This Fall 2024 – Spring 2027 Faculty Handbook is not a contract of employment and is not intended to supersede any provisions of the Ä¢¹½ÊÓƵÍø (CWI) policy manual as it relates to your status as an employee of the College. All provisions of this handbook shall be interpreted in a manner consistent with this paragraph, and in the event of any irreconcilable inconsistencies, the terms of the CWI Policies and Procedures Manual shall prevail.
This is a digital copy of the official Faculty Handbook. The official Faculty Handbook is held by Faculty Senate. For questions regarding the handbook, please contact the Faculty Senate President.
The CWI Faculty Handbook is an important part of the Participatory Governance structure at CWI. The purpose of this handbook is to clarify the roles, responsibilities, and rights of faculty members at the College. This handbook is maintained and approved by the Faculty Senate of CWI, with final approval from the College Provost. The Faculty Handbook is reviewed and revised every three academic years, with the next revision date in 2027.
Other important resources for faculty include the College's Board Governance Policies, Policies and Procedure Manual, Instruction Policies, Faculty Rank and Promotion, and the Student Handbook. The Policies and Procedure Manual contains all established institutional policies. CWI's Instruction Policies include answers, instructions, and/or links to the most frequently asked questions about day-to-day administrative and instructional information needed by new and returning faculty. The Faculty Rank and Promotion handbook contains information about how to conduct evaluations and apply for promotion. The Student Handbook contains policies governing student behavior, including corrective action and grade appeals.
In the event that any of these documents is in conflict with the Board Governance Policies and the Policy and Procedure Manual, the Board Governance Policies and Policy and Procedures Manual will be the correct standard. In case of conflict between the remaining documents, the bodies responsible for each document will collaborate to resolve the conflicting information.
All faculty members, full time and adjunct, are encouraged to attend faculty meetings. Department and Faculty Senate meeting times shall be announced publicly. The Faculty Senate President and another Senate representative serve as members of the College Council, a campus-wide decision-making committee composed of all campus stakeholders. The additional representative is chosen from a school not represented directly by the Senate President.
In addition to Department Senators, the CWI Faculty will elect four officers (President, Vice President, Secretary, and Parliamentarian) on a staggered timeline. The Senate Executive Committee is the liaison between the faculty, the administration, and the Board of Trustees, providing input on policy and procedure issues pertinent to instruction and faculty personnel matters. Members of the Senate Executive Committee are encouraged to attend the monthly meetings of the CWI Board of Trustees. Members of the Senate Executive Committee will present to the CWI Board of Trustees at a minimum of once each year (Spring semester). Monthly meetings of the Faculty Senate shall be scheduled and held as needed by the discretion of the Faculty Senate Executive Committee.
The official Faculty Handbook is kept by the President of the Faculty Senate with a copy in Human Resources. An electronic copy of the handbook is available on the CWI website.
The Faculty Handbook is updated every three years. Changes to the Faculty Handbook are made subject to the following conditions:
Faculty members are encouraged to participate in the participatory governance of CWI and may propose changes and improvements to the Faculty Handbook through the CWI Faculty Senate.
1. Adjunct Committee
With the guidance of Faculty Senate, the focus of this committee is on fostering inclusivity for the entire adjunct community by making sure each and every adjunct teacher at CWI has the opportunity to air any concerns, ideas, and grievances, and to make suggestions to improve our standards and procedures by which the adjunct faculty work. See the Adjunct Committee charter in Appendix F for more information.
2. CWI Curriculum Committee
The Curriculum Committee serves at the request of the Provost and the Faculty Senate.
The Curriculum Committee’s purpose is as follows:
The Academic Calendar Committee, General Education Subcommittee, General Studies Advisory Subcommittee, and STEM Advisory Subcommittee will report to the Curriculum Committee. Additional subcommittees and working groups may be created as needed.
See the Curriculum Committee charter in Appendix F for more information.
3. Elections Committee
The Elections Committee exists to maintain the integrity of the election process and oversee elections for Faculty Senate. See the Elections Committee charter in Appendix F for more information.
4. Faculty Promotion Committee
The Faculty Promotions Committee manages a fair and transparent promotion process for awarding rank and recognizing the commendable work of faculty in teaching, service, and professional development. See the Faculty Promotion Committee charter in Appendix F for more information.
5. Faculty Recognition Committee
The Faculty Recognition Committee functions to officially recognize faculty who, through teaching excellence, carry out the vision of the Ä¢¹½ÊÓƵÍø. See the Faculty Recognition Committee charter in Appendix F for more information.
6. Professional Standards Committee
With the guidance of Faculty Senate, the focus of this committee is on standards and procedures for faculty work. The committee reviews, drafts, and suggests professional standards and procedures regarding faculty and instruction and measures thereof. The Committee is responsible for coordinating the maintenance and revision of the Faculty Handbook. The Committee may also act as a liaison to and collaborate with other parts of the college regarding policies, standards, and/or procedures that affect the work of faculty. See the Professional Standards Committee charter in Appendix F for more information.
The Ä¢¹½ÊÓƵÍø’s success in achieving its mission is dependent upon a strong foundation of diversity, equity, and inclusion. Faculty strive for instructional excellence through practicing and holding themselves accountable to these ideals. The goal of faculty is to foster a thriving instructional community where equity triumphs through efforts to understand, prioritize, and include diverse ideas and perspectives from the wealth of different voices within the learning community.
In order to achieve this, it is necessary to share a common understanding of relevant terms. The following is taken from our accrediting body NWCCU’s “”
Section 2 covers the standards faculty can expect to encounter at CWI. Topics include academic freedom, intellectual property.
Refer to INST 010 Academic Freedom in CWI Policies and Procedures Manual for information about the rights and responsibilities of faculty regarding academic freedom as both a citizen and a representative of the college.
CWI strives to create an educational and professional community demonstrating CWI Core Values. Faculty are expected to uphold these values and serve as role models of integrity for students. Faculty must always model academic honesty, including providing proper credit during presentations (including handouts and PowerPoint/other software-assisted presentations) and in all individual academic endeavors. Refer to INST-020-Academic Standards in the CWI Policies and Procedures Manual for additional information.
CWI recognizes that faculty are both members of the educational institution and private citizens. For guidelines related to political activity, faculty should refer to COMM 040 Community Engagement Policy in the CWI Policies and Procedures Manual. See also HR 250 Political Activity (Employees) Policy.
CWI recognizes that employees may engage in outside employment of a professional and personal nature. CWI further encourages the sharing of professional knowledge with the community at large. However, employees owe their primary employment responsibility to CWI. Accordingly, the engagement in employment or independent contractor relationships outside of CWI by employees is subject to the guidelines set forth in HR 210 – Outside Employment Policy in the CWI Policies and Procedures Manual.
Faculty shall not privately tutor their own CWI students for pay, nor solicit CWI students for tutoring through their employment at CWI. Faculty shall not tutor non-CWI students privately for pay on CWI property.
Disclose potential conflicts of interest using the Conflict of Interest form.
CWI hires individuals based solely on their qualifications and ability to carry out the duties of the available position. HR 260 Nepotism in the CWI Policies and Procedures Manual serves to reinforce the CWI’s commitment to practices which create and maintain an academic environment free of conflicts and constructive working relationships and practices that are fairly, efficiently, and evenhandedly applied to all. See original policy for complete details on Employment of Persons Related by Family, Marriage, or Domestic Partnership and Supervision of Persons Related by Family, Marriage, or Domestic Partnership.
CWI believes that the creation, discovery, and dissemination of knowledge are central to the achievement of its mission. CWI’s community shares both an interest in the protection of intellectual property as a creator of such property and in the authorized use of Works authored by third persons in the daily pursuit of research, teaching, learning and public service. Refer to CW 080 Intellectual Property and Copyright Policy in the CWI Policies and Procedures Manual for guidelines relating to Copyright Material, Copyright Ownership by Category of Work, Use, Revision, and Alteration of Intellectual Property.
Here is a link to the CWI Copyright Permission Request Form.
FERPA was designed to protect the privacy of a student's educational records, to establish the right of students to inspect and review their educational records, and to provide guidelines for the correction of inaccurate or misleading data through information and formal hearings. School officials may not disclose personally identifiable information from a student’s education record without written permission, unless such a disclosure is permitted by one of the FERPA signed-consent exceptions. Students have a right to file complaints with FERPA concerning alleged failures by the institution to comply with the act. Questions concerning FERPA should be referred to the Dean of Students while details on guiding policy can be found in CW 090-Records Retention and STU 090-Student Records and Confidentiality in the CWI Policies and Procedures Manual.
CWI strives to maintain a workplace environment that functions well and is free from unnecessary distractions. As part of that effort, the College requires employees to maintain a neat and clean appearance that is appropriate for the workplace setting and for the work being performed. To that end, managers may determine and enforce guidelines for workplace-appropriate attire and grooming for their areas. Details on expectations for attire and grooming can be found in HR 110 - Employee Conduct Policy and HR 300 - Attire and Grooming in the CWI Policies and Procedures Manual.
CWI instructors are not required to conduct research activities as part of their job duties. However, some instructors may choose to conduct research.
CWI is committed to the ethical principles for the protection of Human Subjects and guidance for research related activities are found in INST 150 - Protection of Human Subjects in the CWI Policies and Procedures Handbook.
Section 3 covers employment status as it relates to the type of faculty position, contracts, terms of employment, leave, faculty honors, and employment standards.
The full-time faculty shall be made up of benefit-eligible full-time personnel (half-time or more) in teaching appointments. Full-time faculty membership shall not include adjunct instructors, Basic Skills Education and Workforce Development instructors, tutors, visiting lecturers, administrators, or other non-academic personnel. Refer to INST 100 - Joint Faculty Appointments, HR 000 - At Will Employment and Retention Policy, and HR 110 - Employee Conduct Policy, and HR 340 - Full Time Faculty Compensation Policy in the CWI Policies and Procedures Manual for detailed policies.
Full-time Support Faculty are twelve (12) month, non-rank eligible faculty positions and fall under the same employment policies as full-time faculty including INST 100 - Joint Faculty Appointments, HR 000 - At Will Employment and Retention Policy, and HR 110 - Employee Conduct Policy, and HR 340 - Full Time Faculty Compensation Policy in the CWI Policies and Procedures Manual for detailed policies.
Department chairs are issued a modified 11-month faculty contract on the College’s administrative calendar and report to the Dean of their respective schools.
CWI supports finding a way to allow department chairs to return to a regular full-time teaching faculty position. For department chairs who desire to return to teaching, CWI will make all reasonable efforts to transition a department chair to a regular full-time, rank-eligible faculty position.
Refer to INST 100 - Joint Faculty Appointments, HR 000 - At Will Employment and Retention Policy, and HR 110 - Employee Conduct Policy, and HR 340 - Full Time Faculty Compensation Policy in the CWI Policies and Procedures Manual for detailed policies.
Adjunct Faculty are appointed through a Letter of Teaching Appointment signed by the adjunct faculty member. The Letter of Teaching Appointment outlines the term of employment and payroll dates. Adjunct faculty shall have no expectation of continued employment beyond the term of the appointment outlined in the Letter of Teaching Appointment. Employment of adjunct faculty is at-will and may be terminated during the term of the appointment with or without cause.
INST 030 - Adjunct Faculty in the CWI Policies and Procedures Manual outlines workload expectations, responsibilities, and rights and privileges.
Refer to HR 090 - Personnel Records Policy in the CWI Policies and Procedures Manual.
Payroll and benefits records, including annual and sick leave, are retained in the Human Resources Office and are also listed on faculty pay advices. Employment records are retained in the Human Resources Office.
CWI’s official personnel files consist of an individual’s employment-related information including employment applications, offer letters, fully executed employment contracts, compensation information and changes, personnel changes, performance evaluations, formal performance-related communications to employee, formal disciplinary documents, policy acknowledgements, and separation documents.
When approved through the budget process each year, full-time faculty will be considered for differentiated pay. Only faculty in good standing on March 1 of each academic calendar year are considered in this process. To be in good standing, a faculty member must do the following:
Summer semester operations are separate from regular fall and spring semester procedures and are subject to change each summer based on students, teachers, space, funding, and other contingencies. Full-time faculty members may be offered the opportunity to teach during summer semester and will be offered preference over adjunct faculty for available summer sections according to INST 160 - Overloads and Exceptional Teaching Assignments in the CWI Policies and Procedures Manual. Compensation for summer classes for all faculty will be the College’s current credit hour pay rate for adjunct faculty.
Refer to INST 160 - Overloads-Exceptional Teaching Assignments in the CWI Policies and Procedures Manual regarding the assignment and pay for overloads for full-time faculty.
Full-time faculty are subject to CWI’s Human Resources policies in the CWI Policies and Procedures Manual and the standards set forth in this Faculty Handbook. See HR 101 Faculty Retention and Appointment Policy.
Full-time support faculty are subject to the Human Resources policies in the CWI Policy Manual and the standards set forth in this Faculty Handbook.
1. Appointment of Full-Time Support Faculty
Support faculty members are hired on the basis of credentials and interviews. Evidence of credentials and other relevant information must be on file in the office of the appropriate Instructional Dean.
a. Credentials
Refer to INST 030 - Adjunct Faculty and HR 010 - Faculty Retention and Appointment in the CWI Policies and Procedures Manual.
Adjunct faculty are subject to CWI Human Resources policies in addition to the standards set forth in this Faculty Handbook.
Refer to HR 140 Employee Corrective Action Policy in the CWI Policies and Procedures Manual.
When corrective actions are needed for faculty, the following practices will be utilized:
1. Informal Review
The faculty supervisor will review expectations with the faculty member and identify opportunities for improvement and growth. These conversations should be documented in writing.
2. Coaching and Development Plan
When the informal review process has not yielded the results needed, a formal Coaching and Development Plan (CDP) will be established. This document will outline the specific expectations not being met, a plan of support to help the faculty member reach the expectations, and consequences for failing to meet the stated objectives. CDPs will include an effective period. This will frequently be one semester. At the conclusion of the CDP effective period, faculty will either return to good standing or be moved to a Letter of Corrective Action.
3. Letter of Corrective Action
A Letter of Corrective Action (LCA) is the final step in the corrective action process. The LCA outlines expectations that must be met in order for employment to be maintained at CWI. Violation of the details outlined in a LCA will be grounds for termination of the faculty contract. LCAs do not come with an effective period as the expectations remain in effect throughout employment at CWI. However, a faculty member can return to good standing for the purpose of merit/differentiated pay after 12 months from the date of the LCA. A rank eligible faculty member may apply for rank after 24 months have passed from the date of the LCA. The first year spent on an LCA will not count toward time in service for eligibility toward the next rank.
Each employee’s performance situation is managed based on individual circumstances and may require disciplinary actions that bypass steps due to college needs. The college reserves the right to manage each situation as appropriate which may result in corrective action or termination without the preceding steps.
Refer to HR 180 - Employee Benefits Policy in the CWI Policies and Procedures Manual for a detailed description of all faculty leave policies including the following: sick leave, vacation, military leave, holidays, bereavement leave, educational release time, professional and extended leave, family medical leave, jury duty, and donation of accrued personal leave hours.
Refer to HR 150 - Separation from Employment Policy in the CWI Policies and Procedures Manual for information about reduction in force, faculty termination guidelines, and financial exigency.
As one way to show appreciation to our employees, CWI offer a Years of Service recognition program as follows:
Refer to the HR 220 Emeritus Program Policy in the CWI Policies and Procedures Manual.
Faculty Emeritus status is an honor awarded to full-time faculty members upon retirement who have a history of distinguished service to CWI, and is not automatically given as a matter of course. Applicants for emeritus status must be recommended by their department, supported by their administrators, and be recommended by at least three individuals outside of their individual programs.
Section 4 covers faculty responsibilities related to standards and workload.
Responsibility for the implementation of the instructional program rests with the teaching faculty. Excellence in teaching stands foremost among the challenges and responsibilities of the college. Additional responsibilities of full-time CWI faculty can include participation in committee work, student advising and governance of the college. Refer to Appendix C for job descriptions related to each rank.
Refer to HR 320 - Telecommuting and Flexible Work Schedule Policy, INST 070 - Credit Hour, and INST 160 - Overloads - Exceptional Teaching Assignments in the CWI Policies and Procedures Manual.
In addition to instruction, full time faculty workload may include the following: advising, serving on college committees, reporting for accreditation and program review, peer review, hiring, mentoring adjunct faculty, and other tasks as assigned. The expectation for full-time faculty at all ranks will be 75% time spent on instruction and 25% spent on other college activities.
All full-time personnel shall devote approximately 40 hours weekly depending on the department an employee works in and shall maintain appropriate office hours. Office hours may be held remotely through teleconference or video conference. Within the approximately 40 hours per week faculty shall be required to carry a full teaching load appropriate to the faculty member's department or division.
Full-time faculty teaching load is 30 credit units or the equivalent contact hours per academic year. Department Chair teaching load will be determined annually in consultation with the appropriate Dean.
Other course release time may be approved by the Provost for special assignments. Credit/contact hours exceeding the prescribed course load (total credits/contact hours taught and credits/contact hours of release) will be considered overload. Department Chairs and faculty can teach up to, but no more than, six (6) units of overload in each semester. Faculty who are not on contract in the summer can teach up to nine (9) credits in that term. Refer to HR 340 Full-Time Faculty Compensation Policy.
For department chairs who are teaching overloads, overloads may not be scheduled during times that conflict with department chair duties. All overloads must be approved by the appropriate supervisor in advance.
The support faculty teaching load is 24-30 contact hours dedicated to laboratory instruction in the fall and spring semesters with summer contact hours determined by the appropriate department chair. These hours may only be completed in laboratory classes. Lecture classes may not be counted in the load but may be counted as overload. A maximum of 6 credits of overload may be carried each term.
Unless faculty have made other arrangements with their direct supervisor, for full-time faculty, the teaching schedule, preparation time, other college duties and a minimum of one office hour per course section, with an expectation that full time faculty will be on campus for 30 hours per week or as required by direct supervisor. Faculty with off-campus College duties may count that time toward the 30 on-campus hours. With approval from a direct supervisor, office hours may be held through teleconference or remotely
Depending on the program, faculty instruct students in various ways. The following general formula guidelines may help clarify load: Credit hours are based on the Carnegie Unit where 1 credit = 15 hours lecture; 1 credit = 30 hours of instructor-supervised lab; 1 credit = 45 hours of unsupervised lab, work experience, etc.
Refer to HR 340 - Full-Time Faculty Compensation Policy in the CWI Policies and Procedures Manual.
Refer to the HR 200 - Professional Development Policy in the CWI Policies and Procedures Manual.
Section 5 covers instruction management like course planning, reporting attendance, canceling of class, schedules, classroom environment, and teaching resources.
1. Course Objectives
In initially planning a course, faculty must use established course objectives and outcomes assessment tools listed in the curriculum guide stating what the students will know or be able to do as a result of the course. The objectives should be specific enough to be clearly understood. Course objectives must be approved by the Curriculum Committee.
2. Syllabus
A syllabus that follows the current syllabus template must exist for each course. A copy of each course syllabus must be submitted to the department at the beginning of each semester. The syllabus must be posted on the individual course learning management system site. The Center for Teaching and Learning will provide an approved syllabus template at the start of each semester. All information marked as “required” must be included in the course syllabus.
3. Textbooks
Each department is responsible for the process of ordering textbooks and other classroom supplies. Prior to the first class, all faculty will be provided with texts and supplies from their department.
4. Learning Management System
Prior to the first day of class, individual faculty will establish an online learning management system site that meets the current minimum requirements established by the Center for Teaching and Learning for each class taught. The Center for Teaching and Learning provides assistance to help faculty construct and manage their course site(s).
5. Class meetings
Faculty should be prepared to use the entire instructional period.
Master scheduling at the college is coordinated by CWI’s instructional administration. Classes are to meet in assigned rooms at assigned times. Faculty should not permanently change classrooms or meeting times without the approval of their direct supervisor.
The room assignment for each class is listed in the class schedule.
For detailed instructions on how to manage course changes and withdrawals, see communication from the registrar’s office at the beginning of each semester and the on Dropping/Withdrawing from Courses.
The College reserves the right to cancel courses that do not meet the minimum enrollment criteria. If the course is canceled, a college representative will inform the students and faculty, and student registration fees will be refunded.
The Ä¢¹½ÊÓƵÍø offers courses in the following course modalities:
All Ä¢¹½ÊÓƵÍø faculty have access to instructional support through the college’s Center for Teaching and Learning (CTL). The CTL organization should be available for all faculty under “My Organizations” in Blackboard. The Center for Teaching and Learning offers a range of activities to assist faculty in becoming better teaching professionals. Their mission is to improve the classroom experience for faculty and students through tools, training and technology designed to create a team of faculty learners and experts.
Faculty should consult with their direct supervisors regarding any required CTL training, which may include Faculty Foundations and online/hybrid certification. Faculty training records of CTL courses and trainings are available in the CTL Blackboard Site under the “CTL Training Record” link.
Refer to INST 110 - Library Services in the CWI Policies and Procedures Manual.
The CWI Library provides research instruction in support of the Ä¢¹½ÊÓƵÍø's Mission and Vision for excellence in learning. Their instruction sessions are offered to all students and faculty at CWI with the goal that our patrons can learn to locate, analyze, and think critically about information. For more information about requesting tailored library instruction for a specific course, see .
Limited office space available necessitates sharing offices. Faculty office space is arranged by the Instructional Deans in conference with the Building Administrators. Adjunct workspaces are available in each building and may be scheduled at the beginning of each semester.
Each semester, teaching schedules are decided cooperatively by the faculty member, department chair, and dean based on student enrollment, the demand for classes, and faculty availability. In order to ensure full teaching load requirements are met, full-time faculty course loads are scheduled prior to adjunct faculty scheduling.
Student Services makes official rosters for courses available to faculty via myCWI. Attendance must be reported each week until the census date. All attending students after the census date should be enrolled in the course. Instructors may permit guests in the classroom.
Any registered student who wishes to add another course must follow CWI procedures. Students are responsible for adding or dropping courses. Faculty should drop a student who has not met attendance requirements during the attendance verification period at the beginning of each semester. The registrar will communicate instructions for reporting student attendance.
Faculty are responsible for establishing a positive learning environment by having well-planned and integrated lessons, considering student problems and questions, being available to help students, creating and maintaining a safe and civil classroom environment, and communicating clear expectations. Safety and civility standards are discussed in the civility statement in the Syllabus Template and the Student Handbook.
In order to protect the learning environment, faculty may contact campus security to facilitate the removal of an excessively disruptive student for a single class period. Removal of student must be reported in an
Faculty are also expected to maintain an online presence through a course learning management system site.
Faculty may use these forms to report concerns about students.
Faculty are responsible for reporting violations of the CWI Code of Conduct, syllabi, program guidelines, and any other applicable policies and procedures. If it unclear whether or not a behavior was a violation or needs to be reported, contact the Academic Integrity Committee. If a behavior resulted in a sanction or consequence, it is a violation that must be reported.
Reporting violations serves two functions. First, reporting helps the college ensure students have due process and protects the rights of both students and employees. Second, reporting helps the college watch for and act on repeated or escalating behavior.
Below are the following types of violations and links to the reporting forms.
All conduct reporting forms can be found on the Student Care & Conduct web page.
The Student Code of Conduct and explanation of conduct processes are available in the Student Handbook.
One of the College’s Core Values is Excellence, and in order to achieve instructional Excellence, academic integrity must be upheld. Academic Integrity is the “commitment to five fundamental values: honesty, trust, fairness, respect, and responsibility. … these five values, plus the courage to act on them even in the face of adversity, are truly foundational to the academy” (The Fundamental Values of Academic Integrity, 2019).These values are especially important in how students represent their own learning, ideas, and work. Practicing academic integrity includes, but is not limited to, non-participation in the following behaviors: cheating, plagiarism, falsifying information, unauthorized collaboration, facilitating academic dishonesty, and violating program policies and procedures.
For additional information on academic integrity expectations, see the Student Code of Conduct. Violations may result in disciplinary action ranging from failure of the assignment to failure of the entire course. Acts of academic dishonesty, especially when sanctions are given, are reported and managed by the Academic Conduct Process. Repeated acts of academic dishonesty have more severe institutional consequences.
To help prepare students to meet the technological challenges of living in an information-based society, a computer-literate faculty is essential to their college experience. To this end, all faculty are encouraged to integrate appropriate information technology into their classes and demonstrate the level of computer literacy expected of their students. All courses will have a corresponding online presence through the course learning management site. For technical support, faculty and students may contact the
Final examinations will be given during Finals Week as scheduled. Exceptions require the consent of the department chair. Final exams (except unit tests and lab tests) may not be given during the week immediately preceding finals week except in courses shorter than 16 weeks.
At the conclusion of a course faculty are expected to take the following steps:
Refer to INST 080 - Faculty Submission of Grades in the CWI Policies and Procedures Manual.
For initiated grade appeals and incomplete grade contracts, student records must be kept until the final or updated grade is posted.
Refer to and Student Handbook Grade Appeal Policy.
Faculty should contact their direct supervisor for approval of field trips or other college-sponsored trips, and to make transportation arrangements. When possible, trips should be scheduled so that students will not be absent from other classes.
Field trips are defined as being an activity that is an integral part of classroom instruction. Field trips that require students to miss classes should be kept to a minimum. Absences from classes for field trips must be approved in advance by the direct supervisor. Students will assume responsibility for making up all work missed and will not be penalized for these approved absences.
Vehicle usage for field trip travel must conform to the OP 090 - Transportation Policy in the CWI Policies and Procedures Manual.
Refer to INST 130 Substitute Coverage and Pay in the CWI Policies and Procedures Manual.
If a guest lecturer is invited on campus, the instructor is responsible to coordinate instructional materials and equipment.
Refer to OP 110 - Campus Closure Policy in the CWI Policies and Procedures Manual.
Section 6 covers information about how faculty are evaluated.
CWI evaluates all full-time faculty members a minimum of once every year using multiple data sources in accordance with the Northwest Commission of Colleges and Universities Accreditation Standards on faculty evaluation. The purpose for evaluating faculty is to improve and enhance instructional excellence, to assist in making sound personnel decisions, and to provide information on the performance of faculty in their major areas of responsibility.
The evaluations can only be fair and useful if the results of the evaluation are discussed with the person being evaluated. Evaluations should not be confused with or considered as a substitute for open, ongoing communication between supervisors and subordinates.
The criteria used in evaluating faculty performance for both summative and formative assessments are related to job and rank responsibilities and should be understood by all parties before the evaluation process begins. (Please Note: A performance evaluation does not occur if there is a deficiency of performance. A Performance Plan may be developed in this case, as part of the overall performance management.) Faculty are evaluated based on teaching, professionalism, institutional engagement, and professional development. For further details, refer to HR 140 – Employee Corrective Action Policy.
When improvement and professional development needs are identified, the responsibility for improvement and/or change rests with the faculty member. The institution may assist the faculty member by providing formal and informal improvement opportunities to the faculty. An opportunity for faculty comment is provided within each formal evaluation.
| Evaluation Type | Part of the Evaluation if applicable | Due Date |
|---|---|---|
| FPAR |
|
|
| Strengths Based Coaching |
|
|
| Summative Evaluation | In conjunction with review of FPAR |
|
| Dean Evaluation |
|
|
Evaluations for full-time CWI faculty will consist of two types – summative assessments and formative assessments. The criteria used in evaluating faculty performance for both summative and formative assessments are related to job and rank responsibilities. Assessment tools and processes should be understood by all parties before the evaluation process begins. Note: In cases where deficiency has been noted, a Coaching and Development Plan may be developed as part of the overall performance management.
The following are the assessments:
Faculty will have access to an official copy of their own evaluations. Faculty and supervisors will turn in, store, and access evaluations (except those housed by HR) within their departmental faculty evaluation site. Each department, program, or school will have a Faculty Evaluation Repository Blackboard Shell. In each, faculty will have access to training materials and only their own evaluations. Faculty will have the ability to turn in their own evaluations, access supervisor feedback on evaluation drafts, view confirmation of completion of an evaluation, and access previous evaluations. Supervisors will have access to all of their faculty member’s submitted work. Supervisors will be able to collect evaluations, give feedback and revision notes as appropriate, and verify completion of evaluations. The associated dean and administrative assistant will be able to access evaluation documents in the department sites in order to perform administrative functions.
A. Purpose
The FPAR is a formative evaluation and method of documenting faculty work.
B. Schedule
The FPAR is updated and submitted annually to the departmental faculty evaluation site by Feb. 15, or in the fall semester of a promotion cycle Faculty are encouraged to update it regularly in order to accurately capture work. Faculty may start a new FPAR form immediately following promotion or after a summative evaluation.
C. Contents
The FPAR includes a description of teaching, institutional engagement, and professional development goals and achievements with an explanation of the scope and impact of the faculty member’s contributions.
D. Process
The process is described below. A document containing advice, recommendations, and screenshots to assist in filling out the FPAR is available on the Faculty Senate teamsite.
A. Purpose
The purpose of this formative evaluation is to ensure the faculty and their direct supervisors have strong lines of communication about the work of faculty. During Strengths Based Coaching, faculty and supervisors will
This evaluation is documented in writing using the method chosen by Human Resources.
B. Schedule
Strengths Based Coaching will occur yearly. Parts of the process have different due dates:
C. Contents
Strengths based coaching will consist of a review of the faculty’s teaching, institutional engagement, and professional development since the last Strengths Based Coaching session.
D. Process
The process explanation is below and also housed in the Faculty Evaluation Repository shell.
A. Purpose
Summative Evaluations are formal evaluations administered by the faculty’s supervisor. The purpose of the Summative Evaluation is to have the faculty member and their supervisor participate in the assessment of the faculty member’s work at rank over an extended period.
B. Schedule
Summative Assessments are conducted annually for faculty on non-renewable contract status, and at least once every five years for faculty on renewable contract. Summative Assessments shall occur immediately prior to any request for consideration of advancement in rank. The Summative Evaluation will occur after a faculty member submits a letter of intention to apply for promotion or after a period of five years since the faculty member’s last Summative Evaluation.
C. Contents
The Summative will consist of a review of the faculty’s teaching, institutional engagement, and professional development since the last Summative Assessment.
The faculty member’s Faculty Planning and Activity Reporting (FPAR) Form that contains all information since the last Summative Evaluation will be reviewed so that supervisors can refer to this information when adding their comments to the Summative.
The Summative Evaluation will include an observation of the faculty member’s instruction a minimum of once during the evaluation period.
D. Process
1. Purpose
When an Associate Professor takes on rank responsibilities at the school level, goal setting and communication with the school’s dean is an important step in this new role and as a Full Professor. Deans have an important perspective on the needs of the schools and institution, and their coaching of faculty is integral to the faculty member achieving excellence at advanced rank. The Dean Evaluation and all parts of the process are meant to be formative as well as summative in nature.
2. Schedule
3. Contents
The evaluation is focused on the faculty member’s contribution to school initiatives. Contribution would occur through a faculty member’s teaching, institutional engagement, and professional development. Faculty will only be assessed on contributions discussed and documented with the dean during goal setting. Contributions by faculty beyond what was discussed and documented in the goal setting meeting should be included but not assessed in the evaluation. In the evaluation, the faculty member and the dean should refer to the faculty member’s Summative Evaluation, Faculty Planning and Activity Reporting (FPAR) Form, and any other ideas discussed in the goal setting meeting(s).
The faculty member’s Faculty Planning and Activity Reporting (FPAR) Form that contains all information since the last Summative Evaluation will be reviewed so that supervisors can refer to this information when adding their comments to Summative.
4. Process
a. Part One: Goal Setting
Starting in the first year of rank at Associate Professor, the faculty member meets with their dean for a formative conversation about the faculty member’s strengths and interests and how those can contribute to initiatives in their school. Those goals are agreed upon and recorded in Part One of the Dean Evaluation, as well as updated in the FPAR. The faculty member submits the agreed upon goals in Part One of the Dean’s Evaluation to the Faculty Evaluation Repository shell. These goals may be amended with additional meetings over the five-year period, initiated by the faculty member or the dean.
b. Part Two: Evaluation.
Both the faculty member and Dean will consult with the faculty’s department chair to complete this evaluation.
c. Part Three: Record Keeping.
The dean retains the physical signed copy and sends the faculty member a digital copy of the signed copy. The faculty member then uploads the digital signed copy to the Faculty Evaluation Repository shell. The supervisor then confirms the Dean Evaluation is completed in the Faculty Evaluation Repository shell. The signed copy housed in the Faculty Evaluation Repository shell is considered the official version. The Dean Evaluation will be shared with the faculty’s direct supervisor, may be reviewed by the Provost, and will be included in any future promotion portfolio. The official document will be kept in the office of the dean.
Refer to INST 030 Adjunct Faculty in the CWI Policies and Procedures Manual.
1. Peer Observation Purpose
Faculty at CWI are committed to teaching excellence, and faculty peer observation is a valuable method for purposeful engagement in continuous improvement of teaching. The peer observation process is an opportunity for the observed and observer to learn from one another and share ideas, experience, philosophies, strategies, and resources. The process is to be formative and collegial in nature, rather than evaluative.
2. Peer Observation Standards
The peer observation process has standards that all faculty must adhere to. There are, however, some standards that are tailorable by department, which are noted below.
3. Procedure.
The peer observation process consists of a faculty member being observed at least once and doing an observation at least once. The process must meet the standards described below, and the process must follow the procedure that was approved by Faculty Senate, appropriately customized by the department, and provided through the Faculty Evaluation Repository.
4. Frequency.
At minimum, faculty must participate in the peer review process, including doing an observation and being observed, with the following frequency:
Departments will more narrowly define frequency expectations for themselves. Below are example models for frequency.
5. Deliverables
6. Observations
Observations should be focused on pedagogy rather than solely on course content; as a result, there is a great deal of flexibility regarding who may be observed. Departments may set limitations on or set goals for who should be observed. Below are some of the populations it may benefit faculty to observe.
7. Arrangement of Observations
Department chairs or their designees will assume responsibility for connecting observers to people to be observed. Faculty may request to assume responsibility for arranging to be observed and/or do an observation. Departments will provide information on the exact procedure they expect their faculty to use.
8. Length of Observation
The observation should last roughly the same period as 1 credit hour’s time, 50 minutes. This observation work may be completed synchronously, asynchronously, or any combination of the two. This 50 minutes' worth of work may include observation of course materials, lecture, lab, online course, etc.
9. Elements of Course Observed
The observer and observed must agree to the portions of the course that will be observed. Observations should be focused on pedagogy rather than solely on course content.
10. Required Meeting
The observed and observer are required to meet after the observation to discuss the observation. The meeting should be roughly 30 minutes.
11. Burden Limitation
Faculty may be asked to participate in peer observation more frequently than required. Faculty are not required to participate more frequently than the standard set by the department. However, faculty are encouraged to participate as often as they would like and that their schedule reasonably allows
12. Communication of Department Tailored Standards
The decisions made by departments on frequency, who may be observed, and how observations will be arranged must be posted in the Faculty Evaluation Repository Peer Observation section using the Department Standards for Peer Observation form. The notification needs to include the decision, the dates decisions were made, and the date the decision will be reviewed again.
Section 7 covers information about how faculty are promoted and achieve rank.
As CWI continues to develop, new initiatives to improve student success and instruction will emerge. It is assumed that evaluation materials will contain evidence of faculty supporting these initiatives, updated annually, and shared with faculty via their direct supervisors.
The faculty at CWI are eligible for the following ranks:
Refer to Appendix C for detailed descriptions of each rank’s role.
Faculty advancement in rank is conferred through a process including faculty peer review and instructional administration review. The goal of the College is to provide the best possible education for its students. Fundamental to this responsibility is the retention of excellent faculty members. This is accomplished, in part, by providing professional advancement for excellence in teaching, professional development, and institutional engagement. A universally accepted recognition of performance in the academic world is promotion to a higher rank, with the honor, prestige and financial benefits that accompany the promotion. Promotion to a higher rank is neither an unqualified right nor an automatic consequence of having completed a certain period of employment. The College grants advancement, after the appropriate number of years in rank, strictly on the basis of merit. Promotion or continuation of a faculty member is never to be presumed. The faculty member being evaluated must demonstrate clearly, with strong supporting evidence, the ways in which they have attained the level of excellence at the current rank they hold. Advancement in rank is a sign of the College’s confidence in the individual faculty member’s capability for greater achievement and for assuming greater responsibilities.
Teaching excellence, institutional engagement, and professional development are essential for rank advancement. Each advancing rank anticipates cumulative knowledge, skills, and responsibilities from the previous rank. Evidence of criteria fulfillment may be demonstrated in student evaluations, peer observations, self-evaluations, supervisory evaluations, and portfolio for promotion. Performance expectations and fulfillment of criteria should be assessed annually as part of an open, ongoing dialog between faculty and supervisors.
a. Promotion Through Portfolio Review
Only faculty in good standing at each step of the process (Letter of Intent, last Friday in September; Submission of application, First Friday in February; and Confirmation with the Provost in April) are considered eligible for rank. To be in good standing, a faculty member must:
Faculty must teach for three years as full-time faculty at CWI as an instructor before applying for assistant professor, four years full time as assistant professor before applying for associate, and five years full time as associate before applying for full professor. Time taken for non-protected leave may not be calculated in time of service. Contracted faculty employed with less than 1.0 full time employment will be eligible for rank application after completing the full-time equivalent semesters of experience required. Released or reduced teaching responsibilities of full-time faculty that is approved by the Provost will not interrupt the normal timeline for promotion.
Candidates being denied promotion must wait at least one full promotion cycle before being eligible to apply for rank promotion.
Faculty must also have passed the FT Faculty Evaluation and Promotion Quiz with a 90% minimum.
b. Rank Placement at Time of Hire
See Appendix C or the Faculty Evaluation Repository Blackboard shell for application details.
This process supports incoming faculty in starting their career at CWI at a rank that both reflects their past experience in academia and the scope of work they want to engage in as they enter our college.
Faculty must submit a professional portfolio documenting the relevant achievements to the Faculty Promotion Committee (FPC). The FPC is a subcommittee of the Faculty Senate. It is the responsibility of the individual faculty member to apply for changes in rank classification. If he or she fails to do so according to the schedule indicated below, change of rank cannot be made until the following year.
The criteria by which faculty are assessed for promotion are aligned with job and rank descriptions and evaluations. The criteria are as follows:
For a detailed promotion preparation timeline, refer to the Faculty Evaluation Repository Blackboard shell and see Appendix B.
For detailed instructions on how to prepare for promotion, please refer to the Blackboard Faculty Evaluation Repository Blackboard shell and complete the required training course on the Center for Teaching and Learning site.
A. Elements of the promotion portfolio
The portfolio has five tabs: 1—Cover Letter, 2—Curriculum Vitae, 3—Faculty Evaluations, 4— Student Evaluations, 5—Faculty Activity and Reporting Form.
For more detailed information about each element of the portfolio, see Appendix D and refer to the Faculty Evaluation Repository Blackboard shell.
B. Portfolio format
The cover of the promotion portfolio must include the faculty member’s name, program, the rank for which they are applying, and the year. Images are acceptable and optional.
The portfolio must include a table of contents and tabs (5):
Failure to include required material will result in not being recommended for promotion.
C. Hard copy format
Portfolios must be spiral bound. Each of the five tabs should have some physical marker of the section.
D. Digital copy format
The digital version of the portfolio must be contained in a single .pdf file.
Applicants will submit both a hard and a digital copy of their rank portfolio no later than 5:00 p.m. of the first Friday in February. The FPC Chair will send to each applicant a notice of receipt of their portfolio within 7 business days of the first Friday of February. If an applicant does not receive a notice of receipt of their portfolio, it is their responsibility to contact the Chair of the FPC within 10 business days of the first Friday of February.
The Print version of the portfolio will be submitted to the Chair of FPC.
The digital portfolio will be submitted in the myCWI Faculty Promotions site as a single .pdf file. The faculty member will receive an email from the Chair of FPC when their individual submission area on the teamsite has been created. Because the pdf file is typically large, the faculty member may need to submit the digital portfolio from a campus computer.
The Provost’s office is responsible for returning Promotion Portfolios to faculty after the final recommendations have been made.
Only complete portfolios are reviewed. Members of the Faculty Promotion Committee will review the portfolios. All information from the evaluation process will be kept completely confidential. The FPC will conduct their review using only materials assembled in the applicant portfolio. Additional information or clarification may be requested of the applicant under review. It is not within the purview of the FPC, nor is it appropriate for the FPC, to request information or clarification because of an incomplete portfolio. Recommendations for promotion will be based on a majority vote of the committee members.
Committee members may not discuss a portfolio with the applicant or any other party. The FPC Chair may discuss decisions with the Provost. See Promotion rubrics in Appendix C.
A. Decisions
FPC will send its written recommendations to the Provost no later than the last Friday in March.
After receiving and reviewing the Committee’s recommendations, the Provost will in turn approve the recommendations or return them to the Committee for re-evaluation.
B. Notifications
All applicants will be notified of the decision regarding their promotion by the last day of April by the office of the Provost.
In the case that an applicant is not approved for promotion, the applicant must be notified in writing at least 5 business days before the public announcement of the promotion of any other candidates by the College.
C. Appeals
Candidates who were denied promotion have the right to appeal.
I. WRITTEN APPEAL
The candidate must submit a written letter of appeal to the Faculty Promotion Committee Chair within five (5) business days of notification. The FPC Chair will notify the provost, and appropriate supervisor/dean.
The written appeal should contain a response to the FPC assessment rubric emailed to the faculty member by the Provost upon denial of promotion. The letter should indicate how the promotion portfolio successfully meets the criteria of the rubric. Specific evidence from the portfolio should be referenced.
The candidate may not add any documentation to or revise their promotion portfolio in any way when making an appeal application, and the appeal process is not to be used as a mechanism for improving a poorly prepared packet or a packet that does not follow the relevant policies and guidelines.
II. APPEALS COMMITTEE
Once the Faculty Promotion Committee Chair has received the written appeal, they will form an Appeals Committee of five (5) former FPC members from a variety of departments.
Committee members should not be current or former supervisors of the candidate.
III. DUTIES OF THE APPEALS COMMITTEE
The Appeals Committee members should meet within five (5) business days of receipt of appeal.
The Appeals Committee shall elect a chairperson who will report in writing the findings of the committee to Faculty Promotion Committee Chair.
Committee members shall review the written appeal and the promotion portfolio in accordance with Faculty Promotion Committee portfolio review protocols.
The Appeals Committee shall reach one of the following decisions by a majority vote:
IV. FINDINGS
The chair of the appeal committee will report the findings to the Faculty Promotion Committee Chair, who will notify the candidate, supervisor, dean, and provost.
Decisions made by the appeals committee are final.
D. Withdrawal from promotion process
Candidates may withdraw from the promotion process at any time. A candidate may withdraw by notifying the FPC Chair. Withdrawals may not be reversed. The candidate may participate in the next cycle. Should the candidate submit a portfolio and then withdraw, the candidate will receive no feedback on the portfolio from FPC.
E. Exceptions
Exceptions to any aspect of the promotion application process must be requested in writing within 7 calendar days after a due date and must specify the extenuating circumstances related to the request, such as illness, accident, or serious family problems. Exceptions will be sent to the chair of FPC. FPC will consider the exception and make a recommendation to the Provost. The Provost will make the final decision and notify the FPC and faculty making the request.
Please refer to HR 340 – Full-Time Faculty Compensation.
Instructors at CWI are expected to focus on mastering disciplinary content, developing and strengthening their ability to prepare and present instructional materials, and assessing student performance. Instructors are focusing on inclusive student-centered pedagogy and familiarizing themselves with the college, its resources, systems, and departmental curriculum in order to facilitate student success and persistence across the student lifecycle. Professional development at the rank of instructor focuses on student achievement. Instructors are engaged in the institution in areas where their participation and skill set has the greatest potential for impact on the success of students.
Self, students (key roles: build knowledge and skills, familiarize, engage, assist)
As they strengthen their abilities in preparing and presenting instructional materials and assessing student performance, Assistant Professors work to master curriculum content and dependably demonstrate instructional excellence. They strengthen their inclusive, student-centered pedagogy and actively participate in departmental initiatives. Involvement in service and professional development broadens, and Assistant Professors are engaged in the institution in areas where their participation and skill set has the greatest potential for impact on the success of students and the department/program, as well as the persistence of students across the student lifecycle.
Self, students, department (key roles: contribute, collaborate, demonstrate, strengthen)
As they master curriculum content, in order to consistently demonstrate instructional excellence, Associate Professors actively participate in school initiatives. Associate Professors refine their inclusive, student-centered pedagogy. Involvement in service and professional development broadens, and Associate Professors are highly engaged in the institution in areas where their participation and skill set has the greatest potential for impact on the success of students, department/program, and school, as well as the persistence of students across the student lifecycle.
Self, students, department, school (key roles: contribute, collaborate, revise, create, develop)
Professors model the highest standards of instructional performance, and contribute to decisions about the college’s curriculum, functions, and systems. Professors mentor and collaborate with other leaders in the institution and in their professional area of expertise. They are highly engaged in the institution in areas where their participation and skill set has the greatest potential for impact on the success of students, department/program, school, and the college, as well as the persistence of students across the student lifecycle.
Self, students, department, school, college, community (key roles: pursue, model, lead, mentor, create, develop, initiate)
| Activity | Recommended/Required | Formal Due Date |
|---|---|---|
| Confirm that “Faculty Promotions” is listed in your myCWI committees | Required | |
| Attend fall inservice FAQ meeting | Recommended | |
| Determine if you are eligible—confirm number of semesters taught with your direct supervisor who has access to the Seniority and Promotion Timeline | Required | |
| Confer with supervisors regarding readiness | Recommended | |
| Complete FT Faculty Evaluation and Promotion Quiz with a 90% minimum | Required | End of Fall semester |
| Submit Letter of Intent to FPC Chair | Required | Last Friday of September |
| Schedule a teaching observation, if not performed in the last year. | Required | Observation must be completed by Summative Evaluation meeting. |
| Complete and submit the faculty portion of the Summative Evaluation. Consult with supervisor to agree upon a submission due date. | Required | Summative evaluation must be submitted to supervisor by agreed upon date. |
| Schedule date for submitting FPAR to your supervisor for signing. The FPAR must be submitted prior to the supervisor completing their portion of the Summative Evaluation. | Required | FPAR must be submitted by agreed upon date. |
| Schedule date for reviewing the supervisor portion of the Summative Evaluation | Required | Meeting must occur by agreed upon date. |
|
Review Professional Documents Faculty Rank Descriptions Promotion Rubrics Example Portfolios |
Recommended | |
|
Begin Promotion Portfolio preparation using materials in the Faculty Evaluation Repository Blackboard shell |
Recommended | |
Review Professional Documents
|
Recommended | |
|
Begin Promotion Portfolio preparation using materials in the Faculty Evaluation Repository Blackboard shell
|
Recommended |
| Activity | Recommended/ Required |
Formal Due Date |
|---|---|---|
| Attend spring inservice FAQ meeting | Recommended | |
| Submit digital and print portfolio to FPC Chair | Required | First Friday in Feb. by 5 p.m. |
Purpose
The purpose of this document is three-fold. First, this document is designed to assist the Ä¢¹½ÊÓƵÍø Faculty Promotion Committee in the review of portfolios in aiding alignment of rank with work, activities, and impact. Second, this document serves to educate and communicate to administration the work that has been done at rank and illuminate the engagement of faculty at the various levels of rank. Third, this document provides examples for faculty and supervisors about how faculty work that has been performed can be aligned with rank.
Compilation
This document is reviewed and updated as part of the scheduled Faculty Handbook revisions. The contents are compiled from the promotion portfolios submitted during that cycle. The document is reflective in nature rather than proscriptive; therefore, it does not need to be reviewed and approved in the same way as the promotion rubrics or job descriptions.
Contents
This document reflects work and impact that has been reported. The document is not exhaustive, nor is it in any way meant to proscribe what work faculty need to be performing at rank or in order to achieve rank.
This document is divided into three sections: Instruction, Institutional Engagement, and Professional Development. These sections reflect the areas on which faculty are assessed and that they report in the promotion portfolio. These three areas are each further divided by rank: Instructor, Assistant Professor, Associate Professor, and Professor. Faculty are only assessed for promotion on the first three ranks, but the information for the rank of Professor is included to assist the FPC in understanding performance across the entire spectrum of rank.
The impact of an activity, not the activity itself, determines alignment with rank. The document gives an estimation of where activities may align.
The purpose of professional development is to allow faculty to be effective at rank. The form of the professional development does not align to specific ranks. Instead, the impact of the professional development activity aligns with rank.
Professional development can occur in many forms. Some of the forms that have been observed include
Further instructions and examples are housed in the Faculty Evaluation Repository Blackboard Site.
The contents of the cover letter are as follows:
Teaching philosophy - A teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. It should also discuss how you put your beliefs into practice by including concrete examples of what you do or anticipate doing in the classroom.
Professional philosophy - A professional philosophy, or mission statement, sums up what you value in your profession and what your beliefs are about your work and goals. This section of the cover letter explains “the way we, as professionals, view our jobs, coworkers, and relationships,” our “educational/professional aspirations” and “incorporating our values into daily performance” (Bruner).
Explain inconsistencies – (this section is optional) this space is provided for the faculty member to describe any inconsistencies in formal evaluations or student evaluations. Take this opportunity to explain any irregularities or inconsistencies. For instance, explain why you may not have two classes of student evaluations in a given semester or how you experimented one semester with a new online tool that created a major drop in your student responses. Perhaps after receiving your summative evaluation, there is something you need to explain to the committee.
*The ideal length of this section will be 3 pages single spaced.
Further instructions and examples are housed in the Faculty Evaluation Repository Blackboard Site. The contents of this tab will include an updated Curriculum Vitae or Resume.
Curriculum Vitae is a brief account of a person's education, qualifications, and previous experience typically sent with a job application.
Curriculum Vitae/Resume Hybrid is the format to use if your industry or experience prefers a resume to having a traditional academic CV.
Further instructions and examples are housed in the Faculty Evaluation Repository Blackboard Site.
The contents of this tab will include all major evaluations since your hire date, or previous promotion. Note: You may want to refer to your previous annual Strengths Based Coaching reports in order to create the faculty narrative of the Summative Evaluation, but these are not included in your promotion portfolio.
Pre-2016 Formal evaluations – include all Pre-2016 formal evaluations from your last promotion or hire date (not including “coaching sessions”). The last of these evaluations should have taken place in FY 2014 and they are housed in WingSpan. You can contact Human Resources for help locating the signed copy with comments of both the employee and direct supervisor. For employees hired 2015 and later you will not have the older version of the faculty evaluation.
Summative evaluation – this evaluation will happen at least once every 5 years or the semester before promotion. With the promotion cycle of CWI we will require that the faculty member and their direct supervisor complete the summative evaluation in the fall semester prior to promotion cycle. The time frame for this evaluation will begin from your hire date, your last promotion, or your last 5 Year Summative Evaluation. The summative refers to information in an updated FPAR. The faculty member’s supervisor should preform a teaching observation within one year of writing the summative evaluation.
Dean evaluation - When an Associate Professor takes on rank responsibilities at the school level, goal setting and communication with the school’s dean is an important step in this new role and as a Full Professor. The Dean Evaluation has two portions that span a 5 year period.
Part One: Goal Setting - Starting in the first year of rank at Associate Professor, the faculty member meets with their dean every five years for a formative conversation about the faculty member’s strengths and interests and how those can contribute to initiatives in their school. Those goals are agreed upon and recorded below, as well as in the FPAR. These goals may be amended with additional meetings over the five-year period.
Part Two: Evaluation - When an Associate Professor is preparing for promotion to Full Professor, and for subsequent 5 year Summative Evaluations, the faculty member participates in the evaluation with their dean. The evaluation is focused on the faculty member’s contribution to school initiatives.
The contents of this tab will include student evaluations. Further instructions and examples are housed in the Faculty Evaluation Repository Blackboard Site.
Student evaluations
Begin with the coversheet called Student Evaluation Grid (found in the Faculty Evaluation Repository Blackboard shell).
Arrange evaluations (including student comments) in order from oldest to most recent, including the fall semester before submitting your portfolio.
Each faculty member should include the student evaluations from 2 courses per semester from your hire date, 5 year summative evaluation, or the spring semester of the last promotion portfolio. These can be accessed through Qualtrics in BlackBoard. The faculty member only has to add 2 evaluations per term; pick your best evaluations that show a range of the classes you teach, with a high response rate.
Duties As Assigned – If the faculty member is in a position where they didn’t teach at least 2 courses in any semester included in the portfolio, please explain the situation in the inconsistences section of your cover letter.
Further instructions and examples are housed in the Faculty Evaluation Repository Blackboard Site.
The contents of this will include a complete FPAR.
FPAR – The faculty activity and reporting form must be completed from the last date of promotion or hire date. This will include teaching, institutional engagement, and professional development. A handwritten or digital signature is acceptable
All full-time and adjunct faculty are eligible to be elected members of the Faculty Senate, hereinafter referred to as the Senate.
There will be one senator per recognized department and two (2) adjunct senators.
All elected officers serve a two-year term.
1. At Large Senators
2. Department Senators
3. Untimely Vacancies
4. Responsibilities of Offices
5. Meeting Procedure
The Senate President may convene ad hoc committees to address special issues and appoint willing Senate members to serve on campus-wide committees. Each committee is responsible to the Faculty Senate. All recommendations made by the standing committees will be reviewed by the Faculty Senate before any action is taken. The Senate President (in consultation with the Senate as appropriate) may veto or dismiss any chair or member of standing or ad hoc committees.
Student Success
1A. Advance student success by optimizing the Student Lifecycle
1B. Undifferentiated outcomes for all
Affordable & Accessible Education
2A. Deliver quality, affordable education
2B. Ensure accessible education
Inclusive Culture
4A. Foster a high performing organization driven by a culture of engagement, respect, and accountability (Employees)
4B. Foster a high performing organization driven by a culture of engagement, respect, and accountability (Students)
The Adjunct committee believes the mission of our body is to empower the Ä¢¹½ÊÓƵÍø adjunct community by creating opportunities to communicate ideas, establish goals, and implement practices that will improve our work and classroom environments. We believe that the greater CWI community needs a vibrant adjunct faculty that knows it is being heard, valued, and supported. When those values are achieved, we believe our committee will achieve the mission to excel at building connections, community and caring, where every adjunct teacher feels empowered to take part in and improve academic and institutional excellence.
With the guidance of Faculty Senate, the focus of this committee will on fostering inclusivity for the entire adjunct community by making sure each and every adjunct teacher at CWI has the opportunity to air any concerns, ideas and grievances, and to make suggestions to improve our standards and procedures by which the adjunct faculty work.
Leadership positions are elected every other Fall through the voting procedures of the committee. Nominations and voting for leadership will be open to the entire adjunct faculty community and occur when there is a vacancy or after the term limit has been reached.
Any person serving as CWI adjunct teacher may join the adjunct committee. No other requirements exist. The only elected positions are that of the committee Chair and Vice Chair voted on by the entire CWI adjunct community.
Except for the Chair and Vice Chair of the adjunct committee, the time an adjunct committee member serves on the committee is unlimited.
Members of adjunct committee are expected to participate in meetings, committee communication, projects, and work groups. Involvement in projects and work groups is on a volunteer commitment basis.
When the need arises, subcommittees or workgroups may be appointed by the Chair.
In order to achieve its objectives, standing subcommittees may be formed by vote of the committee. The chair of the subcommittee is responsible to report on the subcommittee’s work prior to each monthly committee meeting. The committee may form workgroups on an ad hoc basis.
The Chair will report each month to the Faculty Senate President and to the Faculty Senate. The update will be added to the Senate minutes.
Monthly reports will contain information on current projects, upcoming issues, and recent decisions.
The adjunct committee will meet monthly and/or as needed.
Committee documents and records, including meeting minutes, will be maintained by the Chair of the adjunct committee.
1. Student Success
2. Affordable & Accessible Education
3. Advance the Local and Global Workforce
The Curriculum Committee believes that the accomplishment of the mission of the Faculty Senate and the College, to empower students to succeed by providing affordable and accessible education to advance the local and global workforce, requires an effective curriculum and program organization. The work of the committee is aligned with CWI’s Strategic Plan and the NWCCU accreditation standards.
The Curriculum Committee has been active with the current organization since Fall 2013.
Current and Former Committee Chairs include:
The voting membership of the Curriculum Committee is made up of a full-time faculty representative from each of CWI’s instructional departments, the committee Vice-Chair, and (in the case of a tie) the committee Chair. Voting members on the Curriculum Committee act as representatives to their departments. Regular/representative voting members are responsible for the following tasks:
The list of advisory non-voting, ex-officio members includes the following:
Additional members may be added to fulfill the needs of the committee. Curriculum meetings are open to all CWI faculty and staff.
Voting members are appointed by the Dean of each school.
Standing Subcommittees include the Academic Calendar Committee, the General Education Subcommittee, the Liberal Arts Advisory Subcommittee, and the STEM Advisory Subcommittee.
As needed, ad hoc subcommittees and workgroups may be formed from members of the Curriculum Committee.
Curriculum Committee is a subcommittee of and reports to the Faculty Senate, Provost, and State Division of Career Technical Education.
A member of the Faculty Senate will attend the monthly meetings and may act as the reporting vehicle to the Faculty Senate.
The Provost will attend Curriculum Committee meetings. Minutes of Curriculum Committee meetings are posted internally under the Curriculum site.
The Idaho State Division of Career Technical Education has final approval authority for CTE programs. The CWI Curriculum Committee will review and add recommendations to CTE curriculum, but the SDCTE retains “approval” authority.
Monthly reports will contain information on current projects, upcoming issues, and recent decisions.
Meetings are held on the first Wednesday of every month while faculty are on contract. Additional meetings may be added to allow, as needed.
In order to hold a meeting in which action is taken, a quorum consisting of a simple majority of the committee members must be present. Committee members may select another member of the faculty to attend in their absence and vote on their behalf.
A motion will pass with a simple majority of those in attendance. The Chair will vote only in the case of a tie.
Minutes are kept by the Secretary, though may be taken by the Vice-Chair of the committee if no secretary is selected. Those minutes are then uploaded to a repository on the CWI website and are shared and voted upon in the following Committee meeting.
The minutes and agendas are stored within a repository on the CWI website. The files that correspond to classes and programs on which the committee votes are kept within the CIM system and Colleague.
4. Inclusive Culture
The Elections Committee exists to maintain the integrity of the election process and oversee elections for Faculty Senate.
Former chairs are recorded here for the purpose of facilitating continuity and outreach:
Leadership positions are elected through the voting procedures of the committee. Election of leadership positions will occur at the April meeting prior to the position being vacated.
The Elections Committee will have 1-2 non-leadership regular members for a total of 3 – 4 members
Members will volunteer to serve on the Elections Committee. If the committee would like to have more than four members and there are volunteers, the existing committee members will elect additional members from the volunteers. The quantity of members needed is tied to the workload of the committee.
Members of the Elections Committee are expected to participate in meetings and elections as tasked. Members may be considered as inactive and removed by vote of the committee. See voting procedures. Inactivity is considered missing two or more meetings without notifying the chair and/or consistently failing to contribute to the work of the committee as agreed to by the member.
Elections Committee is a subcommittee of and reports to Faculty Senate.
The chair will send a brief monthly update to the Faculty Senate President one week prior to each meeting. The update will be added to the Senate minutes. If the committee has business to be discussed by the Senate, the chair will send as a separate request one week prior to the meeting.
During the election cycle, the reports submitted to Faculty Senate should contain any upcoming nomination and/or voting needs as well as any finalized election results. Outside of the election cycle, reports should notify Faculty Senate of any off-cycle vacancies that need to be filled.
The Elections Committee will meet as needed in accordance with the academic year contracts of the committee members.
Meetings will be in person, via video conference, or through email collaboration.
Decisions of the committee will be made by simple majority vote of the members present. In order to make a decision, a quorum—at least half of the committee members—must be in attendance. In instances of a tie, the chair will abstain from voting.
Committee documents and records will be maintained on the committee’s Faculty Senate teamsite page.
Student Success
2. Affordable & Accessible Education
3. Advance the Local and Global Workforce
4. Inclusive Culture
The Faculty Promotions Committee manages a fair and transparent promotion process for awarding rank and recognizing the commendable work of faculty in teaching, service, and professional development.
The Faculty Promotion Committee provides promotion related training for faculty, maintains the promotion process, evaluates faculty promotion portfolios, makes recommendations on faculty to be promoted, and develops promotion processes and procedures. The Chair of FPC updates the Seniority and Promotion Timeline document annually.
Leadership positions are elected through the voting procedures of the committee and organized by the Secretary. Election of leadership positions will occur at the April meeting prior to the position being vacated.
The Faculty Promotions Committee will be made of 5-9 members, 4-8 regular members and the chair of the committee. Each school of CWI must be represented, with a maximum of two members from each school. The chair of the committee will not be counted as a representative of a division or school. Department chairs or program chairs may serve on the committee, but when a supervisory relationship is identified with an applicant for promotion, the department/program chair will abstain from discussion or voting regarding the applicant.
Volunteers may join ad hoc work groups without becoming official committee members.
Members will volunteer to serve on the Faculty Promotions Committee. If the committee would like to have more than nine members and there are volunteers, the existing committee members will elect additional members from the volunteers.
Members are expected to participate in meetings, committee communication, projects, and work groups. Involvement in projects and work groups is on a volunteer commitment basis. Members may be considered as inactive and removed by vote of the committee. See voting procedures. Inactivity is considered missing two or more meetings without notifying the chair and/or consistently failing to contribute to the work of the committee as agreed to by the member.
In order to achieve its objectives, standing subcommittees may be formed by vote of the committee. Such subcommittees will have leadership that reflects that set forth for the committee in this charter, and the chair of the subcommittee is responsible to report on the subcommittee’s work prior to each monthly committee meeting. Standing subcommittees may have members from outside of the Faculty Promotions Committee but will have at least one representative member of FPC to act as communication liaison between the committee and subcommittee. Once a standing subcommittee is formed, it will be added to this charter.
The committee may form workgroups on an ad hoc basis.
Faculty Promotions Committee is a subcommittee of and reports to Faculty Senate.
The chair will send a brief monthly update to the Faculty Senate President one week prior to each meeting. The update will be added to the Senate minutes. If the committee has business to be discussed by the Senate, the chair will send a separate request one week prior to the meeting.
Monthly reports will contain information on current projects, upcoming issues, and recent decisions.
The Faculty Promotion Committee will meet monthly and/or as needed in accordance with the academic year contracts of the committee members.
Meetings will be in person or via video conference.
Decisions of the committee will be made by simple majority vote of the members present. In order to make a decision, a quorum—at least half of the committee members—must be in attendance. In instances of a tie, the chair will abstain from voting.
Committee documents and records, including meeting minutes, will be maintained on the committee’s Faculty Senate teamsite page.
The Faculty Recognition Committee functions to officially recognize faculty who, through teaching excellence, carry out the vision of the Ä¢¹½ÊÓƵÍø to “be a best-in-class community college that provides quality, affordable, and accessible education by delivering innovative and cost-effective programming that empowers students, leads to economic and social mobility, and meets evolving community needs.”
The functions of the faculty recognition committee are the following:
The Committee will nominate and elect a Chair and Vice Chair through the voting procedures of the committee. Election of leadership positions will occur at the April meeting prior to the position being vacated. All regular, full-time faculty are eligible.
The Faculty Recognition Committee will have 5-7 members.
Members will volunteer to serve on the Faculty Recognition Committee. If there are more volunteers than open positions, the existing committee members will elect members from the volunteers, and the elected will be approved by the Faculty Senate President.
There will be a Faculty of the Year subcommittee different than the committee selecting Faculty of Distinction. The Faculty of the Year committee will be decided by the members listed below via rank choice voting from the nine Faculty of Distinction recipients. The Committee for choosing faculty of the year will consist of:
The Chair of the Faculty Recognition Committee will provide the Faculty of the Year Committee with the descriptions of the year’s nine recipients of Faculty of Distinction. If there is a tie, the Faculty Recognition Committee will vote between the nominees. The name of the Faculty of the Year will be sent to the Faculty Senate President by the end of June. The Faculty Senate President will inform the Provost and Marketing as appropriate. The Faculty of the Year recipient will receive a stipend as approved by the Senate.
Workgroups will be formed as needed and will consist of Recognition Committee members.
Faculty of Distinction is a subcommittee of and reports to Faculty Senate.
The chair will send a brief monthly update to the Faculty Senate President one week prior to each meeting. The update will be added to the Senate minutes. If the committee has business to be discussed by the Senate, the chair will send as a separate request one week prior to the meeting.
Monthly reports will contain information on current projects, upcoming issues, and recent decisions on Faculty of Distinction.
The Faculty of Distinction Committee will meet as needed in accordance with the committee members' academic year contracts. Voting will take place monthly by email.
Meetings will be in person or via video conference
The primary decision made by the committee is regarding Faculty of Distinction, which will be decided using the following terms.
Eligibility:
Storage of Nominations
The nomination form will be housed on the CWI intranet, the CWI learning management system, or the committee teamsite.
Distribution and selection of nominations
General Voting Procedures
Decisions of the committee, other than Faculty of Distinction or Faculty of the Year, will be made by simple majority vote of the members present. In order to make a decision, a quorum—at least half of the committee members—must be in attendance. In instances of a tie, the chair will abstain from voting.
Committee documents and records will be maintained on the committee’s Faculty Senate teamsite page.
1. Student Success
2. Affordable & Accessible Education
3. Advance the Local and Global Workforce
4. Inclusive Culture
The Professional Standards Committee believes that the accomplishment of the mission of the Faculty Senate and the College, to empower students to succeed by providing affordable and accessible education to advance the local and global workforce, requires a strong, vibrant faculty who have clear and equitable standards and procedures by which they work. The work of the committee is aligned with CWI’s Strategic Plan and the NWCCU accreditation standards.
With the guidance of Faculty Senate, the focus of this committee is on standards and procedures for faculty work. The committee reviews, drafts, and suggests professional standards and procedures regarding faculty and instruction and measures thereof. The Committee is responsible for coordinating the maintenance and revision of the Faculty Handbook. The Committee may also act as a liaison to and collaborate with other parts of the college regarding policies, standards, and/or procedures that affect the work of faculty.
The work of the committee was originally split between two committees, Professional Standards Committee and Policy Review Committee. Spring 2022, the Faculty Senate voted to combine the two committees because the work of the committees was truly overlapping, and it was a strain to fully staff two committees.
Former chairs are recorded here for the purpose of facilitating continuity and outreach:
The committee will have a chairperson to call and organize, represent the committee to various CWI Stakeholders, coordinate the accomplishments of committee objectives and projects, and facilitate communication between the committee and the Faculty Senate
The vice chair will assume all responsibilities of the chair in the chair’s absence, support the chair in the fulfillment of their duties, learn the Chair responsibilities to transition to Chair position, and attend meetings with the Chair as appropriate.
The secretary will be responsible for taking and maintaining a record of minutes and maintaining committee records and information on the committee’s teamsite.
Leadership positions are elected through the voting procedures of the committee. Election of leadership positions will occur at the April meeting prior to the position being vacated.
The Professional Standards Committee will have 5-9 members. The goal is for all schools to be represented.
Volunteers may join ad hoc work groups without becoming official committee members.
Members will volunteer to serve on the Professional Standards Committee. If the committee would like to have more than nine members and there are volunteers, the existing committee members will elect additional members from the volunteers. The quantity of members needed is tied to the workload of the committee.
Members of Professional Standards Committee are expected to participate in meetings, committee communication, projects, and work groups. Involvement in projects and work groups is on a volunteer commitment basis. Members may be considered as inactive and removed by vote of the committee. See voting procedures. Inactivity is considered missing two or more meetings without notifying the chair and/or consistently failing to contribute to the work of the committee as agreed to by the member.
In order to achieve its objectives, standing subcommittees may be formed by vote of the committee. Such subcommittees will have leadership that reflects that set forth for the committee in this charter, and the chair of the subcommittee is responsible to report on the subcommittee’s work prior to each monthly committee meeting. Standing subcommittees may have members from outside of Professional Standards but will have at least one representative member of the Professional Standards committee to act as communication liaison between the committee and subcommittee. Once a standing subcommittee is formed, it will be added to this charter.
The committee may form workgroups on an ad hoc basis.
Professional Standards Committee is a subcommittee of and reports to Faculty Senate.
The chair will send a brief monthly update to the Faculty Senate President one week prior to each meeting. The update will be added to the Senate minutes. If the committee has business to be discussed by the Senate, the chair will send as a separate request one week prior to the meeting.
Monthly reports will contain information on current projects, upcoming issues, and recent decisions.
The Professional Standards Committee will meet monthly and/or as needed in accordance with the academic year contracts of the committee members.
Meetings will be in person or via video conference.
Decisions of the committee will be made by simple majority vote of the members present. In order to make a decision, a quorum—at least half of the committee members—must be in attendance. In instances of a tie, the chair will abstain from voting.
Committee documents and records, including meeting minutes, will be maintained on the committee’s Faculty Senate teamsite page.