APSU College of Business Policy for Faculty Retention, Tenure, Promotion & Annual Review of Tenured Faculty. For Review by Faculty, August 2013

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1 APSU College of Business Policy for Faculty Retention, Tenure, Promotion & Annual Review of Tenured Faculty For Review by Faculty, August 2013 Teaching Faculty members are expected to engage in a process of continuous improvement relative to their teaching skills and knowledge. The emphasis on excellent teaching is taken directly from the approved College of Business mission statement, "To promote the continuous development of a learning environment, through excellent teaching and faculty research, which challenges students to push beyond the textbook, explore the limits of their capabilities, and discover their individual passion." The teaching component of the College of Business personnel policy supports AACSB accreditation standards. Key Components of Teaching Excellence The College of Business faculty recognizes excellent teaching to be the sum of at least two components. These components are (1) professional development and (2) student evaluations. All faculty members are expected to engage in professional development through use of the teaching library, attendance at workshops (when available) and the maintenance of administrative skills such as career advising, course revisions and development, and being available to students through office hours. All faculty members receive student evaluations of all classes taught and are expected to review each of the evaluated items in view of potential improvement. Item one (or a similar overall class evaluation item) is expected to be at or above the mid point of the range. Cause for Peer Review of Teaching Effectiveness of Tenure-Track Faculty During the meetings of the departmental or college retention committees, if there is sufficient evidence to raise concern about instructional effectiveness, the departmental or college personnel committees will request a peer review of the tenure-track faculty member's instruction to be completed prior to the next year's review. At any time faculty member may also ask for a peer review of one or more of his/her classes. In either case, the attached assessment instrument will be used by the peer evaluators. The evaluation will be deemed successful if the majority of the items are rated as "meets expectations." The peer evaluators will discuss their evaluations with the evaluated tenure-track faculty member. The faculty member being evaluated is expected to improve any areas identified as "not meeting standards." If the tenure-track faculty member has received student evaluations which are below the accepted standard the faculty evaluators will also discuss potential improvements. The evaluation process will be accomplished as follows: 1. The appropriate department chair will appoint tenured faculty to review specific tenure-track faculty. For first year faculty, one of the evaluators will be their mentor. 2. The evaluators will meet with the tenure-track faculty member and schedule a mutually convenient time for the class review. There will be no surprise visits to a classroom. In the case of on-line classes, the faculty member will request the individual evaluators to be added to the on-line courses as "Assistants" so they can observe the course design and activities. 3. Upon completion of the evaluation, the evaluators will schedule a time with the tenure-track faculty member to review the evaluation results and discuss any items of concern or interest.

2 The tenure-track faculty member is expected to monitor her/his student evaluations. The faculty evaluators should be made aware of any item number one s (or a similar over all class evaluation item) which fall below the midpoint of the range. The Evaluation Instrument for Peer Reviews of Teaching Effectiveness Evaluated Component Does not Meet Expectations Meets Expectations Exceeds Expectations Structure The lecture or discussion did not appear to have any organization. The lecture or discussion appeared to have a basic organizational structure which was easy to follow. The lecture or discussion had a clear organizational structure and the professor guided the students through the session. Engagement The professor made no apparent attempt to engage students into the learning process. The professor was animated and obviously The professor made excited about the topic. efforts to engage students Students were drawn into into the learning process. discussion and became participants in the learning process. Technology (if applicable) The professor does not effectively use technology to facilitate the learning process. The professor uses available, appropriate technology to present information to the students. The professor engages the student and draws them into the discussion through the use of technology.

3 Intellectual Contributions APSU College of Business AQ and PQ Standards Effective August 1, 2011 Revised March 29, 2012 This document provides the College of Business at Austin Peay State University the definitions for, and maintenance of, the classification of participating and supporting faculty status, and Academically and Professionally Qualified faculty status. I. Introduction and Overview As noted in the Mission Statement of the College of Business, The mission statement of the APSU College of Business is: "To promote the continuous development of a learning environment, through excellent teaching and faculty research, which challenges students to push beyond the textbook, explore the limits of their capabilities and discover their individual passion." A critical factor in being able to achieve our mission is for the college to have and maintain an active, engaged, and highly qualified faculty. Only with broad-based and talented faculty involvement focused on continual improvement will the college achieve the level of success it desires. The Association to Advance Collegiate Schools of Business International (AACSB International) reinforces this notion in their Eligibility Procedures and Standards for Business Accreditation (2010). AACSB International standards highlight two key aspects or expectations for business schools and their faculty: 1. Faculty Sufficiency. This expectation indicates having an adequate number of faculty members in the appropriate areas of need. Equally important, however, is the notion that there needs to be substantial faculty engagement in college matters beyond direct teaching responsibilities engagement across a broad array of faculty development, research, and service activities that stem from the college mission. 2. Faculty Qualifications. This expectation means having talented and capable faculty who perform their duties at a level that achieves the mission of the college. The qualifications relate both to initial training, education, and experience, and to the continuation of maintaining currency of one s skills and knowledge base. Faculty Sufficiency The AACSB International accreditation standard that relates to faculty sufficiency is Standard 9, which states: The school maintains a faculty sufficient to provide stability and ongoing quality improvement for the instructional program offered. The deployment of faculty resources reflects the mission and programs. Students in all programs, disciplines, and locations have the opportunity to receive instruction from appropriately qualified faculty. Furthermore, Standard 9 notes that, normally, participating faculty members will deliver at least 75% of the total business school s teaching and at least 60% of the teaching in each degree program and in each discipline. Faculty members not classified as participating faculty members are referred to as supporting faculty members.

4 Faculty Qualifications The AACSB International accreditation standard that relates to faculty qualifications is Standard 10, which states: The faculty of the school has, and maintains expertise to accomplish the mission and to ensure this occurs the school has clearly defined processes to evaluate individual faculty member s contribution to the school s mission. The school specifies for both academically qualified and professionally qualified faculty, the required initial qualification of faculty (original academic preparation and/or professional experience) as well as requirements for maintaining faculty competences (intellectual contributions, professional development, or practice). (AACSB 2010) Standard 10 also states that at least 90% of faculty resources must be academically or professionally qualified (i.e., AQ or PQ), and that at least 50% of the faculty resources are academically qualified. To support these criteria, the faculty of the Austin Peay College of Business developed and agrees that the following is consistent with our mission, goals, objectives, for the process of classification of faculty as academically or professionally qualified. Note: For the purpose of determining AQ and PQ, the calculation of Standard 9 and 10 tables will include all student credit hours taught by faculty that lead to the BBA degree. Courses taught for the benefit of other APSU departments, courses that are used as high school dual credit, or course for non-business students will be excluded from the calculation of AQ/PQ. Excluded courses are: APSU1000, GB1110; FIN1000; MIS1200, ECON3220; and ACCT3001. Also excluded are co-requisite and lab credit hours. II. Qualifications and Maintenance Expectations for Participating and Supporting Faculty Being a participating faculty member normally requires that an individual be actively engaged in activities of the college in matters that go beyond direct teaching responsibilities, to include service and/or scholarly activities that help the school achieve its mission. Alternatively, a supporting faculty member normally engages in direct teaching responsibilities (preparing, teaching, grading, and holding office hours) and there is not an expectation to be involved in other activities of the college. Maintenance Expectations for Participating COB Faculty Members 1. Tenured and tenure-track faculty members are expected to be participating faculty members and are expected to be involved in helping to achieve the college mission via teaching, scholarly, and service activities. 2. Full-time, contract non-tenure-track faculty members are expected to be participating faculty members and are expected to participate in some college activities beyond just teaching. 3. Part-time, non-tenure track faculty members are expected to be supporting faculty members and are only expected to fulfill direct teaching responsibilities. The following list, though not exhaustive, provides examples of activities that would be evidence of involvement of participating faculty members: 1. Instructional Activities beyond Direct Teaching Responsibilities a. Attending teaching/pedagogy workshops or seminars b. Participating in other faculty development events or activities c. Writing and publishing teaching materials in a business discipline d. Designing and developing new curriculum and courses e. Participating in study abroad trips/courses in a faculty leadership role f. Participating in assessment activities

5 2. Scholarly Activities a. Conducting academic research in a business discipline b. Participating in funded research and/or grant activities c. Making presentations at academic/professional meetings d. Publishing in academic or professional journals e. Publishing in proceedings from scholarly meetings 3. Service Activities a. Serving on department, college or university committees b. Serving as a faculty advisor to official student organizations c. Serving as an advisory during student registration periods d. Regularly attending and actively participating in departmental meetings and activities e. Regularly attending and actively participating in college meetings and activities f. Participating in academic or professional organizations related to one s field g. Attending academic or professional meetings related to one s field h. Serving as a manuscript reviewer for journals related to one s field III. Qualifications and Maintenance Expectations for Academically Qualified Faculty Being academically qualified requires original academic preparation augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities (i.e., activities that allow the maintenance of academically qualified status). A. Original Academic Preparation A faculty member must meet one of the following descriptions of original academic preparation to be considered academically qualified: 1. A doctoral degree in the field in which the individual teaches. 2. A doctoral degree in business that is outside of the individual s primary field of teaching, but with sufficient additional academic and/or professional preparation for the individual s instructional responsibilities. 3. A doctoral degree outside business, but primarily teaching responsibilities that incorporate the area of academic preparation, and with sufficient academic and/or professional preparation for the individual s instructional responsibilities. 4. A doctoral degree outside of business and primary teaching responsibilities that do not incorporate the area of academic preparation, but with sufficient academic and/or professional preparation for the individual s instructional responsibilities. 5. A specialized graduate degree in taxation. Individuals with a graduate degree in taxation or a combination of graduate degrees in law and accounting will be considered academically qualified to teach taxation. This includes a Juris Doctor (J.D.) degree for teaching business law courses. 6. Substantial specialized graduate coursework in the field of primary teaching responsibilities, but no research doctoral degree. Most commonly, this would cover individuals currently pursuing a business degree in the area of instructional responsibilities, while they are at the ABD stage. Additionally, a faculty member is considered academically qualified by earning a doctoral degree within the previous five years providing the degree is in the area in which the individual teaches (the AACSB standards includes further elaboration of this definition), or is in a closely related area but not the specific area in which the individual teaches. Having successfully met the requirements for an initial academically qualified designation under one of the items above, a faculty member automatically retains such designation for a period of five (5) years.

6 B. Maintenance of Academically Qualified Status Maintaining academically qualified status beyond the initial period of original academic preparation requires evidence of the continual learning activities and intellectual contributions of each faculty member. A faculty member that meets the original academic preparation for being academically qualified will maintain academically qualified status if, over the most recent fiveyear period, he or she has published at least two (2) peer reviewed business journal articles as listed in Cabell s. If the journal is not listed in Cabell s, it is the responsibility of the faculty member to produce evidence the article meets the Standard 10 criteria. Faculty members that teach any master s level course are required to be academically qualified at a level above the minimum academically qualified standard specified above. These faculty members must apply for graduate faculty status and meet the undergraduate faculty AQ requirement of at least two (2) refereed business journal articles over the most recent five-year period, plus two (2) additional academic maintenance activities defined as follows: 1. Published article in a peer reviewed business journal listed in Cabell s that is publicly available either physically or electronically. The articles can be either discipline based, a contribution to practice, or learning and pedagogical based. If the business journal is not listed in Cabell s it is the responsibility of the faculty member to produce evidence the article meets the criteria in Standard Published proceedings from a regional or national scholarly meeting that is publicly available either physically or electronically. 3. Publishing the second or higher, edition of a textbook (or evidence that the first edition has been widely accepted by other schools). 4. Publishing a chapter in a peer-reviewed scholarly business book. 5. Presentation of an article at a top academic conference meeting. 6. Completion of a publicly available research report from a funded grant. C. Maintenance of Academically Qualified Status for Academic Administrators Academic administrators (e.g., dean, associate dean, department chair, program directors, etc.) are expected to maintain their academically qualified status in the same manner as faculty members as specified above. However, faculty members and administrators whose output during the previous five years does not meet the above definitions may make their individual case for AQ status by submitting a portfolio of equivalent accomplishments to the Dean, who will make the final judgment. No more than ten percent of the total faculty may be classified as AQ via this approach. IV. Qualifications and Maintenance Expectations for Professionally Qualified Faculty Being professionally qualified requires a combination of original academic and professional qualifications augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities (i.e., activities that allow the maintenance of professionally qualified status). A. Original Academic and Professional Qualifications A faculty member is considered to have appropriate original academic and professional qualifications to be considered professionally qualified if (s)he satisfies the following two requirements: 1. Possesses a master s degree in the faculty member s instructional field or in related field. 2. Has, at the time of hire, professional experience significant in duration and level of responsibility.

7 Upon review by faculty committee, military experience with significant leadership training and service will be considered sufficient. PQ standards for faculty teaching at the graduate level shall require additional professional experiences. B. Maintenance of Professionally Qualified Status Maintaining professionally qualified status beyond the initial period of original academic and professional qualifications requires evidence of professional development and/or engagement in activities that support the faculty member s currency and relevance in their field. A faculty member will maintain professionally qualified status if (s)he successfully undertakes and/or achieves a minimum of three (3) professional maintenance activities of significance in the most recent five year period, such as, but not limited to, the following: 1. Obtain a new professional certificate that is relevant to the faculty member s instructional field 2. Publish an article in the faculty member s instructional field in any of the following: a. a peer and/or editorial reviewed journal b. a peer reviewed proceeding or a peer-reviewed presentation at a well-regarded conference in the faculty member s field c. a practitioner business journal 3. Completion of a publicly available research report funded by a grant. 4. Attend seminars or graduate level courses that expand the faculty member s knowledge base within his/her instructional field. 5. Serve as an officer in national, regional or local associations related to the faculty member s instructional field. 6. Engage in significant consulting activities or employment (including self-employment) that is related to the faculty member s instructional field. Any faculty member seeking PQ status and engaged in developmental activities not listed as above will have those activities reviewed by the Dean to determine their relevance and application to maintained PQ status. V. Initial Implementation and Ongoing Administration Although the qualifications and maintenance expectations described above have been in general practice for some time in the COB, this document makes our specific practice official and effective August 1, The annual faculty review process will be used to review a tenured faculty member s AQ or non-aq status. The faculty tenure review process (Policy on Academic Tenure 5:060) will be used to review a tenure-track faculty member s AQ or non-aq status. Any tenure-track review processes resulting from non-aq status will commence at the time of annual evaluation. The annual faculty review process will be used to review a fulltime instructor s PQ or non-pq status. A finding of non-pq status will result in the non-renewal of his/her appointment and they will be notified according to established practice. The faculty promotion review process (Policy on Academic Promotion 5:061) will be used to review a faculty member s AQ or non-aq status relative to promotion.

8 SUMMARY TABLE OF AQ AND PQ STANDARDS AQ Standards PQ Standards Initial Requirements A doctoral degree in the field in which the individual teaches. Or A doctoral degree in business that is outside of the individual s primary field of teaching, but with sufficient additional academic and/or professional preparation for the individual s instructional responsibilities. Or A doctoral degree in the teaching field or closely related in the last five years. Or A doctoral degree and completion of the AACSB s Bridge Program A master s degree in the faculty member s instructional field or in a related field Plus Professional experience significant in duration and level of responsibility related to the faculty member s instructional field. Undergraduate Maintenance Requirements At least two (2) peer reviewed business journal articles as listed in Cabell s in the most recent five year period. Articles not listed must have evidence of peer review. Three (3) professional maintenance activities of significance as listed in IV.B in the most recent five year period Graduate Maintenance Requirements At least two (2) peer reviewed business journal articles as listed in Cabell s in the most recent five year period. Articles not listed must have evidence of peer review. Plus two (2) additional academic maintenance activities as listed in section III.B above in the most recent five year period A master s degree in the faculty member s instructional field Plus Extensive professional experience significant in duration and level of responsibility related to the faculty member s instructional field.

9 Service Faculty members are expected to participate in service activities. categories: institutional, community, and professional. Service is defined in three Types of service and examples: Institutional service includes activities within the university regardless of level. Valid service experiences can occur on the university, college, or departmental level. Examples of institutional service include but are not limited to the following: Participation in student recruiting activities such as AP Day and Montgomery County High School Night. University, college, or departmental ad-hoc committees, e.g. a college committee looking at personnel policy or a college committee looking at research. Faculty, staff, or administrative search committee on any level within the university. University Standing Committee (examples include but are not limited to Campus Safety and Roads Committee, Committee for Persons With Disabilities, and Student Academic Suspension Appeal Committee), Faculty Senate, and Academic Council. Fund-raising event such as the Phone-A-Thon. Faculty mentorship program. Attendance at an AACSB seminar, workshop, or conference. Writing a successful grant application. Successfully performing the annual activities expected of an externally funded research grant. Service on a special event. Advisor to a student organization. Institutional service activities can include multiple activities in one area. For example, a faculty member who serves on both the Campus Safety and Roads Committee and the Committee for Persons with Disabilities would count those as two separate activities. For another example, if a faculty member participates in two separate AP Days, each would count as a separate activity. Attendance at regular departmental, college, and university faculty meetings is expected and does not constitute Institutional Service. Community service includes activities in connection with local or regional organizations. While a relationship of the activity to a faculty member s particular academic area is welcome, it is not mandated. Examples of community service include but are not limited to the following: Officer or committee member of a trade or civic association. Community presentations, projects, or workshop. Participation in fund-raising activities for charitable and other nonprofit organizations. Participation in events of civic, trade, and non-profit organizations. Organization membership coupled with activity in that organization such as on a committee or participating in an event. Board member of an organization without significant compensation.

10 Being a member of an organization without participation in at least one activity does not constitute community service. Professional service includes activities in connection with an academic-oriented professional organization or with a discipline. Examples of professional service include but are not limited to the following: Editor of a book of readings. Publication of a discipline-based software product. Presentation or posting (for example, MERLOT) of an innovative teaching module for external review. Paid service as a consultant or board member of a business or non-profit organization. A discipline-based academic report for a business, governmental, or quasigovernmental organization in the University's service region (such as an economic impact study). Editor of a journal. Editor of a conference proceedings. Manuscript reviewer for a journal or proceedings. Session leader or discussant at an academic conference. Creating and/or delivering an executive education seminar for a business organization or a discipline-based professional association (e.g. an accounting professor teaches a CEU course for the Alabama Society of CPAs or a management professor delivers a seminar on ethical leadership practices for a regional bank). A faculty internship where a faculty member works full-time for a business for at least four weeks and completes a project or a significant assignment. Elected officer, board member or major task-force/committee member of an academic or discipline-based professional organization. Program chair or track chair for a professional association (including the responsibility for reviewing paper submissions). Preparation or revision of a training manual. Preparation or revision of a study guide. Textbook review. On-going professional engagement and interaction via a technology-driven platform such as blogging. Newspaper participation in a professional capacity. Recognition of other service activities The preceding examples of service activities are not expected to be all inclusive. The College of Business Personnel Committee will review additions and modifications listed by individual faculty candidates. Service expectations: Faculty members are expected to participate in at least four (4) service activities per year, at least two (2) of which are in the category of Institutional Service.

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