This department handbook (hereinafter “Handbook”) contains the official operational policies and procedures for the Department of Modern and Classical Language Studies (hereinafter “Department”) within the College of Arts and Sciences (hereinafter “College”). The policies and procedures contained in this Handbook shall not conflict with any University, Administrative and Operational Policy of Kent State University, any applicable Collective Bargaining Agreement, or any federal, state and local law.
Other Department Guidelines
The diverse goals of the Department of Modern and Classical Language Studies are unified by the common thread of language. The languages and cultures which we embrace are ancient and modern, Eastern and Western, traditional and non-traditional.
MCLS faculty pursue research, teaching and outreach organized around three main functional areas in world languages: Literature/Culture, Pedagogy, and Translation. Programs are offered at the Baccalaureate and graduate levels. The department also serves University-wide curricular needs through lower-division instruction in numerous languages and through other courses that serve as the foundation of a liberal education. Through its curriculum, disseminated research, study abroad programs and volunteer international activities, the Department helps the University meet its goals for outreach in the diverse communities of Ohio, engagement with the global community, cultural diversity on the campus, and preparation of a workforce equipped to serve beyond national boundaries.
Normally, an earned doctoral degree in a related discipline is required for all faculty appointments to a tenure-track position in the Department. Postdoctoral experience is preferred.
The basic faculty ranks are the following:
This rank is intended for persons initially hired with a master's degree. Normally, the Department does not hire at the rank of Instructor except for full-time non-tenure track (NTT) faculty positions.
b. Assistant Professor
This rank is normally the entry level rank for tenure-track faculty holding the doctorate in an appropriate discipline.
c. Associate Professor
Hire to or promotion to this rank presumes prior service as an Assistant Professor, significant academic achievements, and possession of the doctorate in an appropriate discipline (See, Section V of this Handbook).
Promotion to this rank requires credentials and achievements beyond those required for promotion to Associate Professor and is reserved for senior faculty members who have achieved significant recognition in their discipline (See, Section V of this Handbook).
e. Research Associate and Research Assistant
These ranks are reserved for individuals who are engaged in research and who are not normally assigned teaching responsibilities. Such positions are typically supported by extramural grant funds and are not tenure-track appointments. Faculty who hold these ranks do not vote on Department committees and do not participate in Department governance.
f. Adjunct Faculty Appointments
These appointments are held primarily by faculty from other institutions or persons on the staffs of community-based agencies and organizations. Adjunct faculty appointments are made at the discretion of the Chair in consultation with the FAC. Adjunct faculty members do not vote on Department Committees and do not participate in Department governance.
g. Visiting Faculty Appointments
Visiting faculty appointments at an appropriate faculty rank may be made when leaves of absence occur or special needs arise and funds are available. A visiting faculty member is typically a faculty member from another institution who is employed by the Department for a period not to exceed one (1) year. In the event that a Visiting faculty member is employed in that capacity for a second consecutive year, the visiting faculty member will then become a full-time non-tenure track (NTT) faculty member.
h. Part-Time Faculty Appointments
When the Department cannot meet its teaching needs from the ranks of its full-time tenured and tenure-track faculty, full-time non-tenure track (NTT) faculty and graduate students, part-time faculty appointments will be made from an established pool of qualified applicants not currently on regular appointment at the University.
All instructors teaching on a part-time basis are appointed on contract semester by semester from a pool of qualified individuals. Candidates for the pool write a letter of interest, either in response to an advertisement placed by the Department in the University Job Opp listings and the local/regional media, or as an inquiry about a position. In addition, candidates submit an official copy of a university transcript attesting at least the equivalent of a master’s degree, together with a curriculum vitae/resume and three letters of recommendation regarding their teaching ability. Under certain circumstances a significant and distinguished teaching record in public or private schools can mitigate the requirement for a Master’s degree. The Chair will consult with the functional unit or sub-unit involved to determine a candidate’s eligibility for the part-time pool. Candidates must also demonstrate proficiency in the target language and potential for excellence in teaching. Since part-time instructors normally teach elementary and/or intermediate language courses, the file submitted will be reviewed by members of the language unit, and the candidate will be interviewed by one or more members of the Department to verify language skills and suitability for the position. As need arises, a contract will be issued to teach one or more courses in a given semester. Salary will be computed according to the department salary scale for part-time instructors when possible, but may be adjusted in cases of special expertise, superior qualifications or other situations as determined by the Chair.
Part-time instructors will be reappointed and contracts issued for any subsequent semester based on Department need and the instructor’s satisfactory performance as determined by a combination of student evaluations, peer reviews and review by the appropriate area coordinator(s). Part-time instructors are expected to maintain teaching excellence and to adhere to all University, College, and Departmental policies and regulations regarding instruction and evaluation of student work.
Whereas the governance roles of tenure-track and non-tenure-track faculty are regulated by their respective collective bargaining agreements, no such University-wide basis exists for part-time instructors.
i. Graduate Faculty Status
As a graduate degree granting department, the Department normally requires that all faculty hired for tenure-track positions be eligible for appointment to the graduate faculty as associate or full members. The Administrative policy regarding graduate faculty is included in the University Policy Register. (See, University Policy Register 3342-6-15.1)
All members of the Department faculty are expected to maintain the highest ethical standards as teachers, scholars, university citizens and colleagues. The University policy regarding faculty code of professional ethics can be found in the University Policy Register. (See, University Policy Register 3342-6-17)
The Department has first claim on 12 hours of each faculty member’s time per semester. Honors Courses are recognized as part of the regular offerings of the Department; Arts and Sciences Courses, Experimental Courses, Interdisciplinary Courses, and Workshops offered through the College of Continuing Studies may be counted as part of a faculty member’s teaching load with the permission of the Chairperson and the Dean of the College. Units considering the offering of distance learning courses, honors courses, Arts and Sciences courses, interdisciplinary courses, Continuing Studies workshops and the like are expected to consult first with the Department Chairperson rather than undertaking any negotiations or consultations on their own with individuals outside the Department.
Faculty members may engage in professional activities outside the university provided the activities do not interfere with the faculty member's teaching, research, or service responsibilities to the Department, Campus, College or University (See, University Policy Register 3342-6-24). These activities must not compete with University activity or the faculty member’s employment with the University and must be approved in advance by the Chair and the Dean. Each academic year, each faculty member must disclose and seek approval for all outside employment or other outside activities on the form provided by the University. Any outside employment or other outside activities are subject to the Faculty Code of Ethics and the University’s conflict of interest policies. (See, University Policy Register 3342-6-17 and 3342-6-23)
All faculty members should be aware of current copyright laws which restrict the copying of published materials. For further information, contact the University’s Office of Legal Affairs.
The University policy regarding misconduct in research and scholarship and the Administrative policy and procedures regarding allegations and instances of misconduct in research and scholarship is included in the University Policy Register. (See, University Policy Register 3342-3-05 and 3342-2-05.01)
The implementation, modification, amendment and revision of this Handbook is governed by the applicable Collective Bargaining Agreement. The Department faculty will review and update this Handbook, as needed, but at least every three (3) years. Suggestions for modifications or amendments to the Handbook may be initiated at any time by the Chair or by any faculty member. Proposed modifications or amendments are subject to discussion, revision, and recommendation by the FAC. Should the FAC determine that any section, or indeed the entire Handbook, requires revision, it may charge an ad hoc subcommittee from the Department with the task of developing the needed revisions within a reasonable time. Upon approval by the FAC, these revisions will be submitted to the Department faculty for approval. If the Chair concurs with a proposed modification, amendment or revision, he/she will recommend the change(s) to the Dean. The revised section(s) or Handbook can take effect only upon approval of the Dean. In reviewing this Handbook the Dean may request revisions before lending final approval. If these revisions are not adopted by the Department, the Dean shall consult the CAC with regard to the provision(s) in dispute before making a final determination and certifying final approval of the Handbook. Further, the Dean may direct that the Handbook be modified, amended or revised to reflect changes in College or University policy.
1. Individual Investigation. Individual Investigation is offered to give the undergraduate student experience in planning and outlining a course of study on his/her own initiative under Departmental supervision; Research serves the same function at the graduate level. Individual Investigation and Research should deal with either a special interest not covered in a regular course or the exploration in much greater depth of a subject presented in a regular course. To be eligible for Individual Investigation, a student should have an overall GPA of 2.80, a GPA of 3.0 or better in the major, and have completed six (6) upper-division hours of coursework in the area involved in the project; Research requires a GPA of 3.2. This requirement may be waived in exceptional cases, when approved by the Department Chairperson. An eligible student desiring to register for an Individual Investigation or Research course must first obtain an instructor’s consent to guide the project and submit the appropriate form to the Department Chairperson. Having secured these prior approvals, the student will be given permission to register for this course in the same manner as with any other course. At the conclusion of the course, the instructor will deposit with the Department a copy of the student’s project. Work is evaluated with a letter grade; a grade of IP is possible.
2. Testing. It is expected that material tested will have been covered in class or otherwise clearly assigned for student study. In the event that an instructor finds it appropriate to test individual students or an entire class for a second time on any portion of the course work, a new test will be constructed for the purpose.
3. Credit by Examination. It is University policy that a student who can demonstrate knowledge in a particular subject area may establish credit in certain courses by taking a special examination through the Department. Course offerings have been divided into three categories pertaining to Credit by Examination, namely generally available, available only with Departmental permission, and not available. The first four courses at the introductory and intermediate levels of foreign languages are available for Credit by Examination without Departmental approval; University restrictions regarding student eligibility apply. Students should seek the advice of instructors to establish whether their background is adequate to attempt Credit by Examination at a particular level. The Department follows the procedures and eligibility criteria outlined in the Undergraduate Catalog, which students should read carefully before pursuing credit by this means. Application forms to undertake Credit by Examination may be obtained at the Office of Academic Testing Services.
4. Transfer Credit. Credit will be accepted from accredited institutions, both foreign and domestic. Students should secure approval prior to attendance at another institution, obtaining Transient Data forms at the College Office. It is the student’s responsibility to provide official transcripts of such work as well as evidence of the competence and knowledge achieved in the program. The Assistant to the Chair is responsible for overseeing evaluation of such work.
5. Language placement (adopted October 2009)
For all languages at the lower-division instruction level, students may achieve placement into a desired course by scoring appropriately on a department-approved placement test. If no placement test has been adopted for these purposes, the final examination of the course immediately previous in the sequence will serve as the placement test.
Such placement “counts” toward fulfillment of the College foreign language requirement but does not earn credits. Credit by Exam (CBE) options are available in many languages. The department strongly recommends that students with previous language experience take advantage of CBE opportunities when available.
6. Curriculum Review. It is the responsibility of the Curriculum Committee to conduct a periodic review of the Departmental Curriculum, course offerings, programs, and curricular policies to determine their effectiveness in meeting the mission of the Department.
7. Textbook Selection (applies to Core courses and courses with more than 200 enrolled annually) [adopted Feb 2012]
Textbooks for large enrollment sections are selected by the full time faculty responsible for the program and course through a consultative process that includes all instructors currently teaching the course. The required textbook/materials for each applicable course should be reviewed at least once every five years. Factors to be considered when selecting a textbook and/or reviewing the value of current textbooks include the following:
• How well do the textbook/materials support the stated learning outcomes for the course?
• How often do students and instructors use the textbook/materials currently required?
• How do students and faculty rate the textbook/materials currently required?
• How do the textbook/materials affect preparation and grading time for instructors?
• What is the price of the textbook package relative to other options?
• Can the textbook/materials be used for more than one course in a sequence?
• What level of quality and how many useful resources does the textbook/package offer?
This message is intended to communicate to new faculty and mentors the expectations for mentoring in Modern and Classical Language Studies. Mentoring is an important part of the process leading to tenure and promotion. Mentoring can also help new faculty members become adjusted to departmental, college and university procedures more quickly, and can play an important role in helping faculty fully develop their teaching and research potential.
Initial Assignment and Meetings: The department assigns one or occasionally two mentors to each new faculty member immediately after he or she is hired, and provides the mentor’s contact information to the new faculty member. The mentor(s), however, are expected to initiate a first meeting early in the first semester and may wish to contact the faculty member before he/she arrives to welcome him/her to the department and answer any questions. New faculty are encouraged to bring to the mentor’s attention the specific issues with which they need assistance. Much mentoring also takes place on a less formal basis without the need for a special meeting.
All initial mentoring assignments expire after the first semester. At that time, a permanent mentor or mentors will be assigned. The new faculty member is encouraged to provide input into the selection of the mentor(s).
Mentoring after the first semester: There is no set requirement for the number of meetings, but a minimum of once per semester is recommended for the first two years. Also strongly recommended is one meeting immediately before the first full reappointment file is submitted, and before the submission of the tenure file.
Mentoring Topics: Each new faculty member has different needs and would prioritize the following list differently. During their first meeting, mentors and “mentees” may want to discuss which of the topics on this list need coverage. If the mentor or mentee realizes at any point during the process that additional assistance is needed in a particular area, either should feel free to request that a second mentor be assigned.
- file preparation and reappointment/tenure/promotion in MCLS
- research: commenting on written work, where to submit articles, how to prepare and submit grant applications, etc.
- teaching: advice on handling issues with students, teaching techniques, etc.; issues related to advising
- other specific policies and procedures, such as computers, travel money, research leaves, and merit pay procedures
- how the University works (faculty governance structure, College and University level opportunities for citizenship)
- orientation to Kent and NE Ohio; assistance before arriving at KSU
Appendix A: Graduate Faculty Classification Criteria and Application for Graduate Faculty Membership
(Revised and approved October 2009)
Graduate Faculty are either Associate Members (A) or Full Members (F) who (1) may teach graduate courses and serve on master’s committees; (2) may direct master’s theses; (3) may serve on doctoral committees and (with Departmental approval) co-direct doctoral dissertations; (4) may direct doctoral dissertations. Combinations possible for faculty in the Department of Modern and Classical Language Studies are A1, A2, F3 and F4. Also possible is the Temporary Associate Member who is appointed for a specific, limited purpose such as teaching a special course or serving on a particular master’s or dissertation committee.
The University conducts a review of all Graduate Faculty every five years. An individual faculty member may, however, apply for a change of graduate faculty status before the end of the five-year period. All faculty members who desire new or continuing member ship in the Graduate Faculty must submit a Departmental “Application for Graduate Faculty Membership” form (see below) to the Chairperson. On this form, faculty will provide information based on the criteria below and apply for classification in the corresponding category.
Modern and Classical Language Studies
Criteria for the Five Categories of Membership on the Graduate Faculty
For all categories:
a. Possession of the Ph.D. or other terminal degree in the appropriate language and/or discipline; and
b. Potential for quality teaching at the undergraduate level, and the graduate level, for new members of the graduate faculty; evidence of quality teaching at the undergraduate, and especially at the graduate level, for continuing members of the Graduate Faculty.
c. The qualifications appropriate to each respective category.
1. A1: May Teach Graduate Courses and Serve on Master’s Committees
Evidence of an active program of research and scholarship in the areas itemized in Section IV, G, 1 and 2 of this Handbook or evidence of pertinent professional experience. With regard to a research program, the work must either carry the potential for publication for untenured faculty or, for tenured faculty, have resulted in actual publication. A representative case would be two refereed published articles, book chapters, or creative works within a five-year period, or other forms of scholarly activity, such as competitive extramural grant activity (funded or unfunded), as described in this Handbook (See below.) In the case of pertinent professional experience, the experience must be directly related to the area of the graduate course or courses to be taught.
2. A2: May Direct Master’s Theses
Evidence of an active program of research and publication during the last five years. A representative case would be three refereed published articles, book chapters, or creative works within this time period, or other forms of scholarly activity, such as competitive extramural grant activity (funded or unfunded), as described in this Handbook (See below.)
3. F3: May Serve on Doctoral Committees, and (with Departmental Approval) Co-direct Doctoral Dissertations
Evidence of an active program of research and publication that has resulted in national visibility during the last five years in the areas itemized in Section IV, G, 1 and 2 of this Handbook. A representative case would be five substantial refereed published articles, book chapters, or creative works within this time period, plus several other forms of scholarly activity, such as competitive extramural grant activity (funded or unfunded), as described in this Handbook. (See below.)
4. F-4: May direct doctoral dissertations
Evidence of an active program of research and scholarly activity that has resulted in significant outcome and international visibility during the last five years in the areas itemized in Section IV, G, 1 and 2 of this Handbook. A representative case would be the publication of a minimum of seven refereed articles, book chapters, or creative works within this time period; or a refereed scholarly or creative monograph; or a refereed translation of a scholarly book or book-length translation of a creative work; or electronic content deemed equivalent to any of the above; or other significant research; plus several other forms of scholarly activity, such as competitive extramural grant activity (funded or unfunded), as described in this Handbook (see below).
5. Temporary Associate Membership: May Teach a Graduate Course, Serve on a Master’s Thesis or Doctoral Dissertation Committee, and Co-direct a Master’s Thesis or Doctoral Dissertation. This category is solely for adjunct and non-tenure-track faculty.
Evidence of an existing program of research and scholarship in the areas itemized in Section IV, G, 1 and 2 of this Handbook or evidence of pertinent professional experience. In the case of pertinent professional experience, the experience must be directly related to the area of the graduate course or courses to be taught.
APPLICATION FOR GRADUATE FACULTY MEMBERSHIP
Degree Year Conferred Discipline University
For all following categories, please include only information which dates between March 31, 2xxx and April 1, 2xxx [appropriate five-year period specified].
Teaching at Kent State University
A. List, by academic year, all graduate courses which you have taught over the past five years. Include cross-listed courses.
B. Evidence of Quality Teaching at the Undergraduate and Graduate Levels
N.B.: Before completing this section, please refer to Section IV, E, “Evaluation of Instruction” and G, 1, “Teaching and Advising” in the Department Handbook.
Aside from student evaluations, cite evidence of quality teaching (e.g., nominations for teaching awards, development of new courses, participation in special curricular activities, program development, teaching grants, mentoring of students, recruiting majors, special advising activities, etc.).
Research and Scholarly Activity
N.B.: Before completing this section, please refer to Section IV, G, 2, “Research and Scholarly Activity” in the Department Handbook. List all items in reverse chronological order.
A. Refereed Publications
For each item, indicate the type of publication (e.g., scholarly book, article, chapter in book, translation, bibliography, textbook, edited book, co-edited or co-authored book, monograph, book review, computer software, electronic journal, videotape, creative writing, etc.). Provide complete bibliographical information (date, publisher, volume number, pages, etc.)
B. Non-refereed Publications
C. Grant Activity
List, with dates, all intramural and extramural grant applications which you have submitted within this time period. Indicate (1) the title of the project, (2) the name of the granting agency, (3) the amount of the grant sought, (4) your involvement (e.g., principal investigator), and (5) whether the application was “funded” or “not funded.”
D. Scholarly Consulting Work
List your service to the scholarly community as a referee or editor for a journal, consultant for a press, reviewer for candidates for promotion or tenure at other universities, etc.
E. Presentations at Professional Meetings
1. Refereed Abstracts
List the titles of papers you have presented to professional organizations. Include panels in which you have participated.
Date Title of Paper Name of Organization
2. Invited Presentations
List the titles of presentations which you have been invited to make. Include panels on which you have been invited to participate.
Date Title of Presentation Name of Organization
F. Direction of Master’s Theses
List only theses for which you were the principal director
Student’s Name Title of Thesis Date Completed
G. Membership on Master’s Thesis Committees
List only theses for which you served as a member of the thesis committee.
Student’s Name Title of Thesis Date Completed
H. Co-direction of Dissertations
List only dissertations for which you served as co-director.
Student’s Name Department Title of Dissertation Date Completed
I. Membership on Doctoral Dissertation Committees
List only dissertations for which you served on the dissertation committee
Student’s Name Department Title of Dissertation Date Completed
J. Other Scholarly Accomplishments and Activity
List any scholarly activities, awards, or recognitions which are not included above.
After reviewing the Departmental criteria for Graduate Faculty membership and itemizing the pertinent activities and accomplishments, I apply for classification in the following category (circle one):
A1 (may teach graduate courses and serve on master’s committees)
A2 (may direct master’s theses)
F3 (may serve on doctoral committees and, with Departmental approval, co-direct doctoral dissertations)
F4 (may direct doctoral dissertations)
Temporary Associate Member
Examples of Scholarship in MCLS: The following list gives examples of the range of publications that count as “scholarship” in MCLS.
Examples of Scholarship in Language, Literature and Culture include but are not limited to: books, edited books, and articles that expand existing knowledge in literary studies, cultural studies, philology, textual criticism, second language acquisition and related disciplines. Examples include original criticism and analysis of literary or popular texts, films, or other visual or aural media; studies of the relationship between texts and their historical and cultural contexts; studies of material culture and its relationship to other aspects of a given culture; studies dealing with linguistic and philological questions in individual texts or parts of texts; quantitative or qualitative studies of issues in language acquisition. Scholarship also includes the integrative work involved in interpretations of literary texts, films, other visual and aural media, or material culture according to psychological, sociological, historical, or philosophical perspectives; studies that use comparative techniques or combine methods from more than one discipline; synthetic studies that draw upon existing scholarship to summarize the state of an issue or problem in a given field.
Applied scholarship in Language, Literature and Culture includes but is not limited to: studies in language, literature, culture, linguistics, or language pedagogy applied to such non-academic matters as business, economic issues, social problems, and political activity; projects, events and programs that target audiences outside the academy (such as elementary or high school students, employees of a business, or self-selected members of the general public) and increase awareness of linguistic and cultural diversity; public readings, film presentations or exhibits organized around societal issues relevant to cultural diversity and/or the global community; language/cultural immersion projects; outreach projects that address awareness of cultural and/or linguistic diversity.
Examples of Scholarship in Pedagogy include but are not limited to: books, edited books, and articles that expand existing knowledge as it relates to the foreign language classroom and instruction in foreign languages. Examples include development of new methodologies and theories; creating infrastructures for future instruction and theories; implementation of new or innovative teaching strategies in the classroom; making private teacher knowledge public; case studies; quantitative and qualitative empirical studies; action research; critical evaluation and testing of learning strategies; critical reflection on one’s own or others' teaching practices, theories, methodologies or strategies; articles and books on pedagogy that can be used for multiple disciplines; articles and books that bridge previous research on foreign language theories, methodologies or strategies; technological innovations; analysis of interdisciplinary pedagogical methodologies, strategies or theories; interdisciplinary models for formative and summative assessments.
Applied scholarship in Pedagogy includes but is not limited to: pedagogical manuals; language acquisition textbooks; pre-service and in-service teacher training; articles on language pedagogy outside of education settings; collaboration with businesses and governmental agencies; serving schools and school districts as an external consultant; models for pre-service and in-service teacher training.
Examples of Scholarship in Translation Studies include but are not limited to: books, edited books, and articles that critique specific translations, compare multiple translations, analyze the linguistic, cultural, cognitive or semantic patterns or variables in translators’ practices synchronically or diachronically; translators’ prefaces or essays discussing the methods used; translations of, for instance, a novel, a play, a book of poems, or a scholarly non-fiction text; studies that analyze translation corpora to reveal patterns or variables in translation; the development of innovative teaching methods; research on assessment and quality control issues; articles and books that integrate existing knowledge and provide an innovative interpretive analysis; the interpretation of texts; terminology articles and resources such as handbooks and guides that integrate the principles of terminology with specific field content in technical communications, information science, computational linguistics, etc.; the creation of corpora or of CAT tools; innovative computational approaches to terminology management.
Applied scholarship in Translation studies includes but is not limited to: textbooks; translations for the purposes of a non-academic public that are available for peer review and evaluation according to accepted standards; development of assessment tools; trade articles about new translation tools or programs; standards for specific industries; the creation of monolingual and multilingual technical glossaries and dictionaries in accordance with terminological principles.
[Approval Process: FAC and Chair]
A. Administrative Duties in the Department
B. The Institute for Applied Linguistics
E. Curricular Policies
G. Statement on Mentoring
1. Is responsible for the overall performance of the Department with respect to the various forms of scholarship; guides long-range planning and curriculum development; negotiates improvement of facilities and acquisition of extra-mural funding for the Department;
2. Prepares or arranges for the preparation of departmental and other required administrative reports;
3. Bears fiscal responsibility for the Department;
4. Recommends all Faculty personnel actions in accordance with the UPR and other University-established consultative procedures; appoints part-time faculty; appoints non-academic personnel; conducts negotiations with prospective faculty and staff;
5. Collects the reappointment, tenure and promotion recommendations of the Departmental Ad Hoc Reappointment, Promotion and Tenure Committees;
6. Is responsible, in consultation with the FAC, for making salary recommendations to the Dean, in keeping with the current master contract;
7. Convenes FAC meetings at least once each semester; calls additional meetings as deemed appropriate or upon the request of one-fourth of the Faculty; circulates notification of and agenda for the meeting prior to the meeting;
8. Chairs FAC meetings and sets FAC meeting agendas in consultation with appropriate Faculty and in conformance with CBA, Article VI, Section 3C;
9. Is an ex officio member of all Departmental committees; appoints special committees in consultation with the FAC;
10. Makes appointments to graduate assistantships, grants tuition scholarships, etc., considering recommendations of the Graduate Coordinator and the Graduate Faculty;
11. Is responsible for assignment of office space to Faculty, part-time faculty, and staff in accord with guidelines developed with the counsel of the FAC;
12. Has ultimate responsibility for teaching assignments, after receiving recommendations from the appropriate Faculty Units; issues a Workload Statement to each Faculty member in accordance with University guidelines;
13. Consults when requested, or when necessary on an individual basis with Faculty members concerning their performance;
14. Recommends leaves of absence, in consultation with the FAC;
The Assistant to the Chairperson
1. Develops a schedule of teaching activities of the Department after receiving recommendations from the functional units or sub-units and major advisors and consulting with the Department Chairperson;
2. Maintains an active file of part-time instructors to assure adequate staffing of courses offered by the Department;
3. Serves in place of the Chairperson in the Chairperson’s absence and performs other tasks in accordance with the directives of the Chairperson;
4. Serves as an ex officio non-voting member of the FAC but is eligible to stand for election as a voting member of the FAC;
5. Serves as the primary facilitator of permission to enroll in upper-division courses in connection with the Department’s policy of mandatory advising.
The Graduate Coordinator
1. Chairs the Graduate Studies Committee and directs its work;
2. Handles correspondence with regard to the Graduate Program and maintains copies of this correspondence on file;
3. Prepares in consultation with the responsible fiscal officers a detailed budget for proposed expenditure of graduate assistant ships and tuition scholarships and other funds allocated for graduate student support;
4. Provides the Department Chairperson with information about the Graduate Studies Program;
5. Coordinates the guidance and training of graduate assistants employed in undergraduate instruction; assigns graduate assistants their departmental duties;
6. Serves as Department representative to the College Graduate Council;
7. Is responsible for the coordination of graduate brochures, the newsletter, and other related advertising and publicity materials;
8. Assumes responsibility for student recruitment in consultation with the Graduate Studies Committee;
9. Assigns advisors for new graduate students and supervises periodic reviews of such assignments.
10. Coordinates reviews of graduate faculty, programs, and courses in keeping with Graduate College guidelines and directives.
The Undergraduate Coordinator
1. Maintains any departmental advising databases; track data on enrollments of majors and minors in each program;
2. Provides periodic workshops for departmental advisors; ensure that current major/minor sheets and roadmaps are provided to faculty advisors;
3. Coordinates advising at the Baccalaureate level, assigning advisees to department faculty in accordance with established policy and ensuring that each student is contacted each semester for advising and determination of courses to be taken during the following semester;
4. Manages special cases involving transfer credit, course substitutions, study abroad advising, etc.;
5. Serves as liaison with the advisors in Undergraduate Studies and the College of Arts and Sciences;
6. Coordinates and actively participates in departmental recruitment efforts, including the organization of at least one departmental event (e.g. information fair, immersion day) each semester; organizes departmental efforts to contact prospective students;
7. Responds promptly to inquiries from prospective students about major/minor programs, and alerts any appropriate advising colleagues to such student interest;
8. Acts as a contact person for inquiries about Study Abroad programs; maintains Study Abroad brochures and provides updates as needed for the departmental website.
9. Undertakes other duties related to Baccalaureate advising, recruitment and retention as requested by the Chairperson.
The Basic Studies Coordinator
1. Advises students about placement and the nature of specific courses, CLEP Test and Credit-by-Exam procedures;
2. Advises students who have complaints about instructors and grades and tries to resolve the problem before it becomes a formal grievance;
3. Advises instructors about issues relating to student behavior in the classroom;
4. Organizes and supervises the Departmental tutoring service.
Lower Division Language Coordinator Duties in MCLS
[FAC approved 12/2/11]
Duties include the following (note that coordinators who are responsible for minors may also be responsible for advising and recruitment in their respective programs).
1. Provide instructors with syllabus, quizzes, tests, and supporting materials; update these regularly (including any necessary accounts for online texts). Teach model class if applicable.
2. Startup meeting in Fall; orientation and/or workshops with adjuncts and/or GAs.
3. Meet with instructors as needed (may involve weekly formal meetings, individual meetings, meeting after the model class if applicable) and respond to questions on teaching technique.
4. Observe all new and returning instructors in their classes once at the start of the semester; provide feedback on performance. Repeat at least once during the semester. Document observations and feedback.
5. Review end-of-semester student evaluations for instructors in the program.
6. Serve as first-level resource for instructors on university and department policies related to instruction, handling of problems with students (illnesses, absences, disruptive students, etc.); serve as first level of contact for student academic complaints.
7. Provide recommendations on staffing lower division sections.
8. Share responsibility with other program faculty for consulting on textbook selection and curricular issues related to the coordinated courses. Communication should flow both from the coordinator(s) to the program faculty and vice versa.
9. Keep Chair informed of disruptive student issues, academic dishonesty issues, instructor performance issues and any other issues of a serious nature. Notify Chair of student academic complaints that are not informally resolved at the coordinator level.
Translation and Pedagogy Functional Unit Coordinators and Literature/Culture/Language Sub-Unit Coordinators:
1. Convene regular meetings of the Unit faculty, providing all Unit members with advance notification, and distributing a summary of meeting discussions and transactions to the Department Chairperson, the Assistant to the Chair, the other unit coordinators, and the Graduate Coordinator.
2. Develop and implement Unit policies with the advice of Unit faculty.
3. Serve as liaison between Unit faculty and the Department Chairperson, other unit coordinators, and the Graduate Coordinator.
4. Convene the Unit faculty for the purpose of the development of course offerings and their staffing each semester and summer session with due consideration to programmatic need and computation of workload hours, having advisor(s) convey proposals to the Assistant to the Chair, and resolve any scheduling conflicts in consultation with the Coordinator of other Unit(s). Scheduling recommendations should offer a range of days and times for each course subject to revision by the Department Chairperson.
5. Coordinate review of curricular proposals and transmit proposals to the Curriculum Committee through the Unit’s representative to the Curriculum Committee no less than five days prior to a scheduled meeting.
6. Undertake other leadership activities as appropriate to the particular Unit (e.g., supervise review of LER courses, facilitate in the selection of teaching materials, participate in the review and teaching assignments of graduate assistants and part-time staff, oversee off-campus programs such as internships, coordinate tracking of former students.
7. Provide copies of appropriate materials in a timely manner for distribution to Regional Campus faculty.
The Units and Sub-Units
The unit committees will advise the unit coordinator on all matters concerning the efficient functioning of the unit. The unit faculty members:
a. advise majors and minors (see also Section VII, “Students,” subsection B, “Advising”);
b. recruit, evaluate and recommend new applicants for admission to the graduate program
c. evaluate and recommend newly admitted and continuing students for graduate appointments
d. publicize the Unit’s program(s) and use other means to attract talented students to the program(s);
e. recommend effective means of evaluating and documenting the teaching and other duties of each graduate appointee in consultation with the Graduate Studies Coordinator.
f. review and evaluate each graduate student with respect to academic standing and performance as an appointee and nominates students for departmental honors and awards.
g. maintain a range of courses with up-to-date content and instruction to support the programs of the Department, the appropriate sequencing of these courses by means such as prerequisites, and scheduling of these courses during the academic year and summer sessions with appropriate staff, giving due consideration to programmatic need and computation of workload hours (scheduling recommendations will offer a range of days and times for each course subject to revision by the Department Chairperson);
h. evaluate adjunct faculty, part-time instructors and graduate assistants on the basis of all appropriate materials, including peer and student evaluations; evaluate materials submitted by applicants to the part-time pool and make a recommendation to the Department Chairperson regarding their appointment or non-appointment to the pool;
i. propose the addition of new courses, the revision or elimination of existing courses, and the revision, elimination, or establishment of course or program requirements;
j. assist in the construction and review of tests for Credit by Examination, Outcomes Assessment, Placement, etc.;
k. evaluate student outcomes;
l. assist in the preparation and review of materials used by the Department such as catalog copy, major/minor sheets, and advising materials;
m. review, evaluate, and recommend majors in the Department for honors and awards.
The Literature/culture/language Unit faculty have these additional responsibilities:
a. supervise language instruction at the graduate and undergraduate levels;
b. establish and enforce common policy regarding textbooks and teaching methodology for language acquisition courses;
c. develop and employ criteria for the evaluation of full-time non-tenure-track and part-time coordinators at the elementary and intermediate levels on both the Kent and Regional Campuses;
The Pedagogy Unit faculty have these additional responsibilities:
a. provide means for advising undergraduate language majors pursuing teacher licensure and keeping track of their progress through the Education Minor;
b. advise graduate students pursuing the MAT or a language MA with a pedagogy concentration;
c. supervise student teaching;
d. maintain liaison with the College of Education.
Faculty Advisors within each unit have these responsibilities:
a. Establish and maintain regular contact with students who have indicated an interest in programs offered by the department;
b. Track the progress of students toward completion of requirements for the program(s) they have selected;
c. Meet periodically with advisees to discuss the students’ career objectives and to plan and review selection of courses to meet program requirements;
d. Inform the Assistant to the Chair (or, as may be appropriate, the Undergraduate Coordinator) of the course(s) and section(s) each advisee is to enroll in during the following semester so that permission to enroll may be granted in a timely manner;
e. Update the departmental advising database with information regarding new and current advisees or request the Coordinator to do so;
f. Identify students seeking teaching licensure and direct them to the Pedagogy Coordinator;
g. Identify students interested in translation and direct them to the BS/Translation Coordinator;
h. Develop each semester in consultation with colleagues in the Unit a schedule of courses needed for timely completion of program requirements, and submit this schedule to the Assistant to the Chair of the Department; review tentative schedules for potential conflicts, and resolve in a timely manner any such conflicts with representatives of other Units.
Effective Fall 1999, the Department implemented a policy of mandatory advising under which every student pursuing a major and/or a minor in the Department is required to make contact with a departmental advisor each semester. The specific nature, function and content of the advising contact will vary from one semester to the next, but at one point or another will involve detailed discussion of career goals, the variety of programs available through the Department, and program requirements, as well as the establishment of a plan to meet the requirements of the major/minor declared in a timely manner. Students indicating an interest in translation and/or teacher licensure will also be referred to the Coordinator of the respective program(s).
In order to enforce this policy, all upper division courses will be coded to require departmental permission for enrollment. Only when a plan has been developed and student and advisor agree on which course(s) the student is to enroll in during the succeeding semester will permission to enroll in the course(s) be granted. Enforcement of this policy may even involve the initial placing of a hold on the student’s entire semester enrollment in all courses, regardless of department, school or college. Such a hold can be cleared only along with the permission to enroll and is accordingly contingent upon contact with the major/minor advisor or certification that the major/minor in the department has been replaced by a major/minor in a different department, school or college. In the latter instance the hold will be cleared, but no permission to enroll in upper division courses in the department is either requested or granted.
The Director of the IAL administers the unit. The Institute Director reports directly to the Dean of the College of Arts and Sciences. The Dean appoints the Director of the Institute. The Director must hold a full-time faculty appointment in Modern and Classical Language Studies, be a faculty member of the IAL, and have professional experience in a subject area within the purview of applied linguistics. Promotion, reappointment and other reviews related to the incumbent’s faculty status are conducted within the appropriate academic Department. The IAL Director is an ex officio member of the MCLS Faculty Advisory and Curriculum Committees.
The Director calls regular meetings of the Institute Faculty to determine Institute policy and strategic objectives. The IAL faculty and Director coordinate policy with the appropriate functional units and sub-units in the Department through official liaison with the appropriate coordinators or Directors. The IAL Director is not the administrative head of the Translation Unit in MCLS but may assume certain administrative duties for that Unit at its behest.