Section 4
FACULTY EMPLOYMENT
The Houghton College Constitution and Bylaws (see Resource Materials section) contain definitions and descriptions for many offices, groups, and responsibilities. A few definitions also appear here, for clarification.
4.1.1 Full‑time faculty
The faculty of the institution includes all full‑time teaching faculty, plus all those individuals classified as non‑teaching faculty in section 4.2 below.
4.1.2 Interim faculty
Interim faculty are full‑time faculty who are employed for one‑half year or for one year at a time. The mutual understanding between the institution and the individual is that this contractual relationship is temporary, and under most instances there is no expectation that a subsequent contract will be offered.
4.1.3 Part‑time faculty
Part‑time faculty are either internal (otherwise fully employed by the institution), or external instructional personnel who teach six or more hours per semester. Part‑time faculty have voting rights in faculty meeting and are expected to participate in academic convocations.
4.1.4 Lecturers
Lecturers are those external individuals who are employed by letter of agreement to teach less than six hours for a semester. Lecturers are members of the instructional staff but not members of the faculty. They do not have the privilege of voting and normally do not serve on faculty committees.
4.1.5 Adjunct faculty
Adjunct faculty are persons other than full-time faculty who teach less than 12 hours per semester and whom the college wishes to honor or otherwise identify with this status, according to the policy in section 4.22.
[Most recent revision: 10-97]
The term "faculty" applies to members of the college staff in two different ways. In its most common and more narrow usage, it applies to those who teach the courses in the college curriculum. Most of these are in full‑time positions, either tenured or on tenure track. Others are part‑time or interim. Some courses are taught by lecturers who are not considered to be part of the faculty proper. (See §4.1 for more precise definitions.)
Most policies governing faculty employment, found in §4 of the Faculty Handbook, are written for teaching faculty members. The Constitution of the college delegates authority in matters of academic and student life to the faculty. It has been recognized that there are campus professionals who should participate in such deliberations and decisions even though they do not teach. These include people involved in certain administrative and/or student service roles. Thus the term "faculty" is used in a broader sense to refer to this deliberative body and each of its members.
Given the diverse nature of this group, there are campus policies which apply to some but which clearly do not apply to others. What follows are criteria for membership in the faculty in this broader sense. Such membership allows for full participation in faculty meetings, service on councils, and faculty committees in various ex officio and elected roles, attendance at faculty retreat, participation in academic processions, and official recognition as a Houghton College faculty member.
4.2.1 Persons holding the following positions are members of the faculty:
a. President and vice presidents of the college
b. Teaching faculty (except lecturers)
c. Professional librarians, working at least half‑time
d. Academic and Student Life Associate Deans
4.2.2 Faculty membership will be granted to other campus professionals upon the approval of the Committee on Faculty Membership (see 4.2.5 below). Requests for such membership should go to the academic dean from the individual via and with the consent of the appropriate supervisor. The dean will then take the request to the committee for consideration. Factors such as the individual's education, experience, job description, job performance, and contribution to the academic/educational process will be considered in making the decision. A majority affirmative vote of the Committee is required for the approval of the request. If the request is denied, re‑application should await significant change in the above factors.
4.2.3 Faculty membership not attached to the positions specified in 4.2.1 above will be retained by the individual unless revoked by decision of the Committee on Faculty Membership because of a change of position or significant change in job description.
4.2.4 When individuals join the faculty by the method in 4.2.2 above, announcement of the fact shall be made in the Faculty Herald.
4.2.5 The Committee on Faculty Membership will be composed of five members as follows:
The academic dean (chair)
Two members of the Rank and Tenure Committee
(Either the two serving in the third year of their term, or, when there is only one serving in the third year, that
one plus the one serving in the second year with the most seniority as a faculty member.)
One non‑teaching member of the faculty, elected by the faculty
The most immediate supervisor to the applicant who is a member of the faculty
(When this is the academic dean, the most senior member of the faculty will join the committee and replace the dean as chair.)
[Most recent revision: 10-97]
4.2.6 Summary of faculty privileges
Stu Life Library Admin Teaching
Eligible to serve as
associate academic dean Y Y N Y
Voting Y Y Y Y
Faculty Development monies N Y N Y
Sabbatical N Y N Y
Faculty travel monies N Y N Y
Graduate study aid Y Y ? Y
Professional dues Y Y N Y
March in convocation Y Y Y Y
Serve on committees Y Y N Y
Tenure eligible N N N Y
Emeritus eligible N N N Y
These guidelines are intended as normal hiring procedures. Unique circumstances may require modifying or waiving some of the procedures.
4.3.1 Non-discrimination in hiring
In all cases of hiring, every endeavor should be made to comply with the "Employment Procedures" specified in section 3.3.2.3. The college does not discriminate against any person because of race, color, sex, age, marital status, national origin, or physical disability, except as such disability prevents the fulfillment of the essential functions of the assignment.
Houghton College affirms its position as a Christian college of the liberal arts, asserts its right to employ persons who subscribe to the intent, mission, and statement of faith and community responsibilities of the college.
4.3.2 Announcement/advertisement
As a faculty (or administrative) position opens, or as a new position is approved, it should be announced by posting on campus. Generally, carefully placed advertisements will be used to provide information about professional opportunities to candidates beyond Houghton College. Suitability of advertising text and locations for publications will be determined by administrative and departmental persons responsible for recruitment. Such announcement is intended to give people in the college's employ an opportunity to examine their own vocational goals with respect to the position, and to suggest prospective candidates for the position.
4.3.3 Selection
The department chair, in cooperation with the academic dean, shall initiate soliciting and gathering dossiers of prospective candidates. After a specified period, the candidates' credentials will be evaluated and a "short list" of the most desirable ones developed. Those candidates not making the "short list" will be informed that their candidacy is unlikely to succeed.
When practical, candidates on the "short list" will be ranked as to desirability and invited for interviews in order of their rank on the list. Not all on the list need be invited; financial considerations, for example, may limit the number.
The candidate selected for a faculty position will have interviewed with:
-faculty representatives from the appropriate discipline
-faculty representatives outside the department
-the department chair of the instructional area
-the academic vice president, and
-the president of the college, or designee.
During the interviewing process, the interviewers will clarify the spiritual goals of the college and expectations for candidate's contribution to those spiritual goals; the academic dean will clarify appropriate rank.
The appointee will have academic and teaching competence satisfactory to the department chair and to the academic dean.
The college's decision on a candidate should be made and communicated to the person as quickly as possible. In any case, the college should notify all candidates of the status of deliberations within 30 days of the interview.
4.3.4 Appointment
Nominations for faculty appointment are made by the academic dean to the president after consultation with appropriate department chairs.
The college administration shall have authority to offer interim and initial contracts on concurrence of the board chair and the chair of the Academic Affairs Committee. After consensus is reached, the president shall authorize a contract to be issued.
4.3.5 Student life hires
When the position being filled is that of an Associate Dean for Student Life the process described in sections 4.3.3 and 4.3.4 above should be followed as closely as possible, allowing for appropriate substitutions, such as "Dean of Students" for "Academic Dean" and "Department chair," and "administrative" for "instructional" and "teaching." In addition, every attempt will be made for candidates to interview with the academic dean (or representative) and for consultation with the academic dean on initial appointment rank equivalence.
[Most recent revision: 10-97]
4.4 Criteria for Evaluation of Teaching Faculty
Faculty evaluation serves two purposes. The first and foundational purpose of evaluation is to assist the faculty member in determining directions for continued professional and personal development in order to become more effective as a faculty member of Houghton College. The second purpose is to make possible informed decisions regarding promotion and tenure.
Faculty evaluation includes all efforts at assessing competence such as evaluation by students, faculty peers, department chairs, the Rank and Tenure Committee, the academic dean and, on occasion, outside consultants. Faculty members are expected to cooperate in all programs, reviews, and studies directed toward evaluation.
Of the criteria used for evaluation, some can be expressed in precise and objective language. These would include requirements for specified graduate degrees and number of years of professional experience. Other criteria, however, require qualitative assessments of professional performance and other contributions to the life of the college and broader communities of residence, scholarship, and church. Such criteria must be expressed in general terms, and the application of these criteria to individual cases requires informed and cautious judgments from which all subjectivity cannot be eliminated. This statement of criteria is intended to provide guidelines that are reliable enough for building legitimate expectations and to provide an appropriate degree of objectivity. Nonetheless, the application of the guidelines requires wise judgment.
These criteria apply to both promotion and tenure, and in the case of promotion both at the time of a faculty member's initial appointment and any subsequent promotions. Promotion criteria must be met before assuming the new rank, but not necessarily prior to making application.
Houghton is unapologetically a teaching institution. Excellence in the classroom and in other contacts with students is the foremost expectation of teaching faculty. But quality instruction is not the only relevant sign of a quality faculty member. Other types of professional activity within the discipline not only contribute to classroom competence but also are independent signs of a quality faculty member. In addition, it is expected that a faculty member will make a variety of other contributions to campus life and beyond throughout her/his career. It is expected that contributions will vary among faculty members, and change from time to time within a single career.
4.4.1 Statement of Criteria
The following set of criteria will be used for all ranks as well as for tenure:
4.4.1.1 Disciplinary competence and relevance
Disciplinary competence is indicated by academic preparation and degree appropriate to rank; in the case of tenure, disciplinary competence requires an appropriate terminal degree. In some cases a combination of equivalent scholarship, comparable experience, and external recognition may be substituted for a formal degree. In addition to previous training, the faculty member should demonstrate appropriate knowledge in the discipline and its relation to other fields, as well as currentness in the discipline. Disciplinary relevance refers to the compatibility of the faculty member's capabilities, training, and interest with the needs and goals of the department and the college, including the relationship between professional training and interests and the courses currently taught.
4.4.1.2 Teaching effectiveness
The following will demonstrate effective teaching:
-arousing the interest of students
-stimulating the students' productivity
-being sensitive to the diverse needs of students
-possessing an attitude of openness to the opinions of others
-working well with a wide range of students: majors, non-majors, the especially able, the average, the
struggling
-ability to communicate the content and methodology of a discipline to students
-utilizing a variety of teaching methods
-preparation and organization of the course
-organizing for each class session
-giving clear and realistic assignments
-establishing appropriate standards of excellence (including testing and grading procedures)
-successfully meeting distinctive departmental expectations.
4.4.1.3 Scholarship
This criterion refers to demonstrated commitment to scholarly excellence in one’s discipline.
This will be demonstrated by the following:
-the highest standards of integrity in all professional activities
-continual striving for excellence in disciplinary work, including remaining current and being aware of
cross-disciplinary connections, including personal reading and study programs
-presentation of papers at conferences, moderating sessions at conferences, holding offices in
professional organizations, public lectures, exhibitions, and performances, consulting
-researching, writing, or publishing according to the expectations of one’s academic discipline
4.4.1.4 Contribution to the College
This criterion refers to service that affirms the mission of the College and supports its Christian life expectations. This will be demonstrated by
-treating members of the college community with respect and concern
-approaching conflict constructively in terms of issues and principles
-sharing the workload within the appropriate academic discipline/department, cooperating with
colleagues, and participating in program development, such as new majors
-the quality of academic advising
-attending faculty meetings
-supporting and participating in the chapel program
-accepting and fulfilling faculty committee/council assignments
-demonstrating an active interest in students, in their problems and accomplishments.
4.4.1.5 Community service
Community service includes involvement and participation in church activities and careful attention to his or her family. Other kinds of community service may contribute to a positive evaluation, including (by way of example):
-serving in elected, appointed, or volunteer positions in local government (town board, school board,
fire department, and committees, etc.)
-serving in consulting, informal advisory roles, or as a volunteer on committees, boards of social
agencies, charitable organizations, or para-church ministries
-creative contributions to community life (art shows, concerts, drama productions, etc.)
-participation in service clubs (Rotary, etc.)
4.4.1.6 Integration of Christian faith with teaching and scholarship
All members of the faculty at Houghton College must be personally committed to Jesus Christ and dedicated to serving Him through involvement in Christian liberal arts education. This involves the ability to make and articulate connections between disciplinary issues and Christian faith. Faith integration can be demonstrated as follows:
-incorporating concern for the relationship between the Christian faith and one's academic discipline
into course design and classroom teaching
-speaking on faith and learning issues in public forums
-participating in meetings with other Christian scholars
-researching, writing, or publishing on topics related to Christian faith and one's academic discipline.
4.5 Criteria for the Evaluation of Non-Teaching Faculty
4.5.1 Statement of Criteria for Library Faculty.
The following set of criteria will be used for all ranks:
4.5.1.1 Disciplinary competence.
Disciplinary competence is indicated by professional preparation and degree appropriate to rank. In some cases a combination of equivalent scholarship, comparable experience, and external recognition may be substituted for a formal degree.
4.5.1.2 Effective performance of library responsibilities.
This can be demonstrated as follows:
-knowing the mission and goals of the institution, should know how the library fits in the institutional
design for supporting scholarship, and should know how to make the library an effective and
integral part of the academic enterprise
-showing an ability to select, organize, describe, preserve, and disseminate information using current
and available technology
-understanding and participating in the process of scholarship and/or publication and supporting those
involved in it
-demonstrating a broad subject knowledge and a scholarly mind set by providing access to research
materials through classification and descriptive cataloguing, reference service, and/or bibliographic
instruction
-having a good working knowledge of the Houghton College library's collections and using them to
maximum effectiveness
-recognizing the importance of the research needs of all types of legitimate users and keeping that at the
forefront of all decisions and activities relating to the library
-demonstrating a vision for the future of the library and anticipate the needs of future users
-being able to instruct students effectively in the basics of information literacy.
4.5.1.3 Scholarship and Professional Attainment
4.5.1.4 Contribution to the College
See 4.4.1.4.
4.5.1.5 Community service.
See 4.4.1.5.
4.5.1.6 Integration of Christian Faith with Scholarship and Profession
See 4.4.1.6 for guidance.
4.5.2 Definition of terms for Library Faculty
Experience
-Full-time college or university professional library experience; or
-Full-time professional library experience other than on the college or university level, figured at one-half rate; or
-Related professional experience, subject to the discretion of and evaluation by the Rank and Tenure Committee or
-Any combinations of these
Degrees. The term "master's degree" and "doctor's degree" refer to earned degrees granted by an accredited university or the equivalent. Occasionally, an individual's experience, attainment, recognition, or specialized training may be considered equivalent to the doctor's degree. Such factors will be considered by the Rank and Tenure Committee. For library faculty, the Master's degree in library science or information science, plus either the Certificate of Advanced Study (CAS) or a content Master's will be considered a terminal degree for salary purposes.
4.5.3 Statement of Criteria for Student-Life Faculty
The following set of criteria will be used for all ranks:
4.5.3.1 Disciplinary competence
Disciplinary competence is indicated by professional preparation and degree appropriate to rank. In some cases a combination of equivalent scholarship, comparable experience, and external recognition may be substituted for a formal degree.
4.5.3.2 Effectiveness as a student life educator
4.5.3.3 Professional Attainment and Scholarship
4.5.3.4 Contribution to the College
See 4.4.1.3.
4.5.3.5 Community service
See 4.4.1.4.
4.5.3.6 Integration of Christian Faith with Professional Work and Scholarship
[Most recent revision: 04-04]
4.6 Evaluative Process for Teaching Faculty (promotion, tenure, and post-tenure reviews)
4.6.1 Evaluation procedures
The procedures listed here are expected to be followed as a matter of policy. Related procedures are given in the sections on Promotion (4.8) and Tenure (4..9). Also, in order to keep faculty members fully informed, the Rank and Tenure Committee will publish annually any committee procedures regarding promotion and tenure which are not specified as Handbook policy, including precise deadline dates for that year.
The following procedures make the evaluation process systematic and accountable to the faculty. By providing checks and balances, the procedures ensure adequate information is available to administrators and fellow faculty members when making decisions. To the extent that evaluation relates to stated expectations rather than hearsay, it can legitimately serve as the basis for tenure and promotion decisions as well as for planned development activities.
4.6.1.1 Collection of data.
The collection of data for faculty preparing evaluations for tenure review or as part of an application for promotion shall be the shared responsibility of the faculty member involved, the faculty member's department chair, and a representative of the Rank and Tenure Committee. The collection of data for faculty preparing formative evaluations (second year evaluations and evaluations of senior, tenured faculty) shall be the shared responsibility of the faculty member involved and the faculty member's department chair.
Data to be used in each evaluation process include:
‑ current vita
‑ course evaluations by students
‑ peer evaluation
‑ the faculty member's
self‑evaluation
‑ the department chair's evaluation
Each of these is discussed in detail below.
4.6.1.1.1 Vita
The vita shall be prepared so that the individual's accomplishments since joining the faculty or since the last evaluation, whichever is more recent, can be easily identified.
4.6.1.1.2 Course evaluations
The latest revision of the course evaluation form is to be used for evaluation. Non‑tenured faculty and all faculty seeking promotions should evaluate all classes during any given evaluation. Tenured faculty should evaluate at least one general education or lower‑level course and one upper‑level course. In order to maintain an appropriate data base for statistical analysis, tenured faculty members are requested to conduct course evaluations at least one semester each year. Quantitative data resulting from these evaluations, except that from questions designed by the instructor for his or her purposes, will be kept on file in the offices of the department chair and the academic dean.
4.6.1.1.3 Faculty peer evaluation
The individual who is to conduct the peer evaluation shall be selected from those faculty members with the rank of associate professor or professor. The person being evaluated shall make the selection in consultation with the academic dean or associate. In some instances, the peer evaluator may be selected from outside the institution.
The peer evaluator is responsible for classroom observations of the faculty member and examination of syllabi, and is to submit the evaluation to the faculty member's department chair after sharing and discussing it with the faculty member. The peer evaluation should be organized according to the criteria specified in 4.4.1.
4.6.1.1.4 Faculty self‑evaluation
The faculty member is expected to write a careful self-evaluation, utilizing information available from peer and student evaluations and addressing the criteria specified in 4.4.1.
4.6.1.1.5 Department chair's evaluation
The department chair, considering the faculty member's self-evaluation, the peer evaluation, an analysis of observations made in at least three classroom visits, student course evaluations, discussions with colleagues, and discussions with the faculty member being evaluated, shall prepare a report addressing the criteria specified in 4.4.1.
When a non‑tenured department chair is to be evaluated, the academic dean or associate shall appoint a department chair from a related discipline to prepare this document and to fulfill the role of department head throughout the proceedings. A tenured department chair may elect to be evaluated by another department chair, the academic dean, or associate.
4.6.2 Utilization of data
When the evaluation is a part of promotion or tenure considerations the Rank and Tenure Committee will have access to the above data. In all cases the following procedures will be followed.
4.6.2.1 Evaluation review
After the data are complete and the faculty member has reviewed the department chair's evaluation, the department chair will then discuss the results with the faculty member. The goal of the conference shall be to identify current strengths and weaknesses and to determine a course of action appropriate to individual and institutional needs. In some cases this may mean accepting weaknesses and concentrating on maximizing strengths. In other cases it may mean concentrating on correcting weaknesses. In every case ambiguity should be avoided and clear determinations of developmental plans or likely future actions should be made.
4.6.2.2 Faculty member's response
If in agreement with the department chair's evaluation, the faculty member shall co-sign it, and it shall be delivered to the academic dean and one copy shall be placed in the faculty member's personnel file.
Should the faculty member not be in agreement with the department chair's evaluation, the faculty member shall express the substance of that disagreement in writing. Both documents shall then be submitted to the academic dean who may schedule a conference with the chair and the faculty member before placing them in the faculty member's personnel file.
4.6.2.3 Dean's response
Upon receipt of the department chair's evaluation—and the faculty member's response, if one was written—the academic dean may choose to meet with the faculty member to schedule action on recommendations. In every case, the evaluation will be acknowledged by the academic dean and any responses from the academic dean shall be communicated to the faculty member in writing and placed in the faculty member's personnel file.
[Most recent revision: 04-04]
4.7 Evaluative Process for Non-teaching Faculty
4.7.1 Student life faculty evaluation
The principal aim of evaluation is to assist the faculty member in determining directions for continued professional and personal development in order to become more effective as a faculty member of Houghton College. Faculty evaluation includes all efforts at assessing competence. Faculty members are expected to cooperate in all programs, reviews, and studies directed toward evaluation.
The goal of the following procedures is to make the evaluation process systematic and accountable to the faculty. By providing checks and balances, the procedures ensure that more objectivity verified information is available to administrators and fellow faculty members when making decisions.
To the extent that evaluation relates to stated expectations rather than hearsay, it can legitimately serve as the basis for promotion decisions as well as for planned development activities.
The evaluation process shall include: (a) the gathering of data in specific ways by specified individuals, (b) the consideration of such data in an evaluation interview between the faculty member and the vice president for student life, (c) the preparation of a summary document or documents to be submitted to the vice president for student life.
4.7.1.1 Collection of data. The collection of the data for faculty evaluation shall be the shared responsibility of the vice president for student life and the faculty member involved. Data to be used in the evaluation process includes:
- the faculty member's self-evaluation
- evaluation data from past and current evaluations
- peer evaluation
- current vita, divided to show additions since last evaluation
Each of these is discussed in detail below.
4.7.1.1.1 Faculty self-evaluation
The several components of the Faculty Development Program are designed to encourage faculty growth and improved performance and in the academic community. In the written self-evaluation, please consider each of the following categories and suggested sub-topics:
4.7.1.1.1.1 Professional-academic
Areas of strength and weakness in your professional performance. Note areas in which you need to improve and specify how you intend to do so. Progress toward an additional degree if not already earned. Note specific programs you are considering and the time schedule you have established. Note any ways in which the college might assist you in the pursuit of your goal. Measures taken to remain current in your own discipline: reading, research, attendance at conferences, intellectual stimulation. Scholarly activities: presentation of papers at conferences, moderating sessions at conferences, holding offices in professional organizations, public lectures, publication or performance.
4.7.1.1.1.2 College community
Participation in committee work and activities such as advisorships to organizations, special programs or activities. Interaction with students as mentor or curriculum advisor and in informal contacts. Regular attendance at chapel, faculty meetings, special weeks such as CLEW and WMF New Vision Week. Note any problems you have encountered in your overall adjustment to the college community. Are there ways in which others could assist you in the adjustment?
4.7.1.1.1.3 Integration of faith with your discipline
Efforts to develop a distinctly Christian approach to your discipline and exhibit that in professional work, public lectures, chapel talks, papers, teaching Sunday School, etc. Modeling a Christian lifestyle through striving for excellence, through service, and through participation in programs and activities. Efforts toward interdisciplinary work through interaction with other faculty members.
4.7.1.1.1.4 Personal growth and enrichment
Travel
Recreation
Avocational interests
4.7.1.1.2 Student life department professional evaluation procedure
An evaluation procedure is in place and occurs at the completion of two and four years of service, and periodically thereafter. The evaluation form is completed by the dean of students as supervisor; by a group of colleagues of the individual being evaluated; and by those individuals who report to the person being evaluated. The dean of students compiles the materials and then discusses them with the individual concerned, establishing goals for future performance and areas for attention and professional development. A copy of the evaluation instrument is available for review.
4.7.1.1.3 Faculty peer evaluation
The individual who is to conduct the peer evaluation shall be selected from those faculty members with the rank of assistant professor, associate professor, or professor. The person being evaluated shall make the selection in consultation with the vice president for student life. First choice should be someone within the student life department. If that is inappropriate, an individual from another area may be selected. In some instances, the peer evaluator may be selected from outside the institution.
The evaluation should gather information from the following sources:
- Observation of professional student life work
- Interviews with colleagues, especially those within the department
- Interviews with the faculty member
- Classroom visits, if appropriate
Points to be considered in the evaluation include:
1. Professional Competence
- Knowledge of the professional area and its relation to other fields.
- Currentness in the professional area.
- Relation between professional training and interests and the courses currently taught.
- Integration of faith and learning in the professional setting and the classroom.
2. Professional Performance
- Administrative skills
- Communication/helping skills
- Personnel rapport
- Evidence of effective accomplishments
- Classroom and/or lecture style if appropriate
3. Professional Relationships
- Communication with colleagues
- Attitude toward students, colleagues, and the college
- Flexibility and desire for academic growth
- Satisfaction with position and current status
- Spiritual maturity
In addition, the peer evaluator shall read material written by the faculty member. This material may be a recent article, a paper presented at a conference, or the written form of a presentation, position papers, proposal, or manuals. The written material should be evaluated for evidence of scholarship, professional competence and correct English usage.
4.7.1.1.4 Vita
The vita shall be prepared in the traditional format, but divided in two parts. The first part shall show the individual's accomplishments up to either the time of appointment to the faculty, or to the time of the last formal evaluation, whichever is more recent. The second part shall show pertinent additions since joining the faculty or since the last evaluation, whichever is more recent.
(November 6, 1992)
4.7.2 Library faculty evaluation
Faculty evaluation serves two purposes. The first and foundational purpose of evaluation is to assist the faculty member in determining directions for continued professional and personal development in order to become more effective as a faculty member of Houghton College. The second purpose is to make informed decisions regarding promotion and faculty development opportunities.
Faculty evaluation includes all efforts at assessing competence such as evaluation by faculty peers, the library director, the associate dean, the academic dean, and, on occasion, by outside consultants. Faculty members are expected to cooperate in all programs, reviews, and studies directed toward evaluation.
4.7.2.1 Evaluation timetable and specifications of uses for each evaluation
-An initial review before the end of the second year of service for assistance, encouragement, and
planning
-An intermediate review during the fourth year of service, for continued faculty growth and for
correction of any deficiencies perceived
-A periodic review every 5 years for formative purposes
-A promotion review along with any application for promotion
This timetable occasionally will call for an evaluation to be conducted in a year immediately following an evaluation. In such cases vita, self-evaluation, and the library director's evaluation should be updated appropriately. The peer evaluation may be redone or updated if the library faculty member desires.
Completion of the evaluation is required to maintain eligibility for faculty development funds and departmental funding for professional memberships and travel.
4.7.2.2 Evaluation procedures
The following procedures make the evaluation process systematic and accountable to the faculty. By providing checks and balances, the procedures ensure adequate information is available to administrators and fellow faculty members when making decisions. To the extent that evaluation relates to stated expectancies rather than hearsay, it can legitimately serve as the basis for promotion decisions as well as for planned development activities.
4.7.2.2.1 Collection of data
The collection of the data for library faculty preparing evaluations for promotion shall be the shared responsibility of the faculty member involved, the library director, and a representative of the Rank and Tenure Committee. The collection of data for library faculty preparing formative evaluations shall be the shared responsibility of the faculty member involved and the library director.
Data to be used in each evaluation process include:
-current vita
-peer evaluation
-the library faculty member's self-evaluation
-the library director's evaluation
Each of these is discussed in detail below.
4.7.2.2.1.1 Vita
The vita shall be prepared so that the individual's accomplishments since joining the faculty or since the last evaluation (whichever is more recent) can be easily identified.
4.7.2.2.1.2 Faculty peer evaluation
The individual who is to conduct the peer evaluation shall be selected from those faculty members with the rank of assistant professor, associate professor, or professor. The person being evaluated shall make the selection in consultation with the library director and the associate dean. First choice would be someone within the library. If that is inappropriate, an individual from another department may be selected. In some instances the peer evaluator may be selected from outside the institution.
The peer evaluator is responsible for observation of professional library work; interviews with colleagues, especially those within the library; interviews with the faculty member; and classroom visits, if appropriate. The evaluator is to submit the evaluation to the library director after sharing and discussing it with the faculty member.
Points to be considered in the evaluation include:
-integration of faith and learning in all areas of responsibility
-ability to communicate principles of information literacy to students
-use of information resources in various formats
-preparation and organization of library research sessions (if applicable)
-attitude toward students, colleagues, and the college
-and those items from 4.9.2.1.4 below as assigned by the library director
4.7.2.2.1.3 Library faculty self-evaluation
The library faculty member is expected to write a careful self-evaluation utilizing Information available from peer evaluation and addressing the categories of assessment listed in this Handbook regarding library appointment and promotion (4.4.2).
4.7.2.2.1.4 Library director's evaluation
Using as a basis for consideration the library faculty member's self-evaluation, the peer evaluation, discussions with colleagues, and discussions with the faculty member being evaluated, the library director shall prepare a report noting:
-particular strengths and weaknesses of the library faculty member
-the compatibility of the faculty member's capabilities, training, and interests with the needs and
goals of the library
-the cooperativeness of the faculty member in assuming professional responsibilities and in
relations with colleagues
-attitude toward students, colleagues, and the college
-flexibility and desire for academic growth
-spiritual maturity
In addition, the library director shall be responsible for making sure that the following matters are covered in either the peer evaluation or the library director’s evaluation:
-professional competence including knowledge of librarianship and its relation to other fields and
currentness in librarianship
-professional performance including evidence of effective accomplishments, communication
skills, organization and prioritization, and classroom or lecture style, if applicable
-professional relationships and participation including communication with colleagues and
attendance at professional meetings and seminars
-material written by the library faculty member. Examples include a recent article, a paper
preesented at a conference, or the written form of a presentation, position paper, proposal, or
manual. The written material shall be evaluated for evidence of scholarship, professional
competence, and style.
When the library director is to be evaluated, the academic dean or associate shall suggest a department chair from another department to prepare this document and to fulfill the role of library director throughout the proceedings.
4.7.2.2.2 Utilization of data
When the evaluation is a part of promotion consideration, the Rank and Tenure Committee will have access to the above data. In all cases the following procedures will be followed.
4.7.2.2.2.1 Evaluation review
After the data are complete and the library faculty member has reviewed the library director's evaluation, the library director will then discuss the results with the faculty member. The goal of the conference shall be to identify current strengths and weaknesses and to determine a course of action appropriate to individual and institutional needs. In some cases this may mean accepting weaknesses and concentrating on maximizing strengths. In other cases it may mean concentrating on correcting weaknesses. In every case ambiguity should be avoided and clear determinations of developmental plans or likely future actions should be made.
4.7.2.2.2.2 Library faculty member's response
If in agreement with the library director's evaluation, the library faculty member shall co-sign it, and it shall be delivered to the academic dean and one copy shall be placed in the faculty member's personnel file.
Should the library faculty member not be in agreement with the library director's evaluation, the library faculty member shall express the substance of that disagreement in writing. Both documents shall then be submitted to the academic dean who may schedule a conference with the library director and the library faculty member before placing them in the faculty member's personnel file.
4.7.2.2.2.3 Dean's response
Upon receipt of the library director's evaluation—and the library faculty member's response, if one was written—the academic dean may choose to meet with the faculty member to schedule action on recommendations. In every case, the evaluation will be acknowledged by the academic dean and any responses from the academic dean shall be communicated to the faculty member in writing and placed in the library faculty member's personnel file.
(revised October 1998; renumbered 04/04)
4.8 Promotion: Standards, Timetables, and Procedures
Like most colleges and universities, Houghton College differentiates among faculty members via the assignment of various ranks. These are intended to mark and reward the growth and maturation that is desired of all faculty members.
Definition of terms
-Experience
-Full‑time college or university teaching experience, or
-Full‑time teaching experience other than on the college or university level, figured at one‑half rate, or
-Related professional experience, subject to the discretion of and evaluation by the Rank and Tenure
Committee, or
-Any combination of these
-Degrees. The terms "master's degree" and "doctor's degree" refer to earned degrees granted by an accredited university or the equivalent within the discipline of assigned teaching responsibility. Occasionally, an individual's experience, attainment, recognition, or specialized training may be considered equivalent to the doctor's degree. Such factors will be considered by the Rank and Tenure Committee. The Rank and Tenure Committee will also determine whether a degree other than an earned doctorate is to be designated "an appropriate terminal degree." The relevant Department chair will be utilized by the Rank and Tenure Committee as a resource person in making these judgments.
4.8.1 Standards for Assignment to Rank or Promotion in Rank of Teaching Faculty
4.8.1.1 Instructor
-Disciplinary competence: Master's degree or equivalent professional education and experience related
to the teaching specialty
-Teaching effectiveness: Ability to teach.
- Scholarship: Ability to do scholarly work.
-Contribution to the College: Commitment to meeting the academic and spiritual goals of the college
community
-Community service: Commitment to serving the community at large
-Faith integration: Awareness of the implications of Christian faith for scholarship
4.8.1.2 Assistant professor
-Disciplinary competence: One of the following:
*Earned doctor's degree
*Other appropriate terminal degree
*Master's degree and one academic year of additional graduate study
*Master's degree and three years of experience
-Teaching effectiveness: Effectiveness as a teacher
-Scholarship: Evidence of scholarly work, interest in professional activities, and professional promise
-Contribution to the College: Commitment to meeting the academic and spiritual goals of the college
community
-Community service: Commitment to serving the community at large
-Faith integration: Reflection on the implications of Christian faith for scholarship
4.8.1.3 Associate Professor
-Disciplinary competence: One of the following:
*Earned doctor's degree and seven years of experience at assistant professor level
*Appropriate terminal degree and seven years of experience as assistant professor level
*Master's degree with either advanced graduate study or equivalent experience, and with nine years
of experience at assistant professor level
-Teaching effectiveness: Excellence as a teacher
-Scholarship: Evidence of research, scholarly or professional attainment, and participation in
professional activities
-Contribution to the College: Consistent contribution to meeting the academic and spiritual goals of the
college community
-Community service: Consistent contribution to serving the community at large
-Faith integration: Continuing reflection on the implications of Christian faith for scholarship
4.8.1.4 Professor
-Disciplinary competence: One of the following
*Earned doctor's degree and six years of experience at the associate professor level
*Appropriate terminal degree and six years of experience at the associate professor level
*In exceptional circumstances, a master's degree with advanced graduate study and appropriate
experience
-Teaching effectiveness: Recognized maturity and excellence as a teacher
-Scholarship: Continued evidence of research, scholarly or professional attainment, and participation in professional activities
-Contribution to the College: Consistent contribution to meeting the academic and spiritual goals of the college community
-Community service: Consistent contribution to serving the community at large
-Faith integration: Mature reflection on the implications of Christian faith for scholarship
4.8.2 Library faculty
The criteria for appointment and promotion for the faculty librarians at Houghton College are enumerated in outline form below by levels. These consist of both performance and educational components.
4.8.2.1 Librarian level one (Instructor equivalent)
-Disciplinary competence: One of the following: