of the committee. The candidate has 5 calendar days from receipt of the dean's assessment and recommendation to respond in writing [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)], if desired, for inclusion in the dossier. The dean shall then forward the dossier to the Vice President for Academic Affairs. The dean shall specifically point out, in a summary letter to the Vice President for Academic Affairs, those cases in which the dean's recommendations differ from those of the departmental chairperson, the departmental committee, or both.

5.4 (4.5) The Vice President for Academic Affairs

Immediately upon receiving the tenure and/or promotion dossiers from the deans, the Vice President for Academic Affairs shall review the dossiers to verify that the departmental committees, departmental chairpersons, and the deans have observed all relevant policies and practices. Once the Vice President for Academic Affairs has fulfilled this responsibility, he/she forwards the dossiers to the University Promotion and Tenure Committee for review.

For cases in which the dean's recommendation differs from the recommendations of the departmental committee, department chairperson, or both, the Vice President for Academic Affairs shall retain those dossiers and meet jointly with the committee, the chairperson, and the dean. Following this meeting, the Vice President for Academic Affairs shall forward the dossier to the University Promotion and Tenure Committee.

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The Vice President for Academic Affairs reviews the dossiers concurrently with the University Promotion and Tenure Committee. When the University Promotion and Tenure Committee has submitted its written assessments and recommendations to the Vice President, the Vice President and the University Committee shall meet to discuss each candidate's dossier.

Following this discussion, the Vice President for Academic Affairs shall write a draft assessment of the qualifications of each candidate. This assessment shall confirm that all procedural and substantive matters throughout the tenure or promotion process have been handled properly and shall include the Vice President's positive or negative recommendation. A copy of this draft assessment and recommendation shall be made available to each candidate, who shall have an opportunity to meet with the Vice President, at the candidate's option, to discuss the candidate's qualifications for promotion and/or tenure and the procedures used in consideration of his/her case.

The Vice President shall provide the candidate with a written copy of his/her final assessment and recommendation. The candidate may respond in writing to the Vice President's final assessment and recommendation within 5 calendar days of receiving it. [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] Also following receipt of the Vice President's final written assessment and recommendation, the candidate may withdraw from consideration without prejudice at any time on or before the contract date.

Except for those candidates who have chosen to withdraw, the Vice President places his/her final assessments and recommendations, including any written responses from candidates, in the dossiers and submits the dossiers to the President. Copies of the Vice President for Academic Affairs' final assessment and recommendation shall be sent to the candidate, to the chairperson of the University Promotion and Tenure Committee, to the candidate's dean and chairperson, and to the chairperson of the departmental promotion and tenure committee, who shall share it with other members of the committee.

Following the submission of his/her final assessments and recommendations to the President, the Vice President will make a report to the Faculty Association delineating his/her positive or negative recommendations, in comparison to those forwarded by the University

Promotion and Tenure Committee, for promotion and for tenure and by rank within promotion.

5.4 (4.6) The University Promotion and Tenure Committee

The University Promotion and Tenure Committee shall receive the tenure or promotion dossiers from the Vice President for Academic Affairs, and shall review the dossiers concurrently with him/her. This committee shall evaluate each dossier according to the appropriate department's most recent promotion or tenure bylaws/guidelines and the University's promotion and tenure criteria. Committee members, with guidance from the Committee Chair, shall avoid consideration of irrelevant and extraneous information.

After review of each dossier, the committee shall prepare a written assessment of the candidate's qualifications and a recommendation for each candidate. A copy of this assessment and recommendation shall be sent to the candidate, who may respond to it in writing within 5 calendar days of receipt of the report. [BOR/UFF Agreement, 14.3 (a) and 15.5 (b)] After this time period, the committee's written assessment and recommendation and any response from the candidate shall be included in the dossier and sent to the Vice President for Academic Affairs. When the University Promotion and Tenure Committee has submitted its written assessments and recommendations to the Vice President, the Vice President and the University Committee shall meet to discuss each candidate's dossier.

The University Promotion and Tenure Committee shall give an accounting to the Faculty Association of the number of positive and negative recommendations in each category for promotion and tenure which it gave to

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the Vice President. During the Committee reporting period at the Association meeting, the Committee shall not report any information regarding its deliberations on individual candidates. However, the Committee shall report any interpretations it makes regarding existing promotion guidelines and any precedents it may establish. [See Bylaws of the Faculty Association, Article VI, section 8]

5.4 (4.7) The University President

The President shall review all materials forwarded by the Vice President for Academic Affairs. The President shall be responsible for final decisions (positive or negative) on all promotion cases and shall send his/her positive tenure recommendations to the Chancellor of the State University System to be forwarded to the Board of Regents.

Each candidate shall be notified of the President's decision or recommendation as per the schedule of deadlines for promotion and tenure. Copies of the President's notification, whether positive or negative, shall be sent to the Vice President for Academic Affairs, the chairperson of the University Promotion and Tenure Committee, the dean, the departmental chairperson, and the departmental committee chairperson, who shall share it with the committee members.

Upon written request by the candidate within twenty days of the receipt of a negative decision, the University shall provide the candidate with a written statement of the reasons for the negative decision. [BOR/UFF Agreement, 14.4]

The President shall notify candidates in writing of the Board's decision to award or deny tenure within five days of the Board's decision.

5.5 Sustained Performance Evaluation (Reference: Faculty Association Item FA97-22)

Introduction

According to the BOR-UFF Collective Bargaining Agreement, "Tenured faculty members shall receive a sustained performance evaluation once every seven years following the award of tenure or their most recent promotion. The purpose of this evaluation is to document sustained performance during the previous six years of assigned duties and to encourage continued professional growth and development" (BOR-UFF Agreement, 1996). The emphasis is on timely and reliable evaluation, performed in such a way as to be congruent with other on-going evaluation processes (annual reviews, tenure and promotion evaluation, PEP, TIP, etc.). The review will serve to identify faculty members whose overall sustained performance falls into one of the following categories: outstanding; satisfactory; or below satisfactory.

The following guidelines are premised upon the assumption that faculty members will be and have been treated fairly in the annual performance evaluation process. Fair treatment in performance appraisal requires that the goals be known at the beginning of the academic year in question.

Selection of Faculty to be Reviewed

Eligibility. Faculty members who have been tenured and had assigned duties for at least six years are eligible to be evaluated. Once the initial selection process described below is completed, faculty members will be evaluated in the seventh year following: their award of tenure; their most recent promotion; and/or their most recent Sustained Performance Evaluation, whichever came last. Tenured faculty with administrative appointments of chairperson or above shall not be required to undergo this review until they resume faculty

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duties for the required six year period.

Initial Selection Process. During the first year of Sustained Performance Evaluations, approximately one-third of those faculty members in each department eligible for evaluation will be evaluated based on time in rank. The longer in rank, the earlier the evaluation. During the second year of Sustained Performance Evaluations, approximately one-half of the remaining eligible faculty members in each department will be evaluated based on time in rank. During the third year of Sustained Performance Evaluations, all remaining eligible faculty members will be evaluated.

Materials to be Used During Evaluations

According to the BOR-UFF Collective Bargaining Agreement, "Employee annual evaluations, including the documents contained in the evaluation file, shall be the sole basis for the sustained performance evaluation" (BOR-UFF Agreement, 1996). Therefore, the Sustained Performance Evaluation requires the department chair to: (a) compile the faculty member's previous six years of annual evaluations in each of the three categories of teaching, scholarship and service, and (b) assign a rating in each of the three categories according to the guidelines specified below in "Guidelines Governing Evaluative Ratings." The resulting written compilation of annual evaluations and assigned ratings by the department chair shall be reviewed by the affected faculty member and the Departmental SPE Oversight Committee, which shall consist of at least three (3) faculty elected from the department faculty members not being reviewed. In the event departments do not have enough faculty members not being reviewed to create a three-person Oversight Committee, departments can elect to add faculty members from other departments to their Oversight Committee.

For those departments which already employ component ratings as part of the annual evaluation, it is recommended that the Departmental SPE Oversight Committee only have access to those ratings and the chairperson's cumulative rating for the purposes of fulfilling its duties. For those departments employing only narrative annual evaluations, the Departmental SPE Oversight Committee must have access to the complete annual evaluation as well as the chairperson's cumulative rating. Any irreconcilable disagreement between the department chair and the Oversight Committee shall be referred for appeal in accordance with Paragraph a) in the section entitle "Appeals." Upon the approval of the Department Oversight Committee, the compilations and ratings shall become the official SPE document; it shall be signed by both the chair and the faculty member, and shall be retained in the faculty member's personnel file. A faculty member may attach a concise response to this document within five (5) working days.

Guidelines Governing Evaluative Ratings

Satisfactory Ratings. A faculty member who has received consistently "satisfactory" annual evaluations in each of the categories of teaching, scholarship and service during the previous six years shall not be rated below satisfactory in any category of the Sustained Performance Evaluation nor be subject to a Performance Improvement Plan.

Below Satisfactory Ratings. A faculty member who has received consistently "below satisfactory" annual evaluations in one or more of the three categories of teaching, scholarship and service may be rated "below satisfactory" in that category and, as a result of that rating, shall develop a Performance Improvement Plan for each such performance category.

Outstanding Ratings. A faculty member who has received consistently "outstanding" annual evaluations in one or more of the categories of teaching, scholarship and service during the previous six years shall not be rated below outstanding in that category of the Sustained Performance Evaluation.

Performance Improvement Plans

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When required, a Performance Improvement Plan will be developed by the faculty member, in cooperation with his or her department chair, and shall include: (1) "specific performance targets" for those areas evaluated as being consistently "below satisfactory" and (2) a time frame for achieving those targets. The Performance Improvement plan shall be approved by the President or his/her designee. "Specific resources identified in an approved Performance Improvement Plan shall be provided by the university. The [department chair] shall meet periodically with the [faculty member] to review progress toward meeting the performance targets. It is the responsibility of the [faculty member] to attain the performance targets specified in the performance improvement plan" (BOR-UFF Agreement, 1996).

Sustained Performance Awards

Pending availability of award funding, a faculty member whose performance is identified through the Sustained Performance Evaluation as being "outstanding" in all three categories of teaching, scholarship and service will be eligible to be considered for a Sustained Performance Award. The candidate for such an award may submit an application not to exceed 10 pages to The Sustained Performance Award Selection (SPAS) Committee.. The SPAS Committee shall consist of the deans of the colleges and the Provost.

In applying for Sustained Performance Awards, faculty members who have prepared documents for consideration for other University-sponsored awards (TIP, PEP, etc.) may use these documents to supplement the Sustained Performance Evaluation document specified above. Thus, for example, a faculty member who prepared a portfolio for TIP could use that document to cover up to three years of the six years considered in the Sustained Performance Evaluation; but since TIP materials would only cover teaching dimensions, others would still have to be addressed.

Appeals

If disagreements occur in the process or outcomes of a Sustained Performance Evaluation, the following appeals are possible:

a) If a department chair and a Department SPE Oversight Committee cannot agree on the ratings assigned to a faculty member, the case shall automatically be referred to the Dean; if either the chair or the Committee disagree with the Dean's determination, they may appeal to the Provost.

b) If a faculty member disagrees that s/he should be evaluated at the "below satisfactory" level and needs a Performance Improvement Plan, an appeal may be directed to the Dean; if denied at that level, appeals may be directed to the Provost.

c) In cases in which the faculty member disagrees with an evaluation of "satisfactory" (rather than "outstanding"), an appeal may be directed to the Faculty SPE Appeals Committee

d) For cases in which the faculty member and department chair cannot agree on the components of a Performance Improvement Plan, the faculty member may appeal to the Faculty SPE Appeals.

All appeals which are directed to the Faculty SPE Appeals Committee shall be submitted through the Faculty Association President, who shall have the responsibility for convening the Committee as needed. The Committee will elect its own chair after being convened for the first time each Fall semester.

The Faculty SPE Appeals Committee shall consist of one representative from each college selected by the college faculty from among its tenured professors at the associate level or above, plus six (6) at-large representatives elected by the Faculty Association. No faculty member who is subject to a Performance Improvement Plan shall be permitted to sit on the Faculty SPE Appeals Committee. The term of office on this

Committee shall be staggered two-year terms, beginning in the Fall semester each year. In the initial year of operation, the President of the Faculty Association shall identify the process by which staggered terms are accomplished.

Reference: FA01-09: April 5, 2001 FA98-37: November 5, 1998 FA97-21: September 4, 1997

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PROMOTION AND TENURE PROCEDURES CHECKLIST

This checklist must be included in all promotion and tenure dossiers. It is to be completed in a sequential manner as the dossier progresses from chairperson to department committee to chairperson to college dean to the Vice President for Academic Affairs. The chairperson and dean are to indicate compliance by affixing his/her initials and the date in the space provided. Name of Candidate: _______________________________ Dept/College: ____________________________________ TO BE COMPLETED BY THE CHAIRPERSON INITIALS/DATE Prior to forwarding the dossier to the departmental promotion and tenure committee: 1. I indicated in the dossier which duties were assigned and which 1. ______________ were not. 2. I included in the dossier a breakdown of the proportions of the 2. ______________ candidate’s assignments that were devoted to teaching, scholarship and the four service categories.

TO BE COMPLETED BY THE CHAIR OF DEPARTMENT COMMITTEE Prior to returning the dossier to the department chairperson: 1. I provided the candidate with a copy of our assessment and 1. ______________ recommendation. 2. I provided the candidate an opportunity to submit a written 2. ______________ response and have included it and our assessment and recommendation in the dossier. TO BE COMPLETED BY THE CHAIRPERSON Prior to forwarding the dossier to the college dean: 1. I reviewed all procedural and substantive matters for complete- 1. ______________ ness and attest that the committee has met its responsibilities. 2. If candidate is pursuing tenure, I have included with my 2. ______________ recommendation a poll by confidential ballot of the tenured members of the department. 3. I met with the candidate, gave him/her a copy of my assess- 3. ______________ ment and recommendation, and discussed both my assessment and that of the departmental committee with him/her. 4. I provided the candidate an opportunity to submit a written 4. ______________ response and have included it and my assessment and recommendation in the dossier.

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5. I sent a copy of my assessment and recommendation to the 5. ______________ chair of the department promotion and tenure committee.

TO BE COMPLETED BY THE DEAN OF THE COLLEGE Prior to forwarding the dossier to the Academic Vice President: 1. I have verified that the department committee and chairperson 1. ______________ have observed their own by-laws and all other relevant policies and procedures. 2. The recommendations of the committee and department 2. ______________ chairperson (a) agree, (b) disagree. Circle (a) or (b). If they disagree, I met jointly with the committee and the chairperson to consider procedural and substantive issues contained in their arguments. 3. I have provided the opportunity for the candidate to meet with 3. ______________ me to discuss the outcome of the reviews and to correct any misunderstanding or misinformation. 4. I provided the candidate with a copy of my assessment and 4. ______________ recommendation. 5. I provided the candidate an opportunity to submit a written 5. ______________ response and have included it and my assessment and recommendation in the dossier. 6. I sent a copy of my assessment and recommendation to the 6. ______________ chair of the department and the chair of the department promotion and tenure committee. 7. If this is a case in which my recommendation differs from the 7. ______________ departmental chair, the departmental committee, or both, I have specifically pointed it out in my summary letter to the Vice President. TO BE COMPLETED BY THE ACADEMIC VICE PRESIDENT Prior to forwarding the dossier to the University P & T Committee: 1. I have verified that the department committee chairperson, 1. ______________ and dean have observed their own by-laws and all other relevant policies and procedures. 2. The recommendations of the committee, department chair- 2. ______________ person, and dean (a) agree, (b) disagree. Circle (a) or (b). If they disagree, I met jointly with the committee, the chairperson, and the dean to consider procedural and substantive issues contained in their arguments.

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TO BE COMPLETED BY THE CHAIR OF UNIVERSITY COMMITTEE Prior to returning the dossier to the Academic Vice President: 1. I provided the candidate with a copy of our assessment and 1. ______________ recommendation. 2. I provided the candidate an opportunity to submit a written 2. ______________ response and have included it and our assessment and recommendation in the dossier. 3. This recommendation has been included in an accounting, 3. ______________ to be given to the Faculty Association, of the number of positive and negative recommendations in each category for promotion and for tenure. TO BE COMPLETED BY THE ACADEMIC VICE PRESIDENT Prior to forwarding the dossier to the President: 1. I have met with the University Committee to discuss the 1. ______________ Candidate’s dossier. 2. I have provided the candidate with a draft of my assessment 2. ______________ and recommendation. 3. I have provided the opportunity for the candidate to meet with 3. ______________ me to discuss his/her qualifications and the procedures used in consideration of his/her case. 4. I provided the candidate with a copy of my final assessment 4. ______________ and recommendation. 5. I provided the candidate an opportunity to submit a written 5. ______________ response and have included it and my assessment and recommendation in the dossier. 6. I sent a copy of my assessment and recommendation to the 6. ______________ dean of the college, chair of the department, chair of the department promotion and tenure committee, and chair of the University Committee. 7. This recommendation has been included in a report, to be 7. ______________ given to the Faculty Association, delineating my positive and negative recommendations in comparison with those of the University Committee, for promotion and for tenure and by rank within promotion.

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TO BE COMPLETED BY THE PRESIDENT Prior to returning the dossier to the candidate: 1. I notified the candidate in writing of the action taken on his/ 1. ______________ her case. 2. I sent a copy of my notification to the Vice President, dean of 2. ______________ the college, chair of the department, chair of the department promotion and tenure committee, and chair of the University Committee. 3. I provided the candidate an opportunity to request in writing 3. ______________ a statement of the reasons for a negative decision. 4. A statement of the reasons for a negative decision has been 4. ______________ provided to the candidate, in response to his/her written request. 5. If the candidate was pursuing tenure, he/she has been 5. ______________ notified of the Board’s decision.

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2. 2004-2005 EAP Update

A. Analyses of Current Staff

Each university should generate information based on institutional staff records. However, each university should check these counts before conducting any analyses and make necessary adjustments if there are any discrepancies. Use current availability data to determine representation for each EAP category. The sources of the availability data (comparative standards) should be indicated in the 2004-2005 EAP Update narrative for each EAP category. The university’s most recent Affirmative Action Plan may be used to complete this form.

See Tables 1-5 Attached

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B. Goals for the 2004-2005 EAP Update

Each university should establish specific, measurable goals to increase the number of women and/or minorities in the positions which have been identified as under represented in the above staffing analyses. These goals (2005) should be completed only where under representation of minorities and/or females exists, by each EAP category (Senior-Level Administrative {A&P}; Academic Administrative – Chairperson, Dean, Director, Librarian, and Executive; and Ranked Faculty – Professor, Associate, Assistant, and Instructor positions), by Male, Female, White, African- American, Hispanic, and Other Minorities (includes Asian, Pacific Islanders, American Indians, and Alaskan Natives), based on the race and gender Each university may utilize goal placement and guidelines of the EEO categories 1 to 3 in their most recent Affirmative Action Plan to generate a summarized table which indicates the specific measurable goals and the gender. (See Table 5). However, the category and classification of the summarized table using relevant Affirmative Action Plan components should match the corresponding EAP category and classification in the EAP Update.

2004-2005 Goals

I. Senior Level A&P Administrative Positions

Utilization Status: No underutilization reported Goal: N/A

II. Academic Administrative Positions Chairpersons: Utilization Status: Underutilized by 5 Females

Underutilized by 1 Black Underutilized by 1 Minority

Goal: To hire 2 Female Chairpersons

Deans:

Utilization Status: Underutilized by 1 Black Underutilized by 2 Females Underutilized by 1 Minority

Goal: No hiring anticipated at this level

Directors: Utilization Status: No underutilization reported Goal: N/A

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Executives: Utilization Status: Underutilized by 1 Female Underutilized by 1 Black Underutilized by 1 Minority

Goal: No hiring anticipated at this level Librarians:

Utilization Status: Underutilized by 1 Hispanic Underutilized by 1 Minority Goal: No hiring anticipated at this level

III. Ranked Faculty Positions COUNSELING AND EDUCATIONAL LEADERSHP/CIP CODE 13.0000 Utilization Status: No underutilization reported

Goal: N/A CURRICULUM & INSTRUCTION/CIP CODE 13.0000 Utilization Status: Underutilized by 2 Female Professors Underutilized by 1 Minority Professor Underutilized by 1 Black Professor Goal: Department does not anticipate hiring at this level SPECIAL EDUCATION/CIP CODE 13.0000 Utilization Status: No underutilization reported

Goal: N/A COMPUTER & INFORMATION SCIENCES / CIP CODE 11.0000 Utilization Status: Underutilized by 1 Female Professor Underutilized by 1 Minority Instructor Goal: Department does not anticipate hiring at these levels

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ENGINEERING / CIP CODE 14.0000

Utilization Status: Underutilized by 2 Female Associate Professors Underutilized by 1 Minority Assistant Professor

Goal: To hire 1 Minority Assistant Professor

BUILDING CONSTRUCTION MANAGEMENT / CIP CODE 15.1001 Utilization Status: Underutilized by 1 Female Associate Professor Underutilized by 1 Female Assistant Professor Goal: Department does not anticipate hiring at these levels

COMMUNICATIONS / CIP CODE 09.0000

Utilization Status: No underutilization reported

Goal: N/A ART & DESIGN / CIP CODE 09.0000 Utilization Status: Underutilized by 1 Female Associate Professor Goal: Department does not anticipate hiring at this level WORLD LANGUAGES / CIP CODE 16.0000

Utilization Status: No underutilization reported

Goal: N/A

ENGLISH / CIP CODE 23.0000 Utilization Status: Underutilized by 1 Minority Associate Professor Underutilized by 1 Female Assistant Professor Underutilized by 1 Minority Assistant Professor Underutilized by 1 Black Instructor Underutilized by 1 Minority Instructor Goal: Department does not anticipate hiring at these levels.

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BIOLOGY / CIP CODE 26.0000

Utilization Status: No underutilization reported Goal: N/A

MATHEMATICS /CIP CODE 27.0000 Utilization Status: Underutilized by 1 Female Professor Underutilized by 1 Female Associate Professor Underutilized by 1 Minority Assistant Professor Underutilized by 2 Minority Instructors Goal: To hire 1 Minority Assistant Professor PHILOSOPHY AND RELIGION / CIP CODE 38.0000 Utilization Status: Underutilized by 1 Female Professor Underutilized by 1 Minority Assistant Professor Goal: Department does not anticipates hiring at the Professor or Assistant Professor levels CHEMISTRY/PHYSICS / CIP CODE 40.0000

Utilization Status: Underutilized by 1 Female Professor Underutilized by 1 Female Associate Professor Goal: Department does not anticipate hiring at the Professor or Associate Professor levels. PSYCHOLOGY / CIP CODE 42.0000 Utilization Status: Underutilized by 1 Female Associate Professor Goal: To hire 1 Female Assistant Professor with potential to be promoted to Associate Professor. SOCIOLOGY, ANTHROPOLOGY, CRIMINAL JUSTICE / CIP CODE 45.000 Utilization Status: Underutilized by 1 Female Associate Professor Underutilized by 2 Female Assistant Professors Underutilized by 1 Minority Assistant Professor Goal: Department set a goal of recommending to promote 1 Female to Associate Professor.

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HISTORY / CIP CODE 45.0801 Utilization Status: Underutilized by 1 Female Professor Underutilized by 1 Minority Professor Underutilized by 2 Female Assistant Professors Underutilized by 1 Minority Assistant Professor Goal: Department does not anticipate hiring at the Professor level. POLITICAL SCIENCE and PUBLIC ADMINISTRATION / CIP CODE 45.1001 Utilization Status: Underutilized by 1 Female Associate Professor Underutilized by 1 Female Assistant Professor Goal: Department will recommend to promote 1 Female to Associate Professor. MUSIC / CIP CODE 50.0000 Utilization Status: Underutilized by 1 Female Professor Underutilized by 3 Female Associate Professors Underutilized by 1 Minority Associate Professor Goal: Department does not anticipate hiring at these levels.

NURSING / CIP 51.0000 Utilization Status: Underutilized by 1 Minority Associate Professor Underutilized by 1 Minority Instructor Goal: To hire 1 Minority Instructor. Department does not anticipate hiring at the Associate

Professor level. PUBLIC HEALTH / CIP 51.2000 Utilization Status: Underutilized by 1 Minority Professor Underutilized by 1 Female Associate Professor Underutilized by 1 Minority Assistant Professor Goal: To hire 1 Minority Assistant Professor and to promote 1 Minority to Professor. Department

does not anticipate hiring at the Associate Professor level.

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ATHLETIC THERAPY & PHYSICAL THERAPY / CIP 51.0000 Utilization Status: Underutilized by 1 Minority Assistant Professor Goal: To hire 1 Minority Assistant Professor MANAGEMENT, MARKETING & LOGISTICS / CIP CODE 52.0000

Utilization Status: Underutilized by 4 Female Professors Underutilized by 1 Black Professor Underutilized by 1 Minority Professor Underutilized by 1 Minority Associate Professor Underutilized by 1 Female Instructor Goal: Department does not anticipate hiring at these levels

ACCOUNTING AND FINANCE / CIP CODE 52.0000

Utilization Status: Underutilized by 2 Female Professors Underutilized by 1 Minority Professor Underutilized by 1 Minority Associate Professor Goal: Department does not anticipate hiring at the Professor or Associate Professor levels

ECONOMICS AND GEOGRAPHY / CIP CODE 52.0000

Utilization Status: Underutilized by 1 Female Professor Goal: Department does not anticipate hiring at the Professor level

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C/D. The Budgetary Incentive Plan The Budgetary Incentive Plan should be developed to support and ensure the achievement of the stated annual equity goals as indicated in the Section 1012.95(5), Florida Statutes. The plan should include how resources will be allocated, for what they will be used, and the amount to be allocated, along with a comparison of the amount allocated last year.

UNIVERSITY OF NORTH FLORIDA

2005-2006 BUDGET INCENTIVE PLAN

The University of North Florida 2005 - 2006 Equity Accountability Program Budget Incentive Plan included specific strategies and a budget allocation that support the strategies. Many strategies that will be used, such as including minorities and females on all search committees; ensuring a representative applicant pool; using approved search and screen procedures; identifying and notifying all tenure-earning faculty eligible to apply for promotion and tenure; aggressively searching for qualified females and minority faculty; mentoring, reviewing annual tenure appraisals with faculty; and evaluating administrators using equity-related criteria, do not require special resource allocations. Other strategies, such as support for professional development, support of research and scholarship activities, support for enhancing instructional activities do require resource allocations. Special efforts will be made to encourage women and minority faculty to make full utilization of these opportunities to enhance their success for promotion and tenure and to meet UNF’s 2005/2006 Equity Accountability Program goals. 2004-2005 2004-2005 2005-2006

I. Resources to Support Promotion and/or Tenure Efforts Budget Allocation Expenditures to Date Budget Allocation 1. Support for Faculty Professional Development $200,000 $422,050 $375,000 Each College will submit a plan that includes expected outcomes for faculty professional development to the Provost for consideration and approval. For each College with equity accountability goals, the plan must address its specific equity goals. 2. Summer Technology Teaching Grants $ 50,000 $ 50,000 $ 50,000 All UNF faculty will be eligible for the $5,000 summer technology teaching grants. These grants are designed to enhance faculty teaching by infusing the use of information and communication technology into the curriculum development. Deans and Department Chairs with equity accountability goals will be asked to encourage and assist women and minority faculty in their programs to develop and submit competitive proposals. 3. Summer Research Grants $ 50,000 $ 75,000 $ 50,000

All UNF faculty will be eligible for the $5,000 summer research grants. These grants are designed to support faculty scholarship initiatives. Deans and Department Chairs with equity accountability goals will be asked to encourage and assist women and minority faculty in their programs to develop and submit competitive proposals.

4. Research Grants Involving Faculty and Undergraduates $ 40,000 $ 45,000 $ 40,000 All UNF faculty will be eligible for the $5,000 summer research grants involving faculty and undergraduate students. These grants are designed to encourage faculty to engage undergraduate students in their research agendas. Deans and Department Chairs with equity accountability goals along with the Director of Scholars Program, Dr. Mary Borg, will

be asked to encourage and assist women and minority faculty to develop and submit competitive proposals.

5. Summer Grants for Proposal Writing $ 30,000 $ 15,000 $ 30,000 All UNF faculty will be eligible for the $5,000 summer grant for contract and grant proposal writing. These grants are intended to provide incentive to support and assist faculty with the development and submission of proposals for major programs of external funding. Significant effort is required to organize and write the proposals needed to be competitive

for some of the larger scale programs and some types of proposals can only be developed if additional resources are provided.

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Part VI 3. Summary of Results of Presidential Evaluations

Section 1012.95 (3)(b) Florida Statutes (F.S.), provides as follows: The university boards of trustees shall annually evaluate the performance of the university presidents in achieving the annual equity goals and objectives. A summary of the results of such evaluations shall be included as part of the annual equity progress report submitted by the university boards of trustees to the Legislature and the State Board of Education.

Please provide below a response to this section of law, including the most recent date on which the

President was evaluated.

The University of North Florida Board of Trustees completed their most recent and first evaluation of President John Delaney on June 22, 2004. This report was based on a self-report prepared by President Delaney. In keeping with Section 1012.95 (3) (b) of the Florida Statutes, President Delaney included the following statements in his self-report:

In your annual evaluation, you are asked to examine my performance in meeting the University’s equity goals and objectives. Currently, you are reviewing a report on the Florida Educational Equity Act. The data in this report document that minority student enrollments have increased both in number and percentage at the graduate level, as have the graduation rates of minority students at the same level. The percent of minority enrollments overall, however, has remained flat for the past two years. The study also reports that the percent of minority hires among faculty increased this past year. Twenty-one percent of the new hires were minorities and 43% were female. These numbers showed progress when compared to the overall percentages of minorities (15%) and females (39%) among the faculty. Yet, the study points to the need for more minority administrators within the University. Overall the report shows significant effort and some measure of success in achieving UNF’s goals. At the same time, it indicates that we, along with most other institutions, have challenges ahead of us. While the report you are reviewing does provide a comprehensive picture of how the institution is doing, the timeframe for the data does not lend itself to evaluating my own performance. First, indicators providing this type of information won’t be available until the end of the new academic year. Preliminary numbers do suggest, however, that minority enrollments among first-time-in-college students will increase from 18.2% last year to 20.2% for fall 2004. I have also begun conversations with leaders in the African-American community about developing an approach for increasing minority enrollment over the long term, a plan that includes a component for academic support. This particular program will take some time to have a significant impact, but I believe we will indeed have a plan that will help significantly change our numbers.

The full board reviewed the entire self-report including this section and based on this review gave President Delaney an unqualified vote of confidence. At the same meeting the BOT reviewed last year’s FEEA report noting the progress made by the University under the direction of President Delaney.

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4. Summary of Results of Evaluation of Selected Staff

Provide a brief summary of the results of the evaluations of each department chairperson, dean, provost, and vice president in achieving goals consistent with the intent of Section 1012.95, F.S. Include developmental steps to be taken where found appropriate.

The University provides feedback to deans and chairs on their performance in achieving goals consistent with Section 1012.95 of Florida Statutes throughout the hiring process. Prior to initiating a search plan, the appropriate administrator must file data documenting the gender and racial/ethnic compositions of the hiring unit. These data provide the administrator with an opportunity for self-evaluation.

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5. CERTIFICATION OF KEY PROCESSES

Pursuant to (SECTION 1012.96 (2) (d), FLORIDA STATUTES) “Each university shall also report on the dissemination of standards for achieving tenure; racial and gender composition of committees reviewing recommendations at each transaction level; and dissemination of guidelines for equitable distribution of assignments”.

a. My university maintains diversity and balance in the gender and ethnic composition of the selection committee for each vacancy that occurs in senior level, academic administrative and ranked faculty

positions. The guidelines used for ensuring balanced and diverse membership on selection and review committees are described as follows:

The Faculty and Administrative & Professional recruitment procedures manual states the following: “The hiring official is responsible for aggressively recruiting a diverse pool of applicants that meet the required credentials for the position and thus ensuring the University’s strong commitment to diversity. The hiring official is responsible for naming the chair and other members of a search committee and this committee must be appointed with as diverse a composition as practicable. The search committee or hiring unit must develop a recruitment plan, which is to be approved by the Provost and the Office of Equal Opportunity Programs. The recruitment plan shall include a copy of the position vacancy announcement, a timetable for completing the search and extending an offer, a list of committee members, a list of when and where advertisements of the position will be announced, and a report detailing the current makeup of the department by race and gender.” The Equal Opportunity Programs office reviews the recruitment plan for accuracy and completeness and assures that each search committee has a diverse group of individuals charged with reviewing the applications.

b. My university is in compliance with State Board of Education Rule 6A-14.0411, which sets forth the requirements for receiving tenure. The process used to grant tenure status is described below: (If there are no changes from previous year’s Update, please indicate below as well). No Change c. The following describes the process used to annually apprise each eligible faculty member of progress toward attainment of tenure status:

As part of the annual evaluation process, the Chairperson of the department completes a tenure appraisal for all tenure-earning faculty members. This appraisal while completed in conjunction with the annual evaluation is a separate component of that evaluation. This appraisal speaks directly to the faculty member’s performance over the period of his/her tenure-earning service vis-à-vis the applicable tenure criteria. The chair also states whether the faculty member is making appropriate progress toward tenure.

d. My university has developed a budgetary incentive plan to support and ensure attainment of the goals

developed pursuant to Section 1012.96 (d), F.S. Summarized below is a description of the incentive plan, including how resources shall be allocated to support the achievement of goals and the implementation of strategies in a timely manner. (Please include the Budgetary Incentive Plan in the Appendix Section).

The University’s Budget Incentive Plan provides support for the following: 1. Faculty Professional Development 2. Summer Technology Teaching Grants 3. Summer Research Grants

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4. Research Grants Involving Faculty and Undergraduates 5. Summer Grants for Proposal Writing 6. Faculty Minigrants The complete Budget Incentive Plan is attached as Appendix IV.

e. The following describes how funds are used to increase the number of women and racial/ethnic minorities on tenure status:

Annually, the Division of Academic Affairs requests funding to support faculty lines for enrollment growth and enhancement, and it is through these funds that the colleges and departments focus recruitment efforts to diversify our faculty. Funds have also been made available to provide counter-offers to female and minority faculty who are being courted by other institutions of higher education.

Pursuant to Section 1012.96 (2) (d), Florida Statutes I hereby certify that the information provided above is true to the best of my knowledge and that information and data will be available upon request as a demonstration of good faith effort to comply with this section. __________________________________ President Date University of North Florida (Institution)

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PART VII

E. One Florida Initiative: Selected University Challenges

This section relates to accountability on the Equity in Education Plan of the One Florida Initiative. Please include a description of program outcomes and successes as assessed by the university.

1. Provide an update of the programs, services and activities that are a part of the post secondary

access initiative at your university. Please indicate the name and information of the contact person.

a) Enrollment Services continues to maintain a high level of direct weekly/monthly contact with many local community agencies through UNF’s Pathways to Success Scholarship program. This program began in 1994 as a collaborative effort among the City of Jacksonville, business leaders, 16 Jacksonville African-American churches and the University of North Florida to assist economically disadvantaged students realize greater opportunities for success by obtaining a college degree.

The Pathways Coordinator position continues to play a vital role in the recruitment of new students and the retention of current students. In the recruiting of our Pathways students, the Pathways Coordinator maintains a high level of contact with several Jacksonville agencies including but not limited to: Jacksonville Housing Authority, Section 8 Housing, Community Services of Jacksonville, Office of Housing and Urban Development, Habijax, Department of Children and Families, First Coast Family and Housing Foundation, Jacksonville Children’s Commission, Hicks Club, PACE, area churches, area middle schools and high schools, etc.

Activities with these community groups are as varied as the scholarships and community agencies themselves, but have included: coordinating on-campus visits to UNF for potential Pathways Scholars and their families; visiting students in their homes and at their high schools as early as 9th grade to help make sure students are on the correct track academically to be able to attend college; on-site visits to community locations to help students complete both admissions applications and financial aid paperwork; working with area churches and agencies to provide SAT test preparation within neighborhoods; working with agencies to coordinate Pathways question/answer meetings in the communities to inform students about the potential scholarship dollars available to them to attend college, etc.

The University of North Florida has dedicated significant human resources to support our outreach initiatives. Points of contact for these programs include the following; John Yancey, Director of Admissions; Michael Kennedy, Associate Director of Admissions and Recruitment; Lance Hunt, Pathways Coordinator at the University of North Florida.

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b) The University of North Florida currently works with two grant projects designed to create opportunities for high school students to attend higher education institutions.

The Precollegiate Program, managed through the Florida Institute of Education at the University of North Florida (UNF) operates as a statewide pilot program offering incentives and opportunities for at-risk middle and high school students. The collaborative effort with Florida International University and the University of Central Florida, partners university mathematics faculty with middle and high school mathematics, science and communication teachers in designing intensive summer camps for at-risk students. The summer camps focus on promoting success in mathematics and science concepts while providing students the opportunity to build communication skills. The program has yielded success in two areas. First, during the program design and development phase middle and high school teachers, while working side-by-side with university faculty, gained a better understanding of what concepts were the most critical for building student understanding and secondly, student scores on the state assessment (FCAT) improved significantly. To date, the Precollegiate program has served 129 middle and high school students from Duval, Polk and Miami-Dade County.

Contact: Cheryl Fountain, Professor and Executive Director, Florida Institute of Education

The program in School Counseling in the College of Education and Human Services works with Duval County Public Schools and their GEAR-UP grant initiatives, Gaining Early Awareness and Readiness for Undergraduate Programs in a federal grant program designed to support early college preparation and awareness activities for cohorts of students beginning in middle schools and following into high schools. Under a subcontract with Duval County Public Schools, UNF faculty and students provide classroom lessons on academic and career, career fairs, and parent workshops. Contact: Rebecca Schumacher, Assistant Professor and Co-Program Leader, Counselor Education Program

2. For strategies identified in the 2005 Update, describe indicators that would show the

effectiveness of the programs in improving access to higher education. Describe the effectiveness of the alliances in creating opportunities for high school students to attend higher education institutions?

a) The University of North Florida experienced a significant shift in our incoming freshman class for the 2005 academic year. The effectiveness of our multi-cultural outreach initiatives were underscored by the follow data. Incoming African American freshman increase by 72.8% from the previous year. Incoming Hispanic freshman increased by 52.5% from the previous year. Other Minority students increased by 35.9% from the previous year. This growth trend continued for the spring 2005 term. Continued growth in our multi-cultural population will s support and underscore the effectiveness of our various outreach initiatives.

b) Indicators that show the effectiveness of the programs in improving access to higher education are as follows:

• student scores on the state assessment (FCAT) improved significantly • the goal to raise the number of students applying, entering, and succeeding in postsecondary

education increased • feedback was positive on students who attended Career Fairs to learn about several different

careers, and talk with representatives from their respective careers

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3. What are the future plans that would improve the effectiveness of the alliances?

a) The University of North Florida will continue to make our outreach initiatives a major priority. An additional OPS Admissions Officer has been added to the Recruitment staff for the 2005- 2006 academic years. The addition of this position will allow the Office of Admissions to attend additional recruitment events. This staff member will also spend significant time focusing on building and strengthening our community alliances.

b) We will continue to collaborate with Florida International University, the University of Central Florida, and the Duval Public Schools to continue our services, and increase as the need warrants and UNF resources become available.

Corrective Action Plan for Non-compliance Components in Athletics

(1) Gender Equity in

Athletics Component

(2) Planned Actions to

Address Deficiencies Found in Athletics

(3) Responsible Person(s) and

Contact Information

(4) Time Lines

Opportunities to Receive Coaching

Develop and implement a plan to hire additional full-time women’s sport coaches

Athletic Director, Associate Athletic Director/SWA, Athletic Business Manager

Develop plan by October 1, 2004; Hire first coach by August 1, 2005

Completed. A plan was developed, adopted, and budget created to add additional full time assistant coaches over a period of years. The first sport identified was track with the intention of supporting the development and enhancement of the women’s track program. The hiring process has been initiated. Anticipated hire date is July 1, 2005. Priorities for subsequent new assistant coach positions will be tennis (men’s and women’s), softball, and women’s soccer.

Locker Rooms, Practice and Competitive Facilities

Develop and implement a plan to build a team locker room, coaches’ offices, and storage for women’s swimming and diving

Athletic Director, Assistant Athletic Director/External, VP for Institutional Advancement, Head Swimming/Diving Coach

Develop plan by September 1,2004 Commence fund- raising by January 1, 2005

Partial completion. A plan was developed to improve locker room, storage, office and competitive facilities for the women’s swimming and diving team and ultimately, to build a private locker room, office, and enhanced storage space. To date, the current locker room has been renovated with new lockers and assignments. Storage space in the pool area has been renovated and re-assigned providing the swim team with easier access and security for their equipment. In addition, the swimming and diving team will have first priority in practice times and lane assignments, and facility program times will be adjusted to accommodate team competitive meet needs. Lastly, efforts are being made to address the water temperature issues. A proposal for construction of an addition to the Aquatic Center to accommodate office, locker rooms and storage space for the swimming and diving team is part of the Campaign for Athletics which will be initiated this summer.

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I/We hereby verify that the institution is in compliance with the identified components of our athletics program, as required by Title IX and the Florida Educational Equity Act. Please check which of the two applies below

The above Corrective Action Plan has/will be implemented to bring the institution into compliance within the time frame indicated in the Plan. If already completed, indicate completion date. OR

All items of the self-review as documented in the 2003-04 Update remain in compliance for 04-05.

__________________________________________________________ ___________________ Signature of the Athletic Director Date ___________________________________ Review Completion Date _________________________________________________________ __________________ Signature of the Title IX Coordinator and/or Title IX Committee Chair Date ___________________________________ Review Completion Date

Documents

UNF Board of Trustees Proposed action: Background information€¦ · UNF Board of Trustees June 16, 2005 Issue: UNF Florida Educational Equity Act (FEEA) Report Proposed action: