Presentation by Associate Commissioner Elizabeth Hitch on academic governance (academic programs, academic tenure, etc.)

1. Academic Governance and
Policy in USHE
Academic Governance and
Policy in USHE
Trustee and Regent
“Summer Training” Retreat
July 2013
Trustee and Regent
“Summer Training” Retreat
July 2013

2. Academic Affairs –
Regents’ Policies (R400 – 499)
Academic Affairs –
Regents’ Policies (R400 – 499)
• Program Approval and Review of
Existing Programs
• Major Program Areas
• Public Colleges of Education and Centennial
Schools
• Career and Technical Education
• Continuing Education and Community Service
• Program Approval and Review of
Existing Programs
• Major Program Areas
• Public Colleges of Education and Centennial
Schools
• Career and Technical Education
• Continuing Education and Community Service

3. Academic Affairs –
Regents’ Policies (R400 – 499)
Academic Affairs –
Regents’ Policies (R400 – 499)
• Academic Standards, Access and
Placement
• Award or Transfer of Credit
• Academic Freedom and
Professional Responsibility
• Oversight
• University Research Parks
• Honorary Degrees
• Academic Standards, Access and
Placement
• Award or Transfer of Credit
• Academic Freedom and
Professional Responsibility
• Oversight
• University Research Parks
• Honorary Degrees

4. Three Key Areas
for Today
Three Key Areas
for Today
 Academic Freedom and Professional
Responsibility
 Academic Program Approval and Review
 Transfer and Articulation of Courses and
Programs
 Academic Freedom and Professional
Responsibility
 Academic Program Approval and Review
 Transfer and Articulation of Courses and
Programs

5. Academic
Freedom and
Professional
Responsibility
Academic
Freedom and
Professional
Responsibility

6. The Life-Long Commitment of a
Faculty Member
The Life-Long Commitment of a
Faculty Member
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure(6yrs) Post-Tenure Emeritus

7. Underlying Philosophy of TenureUnderlying Philosophy of Tenure
"Institutions of higher education are conducted for
the common good and not to further the interest of
either the individual teacher or the institution as a
whole. The common good depends upon the free
search for truth and its free exposition."
American Association of University Professors' 1940 statement of
Principles on Academic Freedom and Tenure.
"Institutions of higher education are conducted for
the common good and not to further the interest of
either the individual teacher or the institution as a
whole. The common good depends upon the free
search for truth and its free exposition."
American Association of University Professors' 1940 statement of
Principles on Academic Freedom and Tenure.

8. TenureTenure
Recognizes a life-long commitment to scholarship.
Ensures a pipeline of people willing to commit to a
lifetime of scholarship with:
 Protection from political forces
 Protection from market forces
 Protection from organizational changes
AAUP statements (www.aaup.org)
Utah Board of Regents (www.utahsbr.edu)
UVU tenure policy (www.uvu.edu/policies/officialpolicy/policy/show/policyid/29)
Recognizes a life-long commitment to scholarship.
Ensures a pipeline of people willing to commit to a
lifetime of scholarship with:
 Protection from political forces
 Protection from market forces
 Protection from organizational changes
AAUP statements (www.aaup.org)
Utah Board of Regents (www.utahsbr.edu)
UVU tenure policy (www.uvu.edu/policies/officialpolicy/policy/show/policyid/29)

9. Rank and Tenure PolicyRank and Tenure Policy
 Defined by institutional departments
 Guided by policy at Regent and institutional
levels
 Endorsed by dean, academic vice president,
president and (depending upon the
institution) by the Trustees
 Is NOT forwarded to Regents
 Defined by institutional departments
 Guided by policy at Regent and institutional
levels
 Endorsed by dean, academic vice president,
president and (depending upon the
institution) by the Trustees
 Is NOT forwarded to Regents

10. Tenure for FacultyTenure for Faculty
 6-year probationary period
(on average)
 Reviews against
departmental, college and
university expectations
throughout probation by
departmental colleagues,
other faculty, and
administrators
 Post-tenure review
 6-year probationary period
(on average)
 Reviews against
departmental, college and
university expectations
throughout probation by
departmental colleagues,
other faculty, and
administrators
 Post-tenure review

11. Rank (Titles and Progression
Vary by Institution)
Rank (Titles and Progression
Vary by Institution)
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Instructor
Master’s
Degree
with
teaching specialty

12. RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Assistant Professor
Apprentice scholar
and teacher

13. RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Associate Professor
Independent
contributor

14. RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Professor (full)
Senior scholar

15. RankRank
Age 10 20 30 40 50 60 70 80
K-12 Undergrad(4 yrs) Masters(2 yrs) PhD(3-7yrs) Tenure (6yrs) Post Tenure Emeritus
Emeritus
Widespread
reputation

16. Regent Policy on Academic
Freedom and Professional
Responsibility
Regent Policy on Academic
Freedom and Professional
Responsibility
 Provides structural outline and some
basic expectations
 Calls on Presidents to guide
institutional processes
 Provides structural outline and some
basic expectations
 Calls on Presidents to guide
institutional processes

17. Regents’ Policy on Academic
Freedom, Tenure, etc. (R481)
Regents’ Policy on Academic
Freedom, Tenure, etc. (R481)
“The president of each institution, with the
approval of the board of trustees, shall
develop policies related to academic freedom,
professional responsibility and tenure through
a process which involves substantive
participation of the faculty governance
organization.”
“The president of each institution, with the
approval of the board of trustees, shall
develop policies related to academic freedom,
professional responsibility and tenure through
a process which involves substantive
participation of the faculty governance
organization.”

18. Questions to AskQuestions to Ask
 When reviewing departmental guidelines: Are the
expectations for tenure and rank achievement
clear?
 When reviewing for tenure or rank advancement:
Has the person met the expectations according to
reviewers?
 Are the prospects for long-term contributions of
the faculty member good (tenure/post-tenure
review)?
 When reviewing departmental guidelines: Are the
expectations for tenure and rank achievement
clear?
 When reviewing for tenure or rank advancement:
Has the person met the expectations according to
reviewers?
 Are the prospects for long-term contributions of
the faculty member good (tenure/post-tenure
review)?

19. SabbaticalSabbatical
•Major project/opportunity for renewal
•May apply for as specified by institutional policy
(seven years is typical)
•Typical that it may be one semester at full pay or two
semesters at a specified %
•Review at all levels at the institution is usual
(department, dean, VPAA, president, Trustees)
•Major project/opportunity for renewal
•May apply for as specified by institutional policy
(seven years is typical)
•Typical that it may be one semester at full pay or two
semesters at a specified %
•Review at all levels at the institution is usual
(department, dean, VPAA, president, Trustees)

20. Questions to AskQuestions to Ask
 Does the topic for the sabbatical enhance
the teaching or research capabilities of the
faculty member as judged by the
institutional reviewers?
 Are the outcomes of the sabbatical project
clear?
 Is funding available to support the
sabbatical?
 Does the topic for the sabbatical enhance
the teaching or research capabilities of the
faculty member as judged by the
institutional reviewers?
 Are the outcomes of the sabbatical project
clear?
 Is funding available to support the
sabbatical?

21. Academic Program Approval and
Review
Academic Program Approval and
Review

22. Academic Program Approval:
Trustee and Regent Role
Academic Program Approval:
Trustee and Regent Role
Balance the present institutional capacity
and faculty expertise with the future needs
of students, community and state.
Balance the present institutional capacity
and faculty expertise with the future needs
of students, community and state.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.

23. Typical Program Approval
Process
Typical Program Approval
Process
Department
Proposal Academic Programs
generally begin with an
interest and an expertise at
the departmental level.
Community need may drive
the interest.

24. Typical Program Approval
Process
Typical Program Approval
Process
Department
Proposal
School/
College
Approval
Curriculum
Committee,
Faculty
Senate, and
CAO
President
President’s
CouncilTrustees
OCHE
Staff/CAOs/Regents’
Program Review
Committee (PRC)
Regents

25. Questions to AskQuestions to Ask
 Is there a need?
 Does the program fit within the school’s mission?
 Is funding available to assure a quality program?
 Are there adequate faculty (number and expertise)?
 Are facilities adequate?
 Are support services available?
 Is transfer of students to and from the program
within USHE facilitated by course
and program articulation?
 Is there a need?
 Does the program fit within the school’s mission?
 Is funding available to assure a quality program?
 Are there adequate faculty (number and expertise)?
 Are facilities adequate?
 Are support services available?
 Is transfer of students to and from the program
within USHE facilitated by course
and program articulation?

26. Observations on New ProgramsObservations on New Programs
 Most ideas don’t make it very far
 New programs balanced with removing
programs (3-step process)
 Some programs are conditional on funding
from legislature
 Legislature occasionally mandates programs
 Most ideas don’t make it very far
 New programs balanced with removing
programs (3-step process)
 Some programs are conditional on funding
from legislature
 Legislature occasionally mandates programs

27. Review of Existing ProgramsReview of Existing Programs
 Three years after implementation
 Ongoing (every seven years for universities
and every five years for two-year colleges)
 Critical to keeping institutional program
array current, responsive, and within
financial resources
 Three years after implementation
 Ongoing (every seven years for universities
and every five years for two-year colleges)
 Critical to keeping institutional program
array current, responsive, and within
financial resources

28. Questions to AskQuestions to Ask
 Is program developing as projected (# of
students, # and expertise of faculty). If not,
is change in projection reasonable and
worth continuing investment in the
program?
 Is program quality being maintained?
(NOTE: Just because a program has been “on the
books” for some time does not always mean it needs
to remain “on the books.”)
 Is program developing as projected (# of
students, # and expertise of faculty). If not,
is change in projection reasonable and
worth continuing investment in the
program?
 Is program quality being maintained?
(NOTE: Just because a program has been “on the
books” for some time does not always mean it needs
to remain “on the books.”)

29. Transfer
and
Articulation
Transfer
and
Articulation

30. TRANSFER: A Key to
Efficient Degree Completion
TRANSFER: A Key to
Efficient Degree Completion
Goal: Move credits, courses, degrees
seamlessly across USHE institutions
Transfer works best with completion of
Associate’s Degree or General Education
Core and with articulation agreements at the
program level
Goal: Move credits, courses, degrees
seamlessly across USHE institutions
Transfer works best with completion of
Associate’s Degree or General Education
Core and with articulation agreements at the
program level

31. Transfer: A Key to
Efficient Degree
Completion
Transfer: A Key to
Efficient Degree
Completion
 Over 30% of USHE students transfer
 SWIRL is common: Students take courses
from 1 or 2 other schools while fully
matriculated
 Over 30% of USHE students transfer
 SWIRL is common: Students take courses
from 1 or 2 other schools while fully
matriculated

32. DIRECTIONS OF TRANSFERDIRECTIONS OF TRANSFER
2 → 4
2 → 2
4 → 4
4 → 2
2 → 4
2 → 2
4 → 4
4 → 2

33. Articulation of Courses and ProgramsArticulation of Courses and Programs
 Assures courses are similar in
content, rigor, and learning
goals
 Articulated courses are
accepted across USHE
institutions
 All General Education courses
articulate across USHE
institutions
 Articulated programs ensure all
requirements are met efficiently
 Assures courses are similar in
content, rigor, and learning
goals
 Articulated courses are
accepted across USHE
institutions
 All General Education courses
articulate across USHE
institutions
 Articulated programs ensure all
requirements are met efficiently

34. Award or Transfer of CreditAward or Transfer of Credit
Regents’ Policy R470
General Education, Course Numbering,
Lower division Pre-Major Requirements,
Transfer of Credits and Credit by
Examination
Regents’ Policy R470
General Education, Course Numbering,
Lower division Pre-Major Requirements,
Transfer of Credits and Credit by
Examination

35. Implementing PolicyImplementing Policy
MAJORS’ MEETINGS
 38 academic majors meet in 30 groups
 On-going for 16 years
Faculty share:
 Syllabi
 Expected competencies
 Learning goals
MAJORS’ MEETINGS
 38 academic majors meet in 30 groups
 On-going for 16 years
Faculty share:
 Syllabi
 Expected competencies
 Learning goals

36. How Do Students Know What
Transfers?
How Do Students Know What
Transfers?
 Academic Advisors
 TransferUtah.org Guide (in final phases of
testing)
 UtahMajors.org Guide (online)
 Institutional Websites
 Academic Advisors
 TransferUtah.org Guide (in final phases of
testing)
 UtahMajors.org Guide (online)
 Institutional Websites

37. Three Key Areas
for Today
Three Key Areas
for Today
 Academic Freedom and Professional
Responsibility
 Academic Program Approval and Review
 Transfer and Articulation of Courses and
Programs
 Academic Freedom and Professional
Responsibility
 Academic Program Approval and Review
 Transfer and Articulation of Courses and
Programs

38. Questions?Questions?