trustee training - academic programs

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



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


Assistant ProfessorApprentice scholar and teacher

RankRank

Age 10 20 30 40 50 60 70 80


Associate ProfessorIndependent

contributor

RankRank

Age 10 20 30 40 50 60 70 80


Professor (full)Senior scholar

RankRank

Age 10 20 30 40 50 60 70 80


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: 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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are needed to see this picture.

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.



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






Questions?Questions?