Role and Responsibilities of the Faculty
Each Faculty member is expected to contribute to the School, Campus, College and the University according to the terms and conditions of his/her letter of appointment. High quality teaching and scholarly activity are expected of all Faculty members as is service to the School, Campus, College, and the University.
Faculty members are expected to provide students with a syllabus which includes the subject matter to be covered in a course, a listing of assignments and/or reports, approximate dates of examinations, grading standards, attendance requirements, and other pertinent details of the conduct of the class. A Student Survey of Instruction (hereinafter “SSI”) is required in each course in each semester and will be conducted under the auspices of the Director pursuant to applicable University policies and procedures (See, Section V of this Handbook). Probationary Faculty members are expected to work with the School Director to identify at least one faculty member each year to visit their class and evaluate their teaching performance. Supervision and direction of student research projects, theses, and/or dissertations (as appropriate to program offerings) is part of the teaching function.
Scholarly activity is expected of all Faculty members, although the extent and/or type of activity may vary with the terms of each Faculty member’s assignment and campus location. Faculty involved in research and graduate programs are expected to present evidence of their endeavors. Possible evidentiary artifacts include, but are not limited to publications, proposals submitted for extramural funding, and dissemination of research in various venues as appropriate to the discipline. Activity in professional organizations and the mentoring of graduate students is also generally expected.
Service to the University is a responsibility of each Faculty member. School, Campus, College, and University committee or task force membership is expected as a normal part of a Faculty member’s contributions. Special or outstanding service above and beyond that which is typical may be considered during the review of a Faculty member, but service alone will not reduce the expectations of quality teaching and scholarly activity. Professional service is encouraged and recognized as a part of the responsibilities of each Faculty member, although contributions in this area can be expected to vary widely due to the nature of the various disciplines within the School.
The School places a strong emphasis on working collaboratively both on and off campus. This collaboration may involve teaching and facilitating learning or encouraging students to work together for educational improvement and social change. For example, many courses require students to work together by observing classes and then developing, implementing and evaluating curriculum, instructional strategies, and assessments. Faculty members try to model this collaboration through joint efforts in research, service, and (when possible) teaching. Continuing relationships with schools, colleges, non-school agencies, and other organizations are indicative of the Faculty’s attempts to work with others for the benefit of students and communities.
Faculty work takes place not just in the college classroom but also in a variety of professional field settings. Faculty act not only as instructors but also as clinical professors, research facilitators, liaisons, and mediators between groups of students, as well as between students and the teachers, administrators, parents, and others in community, political, and business organizations with whom they work.
In sum, formal teaching, research, and service are diverse efforts and depend upon a broadly conceived sense of the faculty’s professional responsibilities as university educators. Faculty members contribute to the School in different ways, and flexibility is needed to insure that the School and its faculty are able to meet the challenges of professional practice.