McNeese State University

Section 2:
Core Requirements
2.1	2.2	2.3
2.4	2.5	2.6
2.7.1	2.7.2	2.7.3
2.7.4	2.8	2.9
2.10	2.11	2.12
Section 3:
Comprehensive Standards
3.1.1	3.2.1
3.2.2.1	3.2.2.2	3.2.2.3
3.2.2.4	3.2.3	3.2.4
3.2.5	3.2.6	3.2.7
3.2.8	3.2.9	3.2.10
3.2.11	3.2.12	3.2.13
3.2.14	3.3.1	3.4.1
3.4.2	3.4.3	3.4.4
3.4.5	3.4.6	3.4.7
3.4.8	3.4.9	3.4.10
3.4.11	3.4.12	3.4.13
3.4.14	3.5.1	3.5.2
3.6.1	3.6.2	3.6.3
3.7.1	3.7.2	3.7.3
3.7.4	3.7.5	3.8.1
3.8.2	3.8.3	3.9.1
3.9.2	3.9.3	3.10.1
3.10.2	3.10.3	3.10.4
3.10.5	3.10.6	3.10.7
Section 4:
Federal Requirements
4.1	4.2	4.3
4.4	4.5	4.6
4.7	4.8

McNeese State University
Compliance Plan for Reaffirmation

Section 3.7.2: Faculty

Judgment of Compliance

Compliance

Partial Compliance

Non-compliance

Requirement

The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status.

Narrative

McNeese State University is in compliance with Comprehensive Standard 3.7.2.

The University regularly conducts evaluations of the effectiveness of each faculty member according to published criteria established by the University of Louisiana System Board of Supervisors and the McNeese State University. Faculty evaluations are conducted annually, regardless of contractual or tenured status.

University of Louisiana System Policy

The University of Louisiana System Board of Supervisors policy requires that each institution develop a policy for evaluating the effectiveness of each faculty member:

A reputable university depends on faculty excellence in teaching, research and service. To promote excellence, all members of the faculty should undergo evaluations to ensure that their academic performance is commensurate with their rank and status, and that they remain accountable for their academic performance to the university and the larger community. (ULS System Policy Number: FS-III.X.D-1)

While Board policy provides general guidelines for its member institutions to use in reviewing faculty performance, the evaluation process may vary from campus to campus. According to Board policy, each member institution's policy regarding faculty evaluations must include the following:

• A statement that all faculty members are to be evaluated at least annually by the department chair/head of their academic department and that the appropriate academic dean must review the completed evaluation;

• A provision for mandatory remediation once there have been multiple unsatisfactory reviews by the department head/chair;

• A provision for referral of the matter to a peer committee if the faculty member disagrees with the remediation plan;

• A provision for referral to the chief academic officer if the faculty member, department head, and dean are unable to agree upon remediation;

• A provision for review after a reasonable period under the plan for improvement;

• A provision for review by faculty peers prior to dismissal (Board Policy FS-III.X.D-1, Review of Faculty Ranks).

Values that Guide Selection and Evaluation of Academic Staff

The McNeese State University motto Excellence with a Personal Touch is the principle that guides the University. This motto is reflected in the University’s core values and its mission. Two of the University’s core values – academic excellence and student success – inform the processes by which faculty are selected and evaluated. The University identifies the components of these values which drive all academic processes:

Academic Excellence

1. Emphasize excellence in instruction;
2. Develop programs that are viable, innovative, and relevant to market needs;
3. Infuse a global outlook and ethical standards in course content and curriculum development;
4. Uphold the commitment to regional and national program accreditation;
5. Encourage undergraduate and graduate research in appropriate disciplines.

Student Success

1. Foster a climate that enhances student learning, focuses on retention, values advising, and enriches the quality of campus-life;
2. Nurture an environment to support cultural diversity;
3. Present students opportunities for leadership;
4. Provide venues for learning to attract non-traditional students.

Faculty Hiring

Initial faculty evaluation begins with the hiring process. The University of Louisiana System Board Policy mandates that appointments to the academic staff must be based on qualifications. All full and part-time faculty must meet requirements of the position. Qualifications for faculty positions are clearly stated in the advertisements for the position. Qualifications are published in the University Faculty/Staff Handbook as well:

Credential Guidelines:
Faculty teaching general education courses at the undergraduate level: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).
Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).
Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: bachelor’s degree in the teaching discipline, or associate’s degree and demonstrated competencies in the teaching discipline.
Faculty teaching baccalaureate courses: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline). At least 25 percent of the discipline course hours in each undergraduate major are taught by faculty members holding the terminal degree – usually the earned doctorate – in the discipline. (Faculty/Staff Handbook, Section 202.1)

Procedures and policies that guide hiring at the University have been established to ensure that qualified faculty are attracted and hired. Tenure-track faculty are selected through a hiring committee, and all appointments, reappointments, promotions, and dismissals of the University's academic personnel are made by the University President with the approval of the Board of Supervisors of the University of Louisiana System (Faculty/Staff Handbook, Section 202.1.a. Hiring Process).

Annual Performance Review

McNeese State University policy requires that each faculty member, including department heads, academic deans, and part-time faculty (visiting lecturers, adjunct faculty, faculty employed less than full-time) be evaluated annually. The evaluation may be used in considering salary increases, promotion, and tenure, and may consist of a combination of student evaluations of instruction, supervisory evaluation by deans and department heads, and evaluation of faculty advisors by advisees, depending on the nature of the appointment (Faculty/Staff Handbook, Section 300 and 301).

The University is committed to the principle that meritorious performance in teaching, research, and service should be rewarded, and that faculty are accountable for their job performance. To encourage excellence, faculty participate in the Annual Performance Report (APR) during the spring term of each academic year.

Usually in March, faculty are asked to submit materials that they wish considered as a part of the annual performance review to individual department heads: lists of publications and presentations, honors or awards received, lists of grants awarded, evidence of community and university service, and other appropriate materials.

After materials have been submitted, faculty performance is assessed using guidelines excerpted below from the Faculty/Staff Handbook:

The APR consists of three broad categories with weighting factors. Each factor should be measured for APR and for Level of Performance. Faculty are responsible to consult with the department head for specific APR expectations within the department. Student evaluation of instruction and at least three other components related to teaching must be included in this evaluation. The categories are:
1. Teaching (50%). [I]ncludes previous two semester’s SEI results—generally the spring and fall prior to the spring evaluation period.
2. Scholarly/Professional Activities (40%). Elements of evaluation include documented scholarly/professional activity contributing to the discipline such as publications, presentations, or applied research. In the creative fields such as music, theatre, and art, performance and juried exhibitions are appropriate.
3. University and Public Service (10%). Service activities may span a broad spectrum. Faculty are expected to participate in and contribute to committee work at the departmental, college, and university level.

The Annual Performance Review consists of measures related to (1) merit, promotion, and tenure and (2) level of performance. In order to ensure usefulness of the APR process in light of discipline and college-specific uniqueness, the University permits individual colleges and/or departments to adopt plans that deviate from the weighted factors by no more than +/- 10% from each category with no category weighting a single factor at less than 10% (Faculty/Staff Handbook, Section, 207.2)

Student Evaluation of Instruction

Student Evaluation of Instruction (SEI) is conducted during fall and spring semesters. All students are encouraged to participate in the assessment, and the SEI results are factored into faculty annual performance reviews as a significant indicator of performance. Student Evaluation of Instruction ratings are also considered when faculty are reviewed for tenure and promotion.

Departments may add discipline-specific questions to the SEI; however, five core questions are required in all evaluations. Question four aids in determining whether or not individual faculty address student learning outcomes as identified in their syllabi and as perceived by their students. The five core SEI questions are listed below:

1. The instructor presented content in an organized, logical fashion.

2. The instructor discussed and answered items on returned tests and assignments.

3. The instructor communicates clearly and effectively.

4. The course has covered material consistent with stated objectives.

5. I would recommend this instructor to other students.

Students are asked to rate their instructors using the following differential:

(5) Excellent

(4) Good

(3) Satisfactory

(2) Needs Improvement

(1) Unsatisfactory

Students are also encouraged to include narrative comments with their objective assessments.

Promotion and Tenure

To ensure and enhance faculty members’ academic freedom and job effectiveness, the University provides a system by which qualified faculty members may earn tenure. The Faculty/Staff Handbook notes that tenure “assures the faculty member that employment in the academic discipline at the institution will be renewed annually until the faculty member resigns, retires, or is terminated for cause or financial exigency.” Faculty members hired at the instructor level or in non-tenure track appointments are not eligible for tenure. The process by which faculty members may earn tenure is as follows:

• During the sixth-year of employment, a tenure-track faculty member may apply for tenure. Tenure is not automatic and cannot be earned simply by serving the probationary period.

• Tenured faculty and/or unit heads may initiate the recommendation for tenure.

• All tenured faculty in a department are consulted in tenure decisions within the department except in extenuating circumstances. A log stating who was consulted and the date of contact will be kept and placed in the permanent academic file of the person being considered for tenure.

• The recommendation is submitted to the dean, Vice President of Academic Affairs, and the institution President for consideration.

• Final authority for granting tenure shall rest with the Board of Supervisors for the University of Louisiana System. Under no circumstances shall tenure status be achieved without specific action of the Board of Supervisors. (Faculty/Staff Handbook, Section 203)

Graduate Teaching Assistants

Graduate teaching assistants are evaluated annually. As do students enrolled in all courses, students enrolled in courses taught by graduate teaching assistants evaluate instruction each semester using the Student Evaluation of Instruction. The results from these evaluations are forwarded to the appropriate department heads and the faculty member supervising graduate student teaching.

An additional evaluation is conducted by the faculty member overseeing graduate student teaching. This process is outlined in the Faculty/Staff Handbook:

319.4. Minimum Standards for Supervising Graduate Teaching Assistants. The department head shall designate full-time faculty members to coordinate and supervise the graduate assistant's work. Teaching graduate assistants must meet SACS requirements. Supervising faculty shall meet with the teaching assistant for a minimum of five meetings throughout the semester. Graduate teaching assistants should consult the Visiting Instructor Supplement (Section 700) for detailed information. The minimum standards for the meetings are as follows:

1. The first session is to be held before classes begin. Topics covered should include, but not be limited to: departmental policies, teaching techniques, materials to be covered, examinations, grading, class preparation, record keeping, course syllabus, procedures for absenteeism, student counseling, and office hours.
2. The second session is to be held within a week after classes begin. Discussion should focus on any problems the teaching assistant has encountered.
3. A third session is to be held just before the first examination. The supervising faculty member shall critique the examination with the teaching assistant. After the examination is given, the supervising faculty shall monitor the grading of the examination.
4. Just before mid-term, supervising faculty shall meet with the graduate assistant to monitor progress in all topics covered in the orientation sessions and critique the assistant's mid-term examination. After the test is administered, the supervising faculty should monitor the test results and mid-term grades.
5. Just before the final test period, the supervising faculty and graduate assistant shall meet to discuss the assistant's proposed final examination and the progress of the class the assistant is teaching.
6. Additional meetings may be held as deemed necessary and prudent by the supervising faculty or the graduate assistant.
7. The supervising faculty shall visit each teaching assistant's class at least for one entire class period before mid-term. A follow-up meeting shall be held to discuss the teaching assistant's performance.
Teaching assistants shall be evaluated by the students and department head in the same way as regular faculty. Departmental policies and procedures shall follow these University guidelines. These guidelines should be supplemented with other policies pertaining to the particular department, including required office hours.

Academic departments may also require that first-year teaching assistants enroll in a seminar designed to monitor teaching and provide instruction in pedagogy as it relates to particular fields. Two examples are provided below:

Math 695: Teaching Assistant Training Seminar. Seminar on the preparation and techniques for communicating Mathematical Sciences principles and concepts in college courses. (2006-07 University Catalog, 389)
English 677: Seminar in Teaching Freshman English. Survey of rhetoric and composition theories and their impact on current pedagogies. Incorporates grammar and methods used to teach developmental and freshman composition. All beginning graduate assistants in English must take ENGL 677 during the first semester in which they receive an assistantship. (2006-07 University Catalog, 334)

These courses are taught by experienced tenured faculty members.