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Presentation by Associate Commissioner Elizabeth Hitch on academic governance (academic programs, academic tenure, etc.)
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Academic Governance and Policy in USHE
Academic Governance and Policy in USHE
Trustee and Regent “Summer Training” Retreat
July 2013
Trustee and Regent “Summer Training” Retreat
July 2013
Academic Affairs –Regents’ Policies (R400 – 499)Academic Affairs –Regents’ Policies (R400 – 499)
• Program Approval and Review of Existing Programs
• Major Program Areas• Public Colleges of Education and Centennial
Schools• Career and Technical Education• Continuing Education and Community Service
• Program Approval and Review of Existing Programs
• Major Program Areas• Public Colleges of Education and Centennial
Schools• Career and Technical Education• Continuing Education and Community Service
Academic Affairs –Regents’ Policies (R400 – 499)Academic Affairs –Regents’ Policies (R400 – 499)
• Academic Standards, Access and Placement
• Award or Transfer of Credit• Academic Freedom and
Professional Responsibility• Oversight
• University Research Parks• Honorary Degrees
• Academic Standards, Access and Placement
• Award or Transfer of Credit• Academic Freedom and
Professional Responsibility• Oversight
• University Research Parks• Honorary Degrees
Three Key Areas for TodayThree Key Areas for Today Academic Freedom and Professional
Responsibility
Academic Program Approval and Review
Transfer and Articulation of Courses and Programs
Academic Freedom and Professional Responsibility
Academic Program Approval and Review
Transfer and Articulation of Courses and Programs
Academic Freedom and Professional Responsibility
Academic Freedom and Professional Responsibility
The Life-Long Commitment of a Faculty Member
The Life-Long Commitment of a Faculty Member
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure(6yrs) Post-Tenure Emeritus
Underlying Philosophy of TenureUnderlying Philosophy of Tenure"Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher or the institution as a whole. The common good depends upon the free search for truth and its free exposition."
American Association of University Professors' 1940 statement of Principles on Academic Freedom and Tenure.
"Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher or the institution as a whole. The common good depends upon the free search for truth and its free exposition."
American Association of University Professors' 1940 statement of Principles on Academic Freedom and Tenure.
Tenure Tenure Recognizes a life-long commitment to scholarship.Ensures a pipeline of people willing to commit to a
lifetime of scholarship with: Protection from political forces Protection from market forces Protection from organizational changes
AAUP statements (www.aaup.org)Utah Board of Regents (www.utahsbr.edu)UVU tenure policy (www.uvu.edu/policies/officialpolicy/policy/show/policyid/29)
Recognizes a life-long commitment to scholarship.Ensures a pipeline of people willing to commit to a
lifetime of scholarship with: Protection from political forces Protection from market forces Protection from organizational changes
AAUP statements (www.aaup.org)Utah Board of Regents (www.utahsbr.edu)UVU tenure policy (www.uvu.edu/policies/officialpolicy/policy/show/policyid/29)
Rank and Tenure PolicyRank and Tenure Policy
Defined by institutional departments Guided by policy at Regent and institutional
levels Endorsed by dean, academic vice president,
president and (depending upon the institution) by the Trustees Is NOT forwarded to Regents
Defined by institutional departments Guided by policy at Regent and institutional
levels Endorsed by dean, academic vice president,
president and (depending upon the institution) by the Trustees Is NOT forwarded to Regents
Tenure for FacultyTenure for Faculty
6-year probationary period (on average)
Reviews against departmental, college and university expectations throughout probation by departmental colleagues, other faculty, and administrators
Post-tenure review
6-year probationary period (on average)
Reviews against departmental, college and university expectations throughout probation by departmental colleagues, other faculty, and administrators
Post-tenure review
Rank (Titles and Progression Vary by Institution)
Rank (Titles and Progression Vary by Institution)
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
InstructorMaster’s Degree
with teaching specialty
RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Assistant ProfessorApprentice scholar and teacher
RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Associate ProfessorIndependent
contributor
RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Professor (full)Senior scholar
RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
EmeritusWidespread
reputation
Regent Policy on Academic Freedom and Professional
Responsibility
Regent Policy on Academic Freedom and Professional
Responsibility
Provides structural outline and some basic expectations Calls on Presidents to guide
institutional processes
Provides structural outline and some basic expectations Calls on Presidents to guide
institutional processes
Regents’ Policy on Academic Freedom, Tenure, etc. (R481)Regents’ Policy on Academic Freedom, Tenure, etc. (R481)
“The president of each institution, with the approval of the board of trustees, shall develop policies related to academic freedom, professional responsibility and tenure through a process which involves substantive participation of the faculty governance organization.”
“The president of each institution, with the approval of the board of trustees, shall develop policies related to academic freedom, professional responsibility and tenure through a process which involves substantive participation of the faculty governance organization.”
Questions to AskQuestions to Ask
When reviewing departmental guidelines: Are the expectations for tenure and rank achievement clear?
When reviewing for tenure or rank advancement: Has the person met the expectations according to reviewers?
Are the prospects for long-term contributions of the faculty member good (tenure/post-tenure review)?
When reviewing departmental guidelines: Are the expectations for tenure and rank achievement clear?
When reviewing for tenure or rank advancement: Has the person met the expectations according to reviewers?
Are the prospects for long-term contributions of the faculty member good (tenure/post-tenure review)?
SabbaticalSabbatical•Major project/opportunity for renewal•May apply for as specified by institutional policy (seven years is typical)•Typical that it may be one semester at full pay or two semesters at a specified %•Review at all levels at the institution is usual (department, dean, VPAA, president, Trustees)
•Major project/opportunity for renewal•May apply for as specified by institutional policy (seven years is typical)•Typical that it may be one semester at full pay or two semesters at a specified %•Review at all levels at the institution is usual (department, dean, VPAA, president, Trustees)
Questions to AskQuestions to Ask
Does the topic for the sabbatical enhance the teaching or research capabilities of the faculty member as judged by the institutional reviewers? Are the outcomes of the sabbatical project
clear? Is funding available to support the
sabbatical?
Does the topic for the sabbatical enhance the teaching or research capabilities of the faculty member as judged by the institutional reviewers? Are the outcomes of the sabbatical project
clear? Is funding available to support the
sabbatical?
Academic Program Approval and Review
Academic Program Approval and Review
Academic Program Approval: Trustee and Regent Role
Academic Program Approval: Trustee and Regent Role
Balance the present institutional capacity and faculty expertise with the future needs of students, community and state.
Balance the present institutional capacity and faculty expertise with the future needs of students, community and state.
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Typical Program Approval Process
Typical Program Approval Process
Department Proposal Academic Programs
generally begin with an interest and an expertise at the departmental level. Community need may drive the interest.
Typical Program Approval Process
Typical Program Approval Process
Department Proposal
School/CollegeApproval
CurriculumCommittee, Faculty Senate, and CAO
President
President’sCouncil Trustees
OCHE Staff/CAOs/Regents’ Program Review Committee (PRC)
Regents
Questions to AskQuestions to Ask Is there a need? Does the program fit within the school’s mission? Is funding available to assure a quality program? Are there adequate faculty (number and expertise)? Are facilities adequate? Are support services available? Is transfer of students to and from the program
within USHE facilitated by course and program articulation?
Is there a need? Does the program fit within the school’s mission? Is funding available to assure a quality program? Are there adequate faculty (number and expertise)? Are facilities adequate? Are support services available? Is transfer of students to and from the program
within USHE facilitated by course and program articulation?
Observations on New ProgramsObservations on New Programs
Most ideas don’t make it very far
New programs balanced with removing programs (3-step process)
Some programs are conditional on funding from legislature
Legislature occasionally mandates programs
Most ideas don’t make it very far
New programs balanced with removing programs (3-step process)
Some programs are conditional on funding from legislature
Legislature occasionally mandates programs
Review of Existing ProgramsReview of Existing Programs
Three years after implementation Ongoing (every seven years for universities
and every five years for two-year colleges) Critical to keeping institutional program
array current, responsive, and within financial resources
Three years after implementation Ongoing (every seven years for universities
and every five years for two-year colleges) Critical to keeping institutional program
array current, responsive, and within financial resources
Questions to AskQuestions to Ask Is program developing as projected (# of
students, # and expertise of faculty). If not, is change in projection reasonable and worth continuing investment in the program? Is program quality being maintained?(NOTE: Just because a program has been “on the books” for some time does not always mean it needs to remain “on the books.”)
Is program developing as projected (# of students, # and expertise of faculty). If not, is change in projection reasonable and worth continuing investment in the program? Is program quality being maintained?(NOTE: Just because a program has been “on the books” for some time does not always mean it needs to remain “on the books.”)
Transfer and Articulation
Transfer and Articulation
TRANSFER: A Key to Efficient Degree CompletionTRANSFER: A Key to Efficient Degree Completion
Goal: Move credits, courses, degrees seamlessly across USHE institutions
Transfer works best with completion of Associate’s Degree or General Education Core and with articulation agreements at the program level
Goal: Move credits, courses, degrees seamlessly across USHE institutions
Transfer works best with completion of Associate’s Degree or General Education Core and with articulation agreements at the program level
Transfer: A Key to Efficient Degree Completion
Transfer: A Key to Efficient Degree Completion
Over 30% of USHE students transfer
SWIRL is common: Students take courses from 1 or 2 other schools while fully matriculated
Over 30% of USHE students transfer
SWIRL is common: Students take courses from 1 or 2 other schools while fully matriculated
DIRECTIONS OF TRANSFERDIRECTIONS OF TRANSFER
2 → 42 → 24 → 44 → 2
2 → 42 → 24 → 44 → 2
Articulation of Courses and ProgramsArticulation of Courses and Programs Assures courses are similar in
content, rigor, and learning goals
Articulated courses are accepted across USHE institutions
All General Education courses articulate across USHE institutions
Articulated programs ensure all requirements are met efficiently
Assures courses are similar in content, rigor, and learning goals
Articulated courses are accepted across USHE institutions
All General Education courses articulate across USHE institutions
Articulated programs ensure all requirements are met efficiently
Award or Transfer of CreditAward or Transfer of Credit
Regents’ Policy R470General Education, Course Numbering, Lower division Pre-Major Requirements, Transfer of Credits and Credit by Examination
Regents’ Policy R470General Education, Course Numbering, Lower division Pre-Major Requirements, Transfer of Credits and Credit by Examination
Implementing PolicyImplementing Policy
MAJORS’ MEETINGS 38 academic majors meet in 30 groups On-going for 16 yearsFaculty share: Syllabi Expected competencies Learning goals
MAJORS’ MEETINGS 38 academic majors meet in 30 groups On-going for 16 yearsFaculty share: Syllabi Expected competencies Learning goals
How Do Students Know What Transfers?
How Do Students Know What Transfers?
Academic Advisors TransferUtah.org Guide (in final phases of
testing) UtahMajors.org Guide (online) Institutional Websites
Academic Advisors TransferUtah.org Guide (in final phases of
testing) UtahMajors.org Guide (online) Institutional Websites
Three Key Areas for TodayThree Key Areas for Today Academic Freedom and Professional
Responsibility
Academic Program Approval and Review
Transfer and Articulation of Courses and Programs
Academic Freedom and Professional Responsibility
Academic Program Approval and Review
Transfer and Articulation of Courses and Programs
Questions?Questions?