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]

4.2 Faculty membership

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

4.3 Hiring procedures

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

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:

*Master's degree in library science or information science

*Equivalent professional education and experience related to the library profession

-Effective performance: Professional ability

-Scholarship and Professional Attainment: Scholarly ability

-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

4.8.2.2 Librarian level two (Assistant professor equivalent)

-Disciplinary competence: Master's degree in library science or information science and one of the

following:

*One academic year of additional graduate study

*Three years of experience

*An additional graduate degree (second master's degree, Certificate of Advanced Study (CAS), or

earned doctor's degree)

-Effective performance: Effectiveness as a librarian

-Scholarship and Professional Attainment: 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

4.8.2.3 Librarian level three (Associate professor equivalent)

-Disciplinary competence: Master's in library science or information science and one of the following:

*Nine years of experience at librarian level two

*Five years experience at librarian level two and additional graduate degree (second master's

degree, Certificate of Advanced Study (CAS) or earned doctor's degree)

-Effective performance: Excellence as a librarian

-Scholarship and Professional Attainment: 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

4.8.2.4 Librarian level four (Professor equivalent)

-Disciplinary competence: Master's degree in library science or information science and one of the

following:

*Six years experience at librarian level three and additional graduate degree (second master's

degree, Certificate of Advanced Study (CAS), or earned doctor's degree)

*In exceptional circumstances, a Master's of library science degree with advance graduate study

and appropriate experience

-Effective performance: Recognized maturity and excellence as a librarian

-Scholarship and Professional Attainment: 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

4.8.3 Student life faculty

4.8.3.1 Level one (Instructor equivalent)

-Disciplinary competence: Master's degree or equivalent, professional preparation, and experience

related to the Student Life specialty

-Educational Effectiveness: Ability to perform Student Life work in a higher-education setting

-Professional Attainment and Scholarship: [no expectation on this criterion]

-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

4.8.3.2 Level two (Assistant professor equivalent)

-Disciplinary competence: One of the following:

*Earned doctoral degree or appropriate terminal degree

*Master's degree and one academic year of additional study

*Master's degree and three years of experience

-Educational Effectiveness: Effectiveness as a Student Life educator

-Professional Attainment and Scholarship: Evidence of administrative competence, 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

4.8.3.3 Level three (Associate professor equivalent)

-Disciplinary competence: One of the following:

*Earned doctoral degree and five years of experience at level two

*Appropriate terminal degree and five years of experience at level two

*Master's degree, advanced graduate study or equivalent experience, and nine years of experience

at level two

-Educational Effectiveness: Excellence as a Student Life educator

-Professional Attainment and Scholarship: Evidence of research, administrative work in depth,

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

4.8.3.4 Level four (Professor equivalent)

-Disciplinary competence: One of the following:

*Earned doctoral degree and six years of experience at level three

*Appropriate terminal degree and six years of experience at level three

*In exceptional circumstances, a master's degree with advanced graduate study and appropriate

experience

-Educational effectiveness: Recognized maturity and excellence as a Student Life administrator/

educator

-Professional Attainment and Scholarship: Continued evidence of research, administrative work in

depth, 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

4.8.4 Promotions

Applications for promotion will be considered by the Rank and Tenure Committee under protocols located in 4.6 of the Faculty Handbook. When the candidate is a member of the library or Student Life faculty, the Director of Learning Resources or the Vice President for Student Life shall serve the Rank and Tenure Committee in the same manner as the department chairs do for teaching faculty.

[Most recent revision: 10-97]

4.8.5 Promotion Procedures

4.8.5.1 General Process

The Academic Dean shall publish on the web a schedule by which faculty members become eligible to apply for a promotion.

A faculty member may initiate a review and consideration by the Rank and Tenure Committee by filing an application with the Academic Dean and submitting all necessary materials prior to October 15. Application forms are available from the office of the Academic Dean.

Applications for promotion to associate professor will be accepted from a tenure-track faculty member only during those years in which an intermediate tenure review or final tenure review is scheduled, following the appropriate timetable as specified in 4.9.1.5.

The Rank and Tenure Committee will review annually faculty members who apply for promotion. Committee recommendations will be given in writing to the Academic Dean before the winter meeting of the Board of Trustees.

Recommendations for promotion will be based on the criteria found in section 4.4.1.

A faculty member shall be informed by the Academic Dean about the Rank and Tenure Committee's recommendation on a requested promotion soon after the committee action is taken.

The faculty member shall be informed by the Academic Dean about the action of the Board of Trustees soon after the Board meeting.

4.8.5.2 Rank and tenure committee process

The members of the Rank and Tenure Committee will review all of the evaluation documents: curriculum vita, course evaluations (those portions on file in the dean's office, see section 4.6.1.2.2), peer evaluation, self-evaluation, and department chair evaluation.

The Rank and Tenure Committee will be free to collect additional information by conducting interviews with the candidate, department chair, faculty peers and/or students.

The department chair (or the one serving in that capacity when the candidate is a department chair) shall attend and participate in initial committee deliberations, but shall not be present for the final deliberations and committee decision.

The candidate shall be invited to appear before the committee, but there shall be no presumption that he or she should appear for the application to be successful. The candidate may request the presence of the department chair during this committee appearance. The committee may make known to the candidate a desire to speak to the candidate in the absence of the department chair, but the candidate may accede to or deny that request without prejudice.

The committee shall communicate in writing to the candidate those concerns uncovered by the committee which had not previously been identified in the evaluation documents. The candidate may respond to any such "new" issues either in writing—if he or she does not plan on appearing before the committee—or in the committee interview.

[Most recent revision: 10-97]

4.8.5.3 Evaluation timetable and specification 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 consideration of tenure progress and

correction of any deficiencies perceived

- A Final Tenure review preliminary to the tenure decision

Previous experience as defined in the tenure section (4.9) permits exceptions to the initial and intermediate reviews above. These should be specified by the academic dean at the time of the initial hire.

- A Promotion review along with any application for promotion

- A Post-tenure review every seven years for formative purposes

This timetable occasionally will call for an evaluation to be conducted in a year immediately following an evaluation. In such cases new course evaluations shall be done and the vita, self-evaluation, and department chair's evaluation should be updated appropriately. The peer evaluation may be redone or updated if the faculty member desires.

Completion of the evaluation is required to maintain eligibility for sabbatical leaves, faculty development funds, and departmental funding for professional memberships and travel.

4.9 Tenure

4.9.1 Policies on tenure

4.9.1.1 Definition

Tenure is the right of a faculty member to be re‑employed for successive contractual periods unless such service is terminated under conditions and for demonstrated cause as specified in 4.9.4.1. Tenure is a mutual covenant between the college and the faculty member. For the college it represents a long‑term commitment which aims to protect academic freedom. For the faculty member, tenure is an ongoing commitment to the mission of the college and the maintenance of quality educational instruction.

4.9.1.2 Purpose

The basic purpose of tenure is to protect the individual faculty member from unwarranted violation of academic freedom as specified in the Faculty Handbook (1‑8) and to provide a measure of security in carrying out professional responsibilities. In addition, a tenure policy assists the college in attracting and retaining qualified faculty.

4.9.1.3 Probationary and tenure status

Probationary status is assigned to all tenure track faculty who have not yet achieved tenure. Employment of teaching faculty holding probationary status will be by contract renewed on an annual basis at the discretion of the institution.

Tenure status is granted to those eligible faculty who meet the tenure criteria and whose recommendation by the Rank and Tenure Committee and the president is approved by the Board of Trustees.

4.9.1.4 Eligibility

Tenure is reserved for teaching faculty members who are employed full time by the college (except under exceptional circumstances noted below) and who perform academic assignments (teaching or academic research) for at least 75 percent of their load. The 75 percent requirement must be maintained (with minor variances at the discretion of the academic dean) throughout the probationary period. Years of service which do not meet this requirement do not count toward tenure nor do years of service at the rank of instructor.

At the discretion of the College, tenure eligibility may be extended to include faculty members who are employed by the College on a part-time basis, but no less than 75 percent of a full-time position, and who teach at least 75 percent of a full-time load. Such part-time faculty perform the entire range of activities expected of full-time faculty, including teaching, advising of students, committee participation, and professional development. They receive the benefit of regular professional evaluation in the same manner as full-time faculty. They have voice and vote within their department and in faculty meeting. Part-time tenure eligibility is subject to the following additional conditions:

1. Qualifications and procedures for appointment are the same as those specified for full-time faculty.

2. Procedures and criteria for tenure and promotion are the same as those specified for full-time faculty, though applied proportionately in the areas of scholarship, service to the College, and service to the community.

3. Eligibility for tenure and sabbatical leave are the same as those specified for full-time faculty.

4. Salary and fringe benefits based on salary are proportionate to the level of appointment, relative to a full-time load.

5. Faculty holding part-time tenure-eligible positions may apply for full-time openings for which they are qualified. Credit toward tenure and sabbatical leave carry over should they receive a full-time appointment.

6. Tenure for a part-time faculty member commits the College to a continuing appointment on the same part-time basis. Additional teaching responsibilities may be mutually agreed to on a year-to-year basis. A part-time position held by a tenure-eligible or tenured faculty member may be converted to a full-time position by mutual agreement between the faculty member and the College.

7. The procedures for termination of part-time tenured faculty members shall be the same as those for full-time tenured faculty members.

8. The above conditions shall also apply to the appointment of two part-time persons, each of whom teaches at least 75 percent of a full-time load and who share at least a 1.5 load.

9. The requirement of no less than 75 percent employment and load may be relaxed, at the discretion of the College, to no less than two-thirds employment and load if the relevant academic load is not configured so that a 75 percent load is feasible. Two faculty members who share such a position would carry a combined load of at least 1.33.

10. Part-time tenure-eligible positions are to be created only in exceptional circumstances, when neither full-time, tenure-eligible positions nor part-time positions not eligible for tenure suffice to serve the best interests of the College.

11. In the event of the application of this policy, the Chief Academic Officer will report the same to the Rank/Tenure Committee in a timely fashion. (February 24, 2005)

4.9.1.5 Date of tenure

The normal probationary period is seven years of tenure‑eligible teaching service at Houghton College. Therefore, Rank and Tenure Committee consideration of tenure will occur during the seventh year of service, with tenure recommendations acted upon by the Board of Trustees no later than the winter meeting of that year. The first contract which may carry the benefits of tenure status will be for the eighth year of service at Houghton College.

When a faculty member has at least three years of full‑time faculty employment at another institution at the rank of assistant professor or higher, the probationary period at Houghton is reduced to six years. In these cases, Rank and Tenure Committee and Board of Trustees consideration for tenure would occur during the sixth year of service, and the first contract with tenure provisions would be for the seventh year of teaching.

When a faculty member has attained tenure or its comparable status as a full‑time faculty member at another accredited four‑year institution of higher learning, the probationary period at Houghton is reduced to four years. In these cases Rank and Tenure Committee and Board of Trustees consideration for tenure would occur during the fourth year of service and the first contract with tenure provisions would be for the fifth year of teaching.

The following timetables will normally be identified at the time of initial appointment:

Normal timetable:

Year 2 - Initial review (departmental only)

4 - Intermediate review (department, fall; R&T Committee, spring)

6 - Final tenure review (department, spring)

7 - R&T Committee consideration, fall; Board of Trustees action, winter meeting

8 - First possible tenured contract

Faculty with at least three years service elsewhere at Assistant Professor or higher:

Year 2 - Initial review (department only)

4 - Intermediate review (department, fall; R&T Committee, spring)
5 - Final tenure review (department, spring)

6 - R&T Committee consideration, fall; Board of Trustees action, winter meeting

7 - First possible tenured contract

Faculty who have been tenured elsewhere:

Year 2 - Intermediate review (department, fall; R&T Committee, spring)

3 - Final tenure review (department, spring)

4 - R&T Committee consideration, fall; Board of Trustees action, winter meeting

5 - First possible tenured contract

4.9.1.6 Limitations on tenure

Tenure is granted within the parameters of the signed statements in the Application for Faculty Position at the time of initial employment at Houghton College. Violations of these statements are not protected by academic freedom or tenure.

Tenure is not based simply on years of service. Tenure is to be awarded only when it is obviously warranted after careful evaluation. he procedures specified in this policy are for guidance, and violation or amendment of them by the College or any participant in the tenure process does not confer a “right” to, or presumption in favor of, granting tenure.

A faculty member who is appointed to an administrative position will not have tenure in that administrative role; neither will a faculty member lose previously granted tenure by reason of appointment to an administrative position.

Faculty are not required to accept tenure if the concept is personally unacceptable. However, this does not negate the Rank and Tenure Committee's obligation to review the faculty member. The faculty member must meet all the standards required of tenured faculty in order to receive additional contracts beyond the probationary period. In this case, appointment will be on a year‑by‑year basis.

4.9.2 Procedures for advancement to tenure

4.9.2.1 Qualifications for tenure

The criteria describing the professional qualifications expected of all persons seeking tenure are specified in 4.4.1. Acceptable performance on each criterion is required, but it is not a guarantee of tenure. In addition to these qualifications the institution must consider immediate needs and long‑range objectives in granting tenure. Professional competence in itself does not require the institution to grant tenure. Tenure is granted within an academic discipline as identified by the faculty member's title.

4.9.2.1.2 Demonstrated Application of Christian Scholarship

As part of the final tenure review, tenure candidates will submit to the Rank and Tenure Committee a piece of integrative scholarly work which demonstrates both disciplinary expertise and the ability to utilize that expertise in a manner recognizable as Christian scholarship. (Most frequently, this will be in the form of a paper, which may—but need not be written specifically for this purpose. It also might take the form of an exhibition, performance—or representation thereof—poetry, essay, short story, etc. as appropriate to one’s discipline.)

4.9.2.2 Notice of Disciplinary competence

The Academic Dean will make sure that any faculty member who is granted an initial tenure-track contract is made aware in writing of whether or not his or her current degree is sufficient for meeting this criterion. (cf. 4.4.2) When an initial tenure-track contract is granted to someone who does not have the appropriate terminal degree in hand, the Academic Dean will give that individual a written assessment of whether or not he or she already meets this criterion in the absence of the degree, having consulted with the department chair, Rank and Tenure Committee, and President, as appropriate and needed.

4.9.2.3 General procedures

The procedures for the tenure evaluation are outlined in the Faculty Handbook (4.6). The department chairs and the academic dean are responsible for coordinating faculty evaluation efforts.

The faculty evaluation summary of the intermediate review shall be submitted to the Rank and Tenure Committee for their comment. After the review the committee shall prepare a letter to the faculty member commending his/her strengths and listing areas in need of improvement. However, failure of the Rank and Tenure Committee to list an item does not preclude it from consideration in subsequent tenure deliberations. A copy of the letter shall also be placed in the personnel file of the faculty member.

In the year of the final tenure review the department chair will submit, as part of the evaluation described in the Faculty Handbook 4.6.1.1.5, a written recommendation for the faculty member seeking tenure. This recommendation should address the evaluative criteria specified in 4.4.1. Deadline for this evaluation and recommendation will be at the end of the spring semester (and must be on file with the academic dean no later than the beginning of the following fall semester).

When a department chair applies for tenure, the dean shall name a chair from another department or the associate dean to prepare and present the written evaluation of the tenure candidate.

The Rank and Tenure Committee will be free to collect additional information by conducting interviews with the candidate, department chair, faculty peers and/or students.

The department chair (or the one serving in that capacity when the candidate is a department chair) shall attend and participate in initial committee deliberations, and shall be present for the final deliberations and committee decision. (Note: This is intentionally different from the parallel paragraph in 4.8.5.2)

After completion of the committee's deliberation a secret ballot vote will be taken. If new information relevant to a tenure decision surfaces after the tenure candidate has been interviewed by the Rank and Tenure Committee, the candidate will be asked to return for further discussion before a vote is taken.

The Rank and Tenure Committee may recommend tenure, deferral of the tenure decision, or denial of tenure. The tenure decision may be deferred at most twice, each time for one year.

The Rank and Tenure Committee is considered to have recommended tenure only when at least two thirds of the committee members have voted for such a recommendation. After the committee has voted, the Academic Dean will submit the results of that vote, along with any support or challenge the Dean may choose to add, to the president at least 15 days prior to the winter meeting of the Board of Trustees. The president may add his own recommendation regarding the final disposition of the case, and submit the results to the Board of Trustees at their winter meeting.

The academic dean will inform a faculty member of the decision of the trustees in a manner similar to that called for in [4.19] of the Faculty Handbook.

If new information arises after the Rank and Tenure Committee has voted, it shall be reported to the president or academic dean. They may confer with the department chair and chair of the Trustees' Academic Affairs Committee. If they determine that the new information is so material and relevant as to affect the decision‑making process, they shall refer the matter back to the Rank and Tenure Committee. The committee may investigate the new information as it determines necessary (including interviewing the candidate, consistent with maintaining confidentiality) and then shall conduct another secret ballot vote. If the initial decision is overturned, the new results shall be submitted to the president and the Board of Trustees, not later than the next scheduled meeting.

If the president and academic dean determine that the new information does not merit referral to Rank and Tenure, such information shall be reported to the Trustees' Academic Affairs Committee, which may also recommend that the matter be referred back to Rank and Tenure.

(renumbered 04/04)

4.9.2.4 Confidentiality of tenure deliberations and decisions

College policy (4.4 and 4.9.2.2 above) requires that thorough evaluations, freely disclosed to the applicant, have occurred prior to the beginning of the review of a tenure application by the Rank and Tenure Committee. Except as otherwise stated in the Tenure Policy, the tenure review process from the beginning of the review by the Rank and Tenure Committee until a decision is reached by the Board of Trustees is expected to be entirely confidential. When the Board of Trustees reaches its decision, only the decision itself will be communicated to the candidate by the Academic Dean.

More precisely, once the Rank and Tenure Committee begins its review, all discussions, recommendations, and votes of that committee, the academic dean, the president, the Academic Affairs Subcommittee of the Board of Trustees and the Board itself are confidential, and all these persons, by their participation, indicate their acceptance of this responsibility to maintain this confidentiality.

If others are brought into the process (e.g., a member of the Rank and Tenure Committee seeks information from a faculty colleague) those discussions are to remain confidential as well. In such cases, the person brought into the process must be given prior notice that the discussion concerns tenure deliberations and are expected to remain confidential. Thereafter, by consenting to participate, he or she accepts responsibility to maintain confidentiality.

Participants are expected to protect confidentiality and to conduct deliberations in a manner worthy of protection. Participants (both on the Rank and Tenure Committee and the Board of Trustees) are to hold one another responsible to exercise wisdom in judging the case using the criteria specified in section 4.9.2.1. Confidentiality must not be used to permit participants to vote only according to their own biases and personal ideologies.

The central purpose of confidentiality in these proceedings is to promote the interests of the institution and those it serves by contributing to quality tenure decisions. The principle of confidentiality strives to encourage forthrightness and courageous decision while avoiding rumor and slander. It should never be used as an excuse or shield for introducing unsubstantiated charges. Participants in the process are responsible to ensure that the shield of confidentiality is not misused.

This duty of confidentiality exists whether the decision is to grant or deny tenure, and continues after the decision has been concluded. Candidates for tenure should not expect disclosure of tenure deliberations or documents.

If the Board of Trustees or its Executive Committee determine that special circumstances exist to justify a relaxation of this rule in a particular case, the Board or its Executive Committee shall determine the extent to which any disclosure of its deliberations may be made, and who shall make any statement deemed necessary, provided, however, that the decision to make a disclosure shall not waive confidentiality with respect to matters the Board or its Executive Committee have determined shall not be disclosed. The Board shall not release information concerning the deliberations of the Rank and Tenure Committee nor information solicited in confidence from others without their consent.

If a decision to deny tenure was due to financial exigency of the institution, discontinuation or reduction of an academic program, or some other factor of purely institutional need or concern not related to the qualifications of the candidate for tenure, the Board of Trustees may direct the president to communicate this reason or these reasons directly to the faculty member and in any letters of recommendation on behalf of the candidate, without the aforementioned limitations of confidentiality.

4.9.2.5 Procedure when the tenure decision is deferred

In those exceptional cases where the tenure decision is deferred, the academic dean will communicate this action and its reasons to the faculty member as soon as possible, and prior to public announcements of tenure decisions.

4.9.2.6 Procedures when tenure is denied

In cases where tenure is denied, the academic dean will communicate this decision to the faculty member as soon as possible, and prior to public announcements of tenure decisions. In such cases the faculty member's employment with the college will terminate at the end of the current contract year. The college may offer an annual contract for a temporary non‑tenurable position to a faculty member who has been denied tenure while the institution is actively seeking to fill a teaching vacancy. Under no circumstances shall such a contract be issued for more than two years.

4.9.2.7 Requests for reconsideration

In cases where tenure is denied, the faculty member may request that the trustees' decision be reconsidered. Such a request must be delivered in writing to the president or chair of the Board of Trustees within 30 days after the faculty member receives notice of the decision of the Board of Trustees.

If such a request is made, then a Special Review Committee of the Board shall be convened, either prior to or in conjunction with the next regular meeting of the Board, to review the request for reconsideration. The Special Review Committee shall be composed of the chair and secretary of the Board, the chairs of the standing committees of the Board, and two tenured faculty, appointed by the Board chair from among three nominees elected by the faculty in a previously announced open session.

Faculty members on the Special Review Committee shall not belong to the same department as the individual requesting reconsideration. The Committee may, in its discretion, request the presence of the president, academic dean, or both, as resource persons for such time as the Committee deems appropriate.

The chair shall give notice to the college community of the time and place of the meeting, and indicate that persons wishing to be heard (or representatives thereof, in the interests of time) should advise the chair. The committee shall, upon reviewing the list of persons desiring to be heard, determine how much time to allot to each, provided, however, that the faculty member shall be allocated at least one hour, for personal use or use by such other faculty as the faculty member may select. Presentations may be either written or oral or both, provided that written materials should be submitted at least a week in advance of the meeting, to enable members to review these.

The committee's function shall be

(1) To determine whether, in its collective opinion upon hearing the various presentations, the Board's action not to grant tenure was the result of adequate information and consideration in terms of the relevant standards of the college; and

(2) To recommend to the Board either that its prior decision should be reconsidered, or should not be reconsidered (i.e. should be sustained).

In so doing, the committee should not substitute its judgment on the merits for that of the Board at large; rather, its purpose is to ascertain that the Board's decision was not the result of procedural irregularities of a material nature, or misinformation about the candidate or applicable standards of the college.

At the conclusion of the presentations, the committee shall deliberate, and report its findings and recommendation(s) to the full board in executive session, and the board shall discuss the same and vote either to reconsider or sustain (i.e. not reconsider) its previous action.

If the board votes to reconsider, it shall then at the same board meeting in executive session decide what measures are necessary to remedy the process in this particular case and determine a date for a final decision. This decision will be reached by further discussion of the faculty member's qualifications for tenure followed by a second vote on granting that tenure. This should be as soon as possible, even during the same meeting if the defects in the process can be remedied that quickly.

These decisions of the Board shall be communicated to the faculty member and the college constituency in accordance with faculty policy concerning Notification of Changes of Position or Responsibilities (4.19).

In keeping with the college policy of the confidentiality of tenure proceedings, proceedings and recommendations of the committee shall be maintained as confidential. Faculty serving on the committee thereby assume obligations of confidentiality similar to those of other participants in the tenure review process.

The faculty member may not request that the committee reveal statements or evaluations made by others, their identity, or the content of deliberations of the board, except as the board may have authorized, and a decision by the board to issue a short summary statement of reasons shall not require the Board or Committee to reveal further information.

Initiating this appeal procedure does not thereby extend the faculty member's contract. Thus, if an initial decision not to grant tenure is made in the fall, the faculty member requests reconsideration, and this is subsequently denied, the faculty member's contract extends only through May (subject to the provisions permitting the college to offer up to two [2] additional years of contract while searching for a replacement). During any request for reconsideration or any special circumstances relating to tenure decision, the candidate will remain in probationary status.

4.9.3 Change in discipline in which tenure is granted

In exceptional cases the college and a tenured faculty member may mutually agree that the faculty member has the requisite competence, and should be permitted, to teach outside the discipline in which he or she is tenured.

So long as

(a) at least one‑half the person's teaching load remains in the discipline in which he or she is tenured; and

(b) the academic department (which houses the courses to be taught which are not within the person's own discipline) approves,

a contract may be issued, subject to mutual agreement of the college and faculty member, without affecting the person's tenure status.

Whenever more than one‑half the person's teaching load would be outside the discipline in which tenured, a change in position title is required, reflecting that the person's tenure has been changed to the new discipline. Such a change in title cannot occur, however, until recommended by:

the chair of the department which houses the new discipline after consultation with tenured faculty in that department;

the Rank and Tenure Committee;

the academic dean; and

the president;

then approved by the Board of Trustees.

In making these recommendations and granting these approvals, the factors set forth in section 4.9.2.1, Qualifications for Tenure, shall be considered.

4.9.4 Policies relating to termination of tenure

4.9.4.1 Causes for termination

Tenure can be terminated by the college only by action of the Board of Trustees for certain specific reasons, namely:

1. failure to adhere to the commitments stated in the Application for Faculty Position at Houghton College

2. moral delinquency or conviction of a felony

3. deliberate breach of the signed contract with the college

4. prolonged physical or mental incapacity

5. engaging in any practice demonstrably detrimental to the goals and purposes of the institution

6. professional incompetence in which the faculty member repeatedly falls below the expected performance level for ability as a teacher as cited in the Criteria for Faculty Evaluation (4.4).

7. persistent negligence in the performance of faculty responsibilities (as judged against the criteria in the Faculty Handbook)

8. financial exigency of the institution

9. discontinuation or reduction of an academic program due to financial exigency or sustained decline of student enrollment within that program. Circumstances justifying action for this cause shall be determined by the Board of Trustees. After tenure has been revoked under this sub-section, the college will:

‑ provide a contract for the academic year following the year in which revocation of tenure occurs. The position, however, may, at the college's option, differ from that previously held.

‑ make a reasonable effort to place the faculty member in another vacant position at the college (subject to approval of the appropriate academic department, if another faculty position is sought). A faculty member who is subsequently offered a faculty position in a discipline different from that in which he or she was tenured, will be subject to the tenure review process in the new position and in the same manner as other untenured probationary faculty.

‑ aid the person in seeking other employment, if such aid is requested.

- agree not to fill the position with a replacement within three years, without first offering it to the person whose tenure was revoked.

4.9.4.2 Procedure for termination of tenure for cause

Tenure may be terminated for the reasons specified in 4.9.4.1 by the Board of Trustees upon recommendation of the president after review and hearing by the Rank and Tenure Committee.

The president, academic dean, and department chair shall confer before initiating proceedings which could lead to terminating tenure. If such proceedings seem warranted, the president shall send a letter to the Rank and Tenure Committee requesting that proceedings be initiated to revoke tenure. The reasons supporting the request shall be included in the letter and a copy shall be sent to the individual involved.

After consultation with the Rank and Tenure Committee, the dean shall set a convenient date for a hearing before the Rank and Tenure Committee. Said hearing shall be held within 30 days from the date of the notice. The dean shall notify all parties involved at least 15 days in advance of the time and place of the hearing.

The hearing shall be conducted by the Rank and Tenure Committee after diligent effort has been made to secure full attendance of this committee.

Formal rules of evidence do not apply to these proceedings. However, the individual faculty member involved shall be afforded a full and fair opportunity to present evidence or information for consideration by the Committee. Statements shall be taken from the academic dean, department chair, and other interested parties. The faculty member involved shall have the privilege of being accompanied by a faculty colleague and may question the evidence and statements offered in these proceedings. A record of the proceeding shall be preserved in the academic dean's office.

After the conclusion of the hearing, the Rank and Tenure Committee shall vote on a recommendation to the president. A copy of the committee's recommendation together with the recommendation of the academic dean citing reasons therefore and a record of the proceedings shall be sent to the president and made available to the faculty member involved.

The president shall make a written recommendation to the Board or Executive Committee of the Board as soon as practical or at least by the time of the next scheduled board meeting. The Board shall give notification of its decision to the faculty member involved within 60 days of receipt of the recommendation of the Rank and Tenure Committee.

4.9.4.3 Duration of employment after revocation of tenure

If tenure is revoked or terminated for causes 4.9.4.1, numbers 1‑4, employment shall cease immediately.

If tenure is revoked or terminated for causes 4.9.4.1, numbers 5‑8, and revocation occurs before December 1, employment in that position shall cease at the end of the current academic year; if after December 1, at the end of the next succeeding academic year.

If tenure is revoked under Section 4.9.4.1, number 9, employment shall cease at the end of the next succeeding academic year (unless the faculty member is offered employment in another position under that section).

4.9.4.4 Resignation by a tenured faculty member

Tenure is also terminated at the effective date of a faculty member's resignation. A letter of resignation should be sent to the president as soon as such a decision is reached. Ideally, since new faculty must be hired and teaching assignments made for the coming year, the letter of resignation should be submitted by December 1.

Recommendations and assistance may be provided for a faculty member leaving Houghton. Requests for such help should be made at the office of the academic dean. The Career Center will serve faculty members without charge.

[Most recent revision: 10-97. Applies immediately to all faculty with the exception of the requiremnt in 4.7.2.1.3 above for a piece of integrative scholarly work. That requirement applies only to faculty hired after 10-97. Renumbered 04/04.]

4.10 Contracts

Contracts are issued by the office of the president on or about March 1, upon authority of the Board of Trustees. A response is expected within thirty days unless a limited extension has been granted by the president. All requests for an extension should be submitted to the president's office prior to the contract deadline. (See Item 4.9.4.4, Resignation by a tenured faculty member, and Item 4.20, Resignation and Termination.)

4.11 Salary grid

(See annual salary chart published on the web via a link on the Academic Dean’s Homepage :

http://campus.houghton.edu/offices/acad_dean/acad_dean_top.htm for current dollar amounts.)

Salary adjustments that are to be made upon the obtaining of graduate degrees are handled as follows:

1. An official statement is submitted by the faculty member from the appropriate university officer which certifies that all requirements have been met. This is accepted as satisfactory evidence of the graduate degree.

2. The salary adjustment is made on a pro rata basis on the first pay date after the beginning of the succeeding semester.

4.12 Outside employment

Teaching at Houghton College is a full‑time responsibility. Houghton teachers, in harmony with their professional positions, are encouraged to undertake such professional activities as lecturing, writing of books and articles, and concert engagements. However, the potential exists of having outside commitments impinging unfavorably on Houghton responsibilities.

As a check upon outside work commitments, full‑time teachers have not been permitted to engage in any outside employment that takes them away from the campus more than the equivalent of one day out of a five‑day week.

4.13 Faculty development

The purpose of faculty development activities shall be to encourage and maintain a faculty which is thoroughly grounded in the academic disciplines, skilled in the transmission of those disciplines, and committed to advancing them by teaching, research, and writing. All faculty are expected to pursue academic growth on a regular basis.

To support faculty in this pursuit the college provides a faculty development program administered by the academic dean and the Faculty Development Committee. Benefits of this program available to all faculty include: paid professional memberships (see 5.10), travel allowances (see 5.11), secretarial help, computer access, and honoraria for publications (see 5.12).

Other benefits are available to faculty upon special application. These include study leaves and grants (see 4.14 and 4.15), sabbatical leaves (see 4.16), faculty professional renewal grants (see 4.18), consortium exchanges, and faculty development grants. A current faculty evaluation (see 4.4) is required for eligibility to apply for these benefits.

Faculty development grants will be awarded by the Faculty Development Committee in three categories:

1. Program Development

a. Grants for curriculum innovations including: course development, faculty/student collaboration, teaching assistants.

b. Grants for cross‑cultural experiences including: travel for course enrichment, and travel for mission or service opportunities.

c. Grants for furthering the integration of faith and learning including: funding campus speakers, on‑campus conferences.

2. Pedagogy Development

a. Grants for interdisciplinary discussion and collaboration.

b. Grants for developing classroom skills including: on‑ and off‑campus workshops, master teacher/apprentice collaborations, collaborative teaching ventures.

c. Grants for developing computer/media skills.

3. Professional Development

a. Grants for professional travel prioritized according to value to institution and individual as follows: presentation of paper at an inter national or national conference, presentation of paper at a regional conference, participation at an international or national conference, participation at a regional conference, attendance only at an international or national conference, attendance only at a regional conference.

b. Grants for released time tied to specific projects with predetermined outcomes (publication, conference presentations, etc.).

c. Grants for the purchase of materials tied to specific projects with predetermined outcomes (publication, exhibition, etc.).

d. Grants for funding of unusual expenses related to sabbatical projects.

These listed categories are not intended to define the full range of application for faculty development funds that will be considered. They are intended, rather, to illustrate the nature of the development activities to be encouraged and to give a common point of departure for faculty writing proposals and for committee deliberations. In making awards, the Faculty Development Committee will seek to be flexible and responsive to the timeliness of applications while preserving funds for use near the end of the academic year. In addition, the committee will seek to maintain equity in the distribution of funds. This means not only monitoring the distribution of funds across the faculty, but also monitoring the distribution of funds across the categories targeted for development.

(November 6, 1992)

Part-time teaching faculty are eligible for Faculty Development funds as described above, with the following stipulations:

1. Part-time teachers requesting funding must carry a minimum half-time teaching load unless they are full-time college employees. In this case they must carry a minimum quarter-time teaching load each semester.

2. Those teaching part-time must meet the above requirement for two years prior to requesting a grant.

3. Requests from part-time teaching faculty must include a department chair endorsement for the proposal including an indication that the faculty member has conducted course evaluations.

4. The grant proposal should clearly indicate how the faculty member will benefit and the effect the request will have on the courses taught.

5. Individual grants will be limited to a proportional share of the full-time maximum based on the part-time teaching load of the individual in question.

(Approved by faculty 10/27/99)

4.14 Graduate study leave

This type of leave is usually used for non‑tenured faculty members to permit individuals to receive institutional assistance toward the attainment of post‑baccalaureate degrees. The guidelines for graduate study aid to assist with this program are found in item 4.15. A graduate study leave may be awarded to an individual who expresses a strong indication of a commitment to Houghton College, but who needs to acquire one or more advanced degrees for his or her own professional development and for the benefit of the institution.

Faculty members desiring a full‑time leave or release time from contract responsibilities should follow the same procedures and schedule deadlines as sabbatical leaves (see 4.16).

The institution, in granting a graduate study leave and the concomitant graduate study aid, is indicating that there is a potential in the individual for future contribution to the programs at the college. Graduate study leave, how ever, is not a documented commitment by the institution or the individual for an association beyond the graduate study leave. The graduate study guidelines and repayment commitments will apply regardless of the initiative taken by either party to continue or not to continue employment.

An individual on graduate study leave is not listed as a member of the faculty during the graduate study leave.

4.15 Graduate study aid

Houghton College endeavors to encourage its faculty members to continue studies for advanced degrees in their respective fields. Consequently, a moderate amount of financial help is made available to faculty members who undertake a program of graduate study applying directly toward a graduate degree. This assistance includes tuition, fees, books, educational supplies and equipment only.

4.15.1 Eligibility

Any faculty or staff employee approved by the Administrative Committee

4.15.2 Reimbursement

100% of tuition and academic fees (not including books) will be paid by the college and considered a loan. Payments will begin on 50% of the loan immediately after disbursement. The terms of the loan will be 6% (1/2% per month) for a maximum term of five years. Upon completion of the program or three years, whichever is first, 12.5% of the total loan amount will be forgiven each year for four years and will be included as taxable income and grossed up 15%. Should the employee terminate employment from Houghton College before the loan is fully paid or forgiven the remaining value of the loan consolidates and is converted to a loan carrying an interest rate of 8% and a term no longer than 4 years. The final effect (if the employee continues employment with Houghton) is that 50% of the loan amount will be paid by the employee and 50% of the loan amount will be forgiven. The maximum total aid for an employee pursuing a masters degree will be $10,000 ($5,000 loan and $5,000 forgiven loan). For those pursuing a terminal degree the maximum amount will be $20,000 ($10,000 loan and $10,000 forgiven loan).

(Revised by Board of Trustees May, 1999)

4.16 Sabbatical leave

Sabbatical leave is the most common form of leave and it is only available for tenured faculty. The individual's application for sabbatical leave and the institution's awarding of sabbatical leave constitute a commitment that the individual will retain his or her faculty appointment and will return to that position at the end of the sabbatical leave.

Sabbaticals at Houghton College are intended to benefit both the individual and the institution. They are provided to assure teachers a time for renewal, refreshment, and intellectual stimulation. It is expected that a faculty member on sabbatical will seek new activities or studies with the intent of broadening or deepening his or her professional capabilities as a scholar or as a teacher. Sabbaticals which combine professional enrichment with service to others or the work of the Kingdom are particularly noteworthy.

A teacher is eligible for a sabbatical after every seven years of full‑time on‑campus service at Houghton.

4.16.1 Sabbatical options

a. One year's leave of absence at one‑half salary.

b. One-half year's leave at full salary.

4.16.2 Application approval for a sabbatical is granted under the following conditions and terms:

a. The applicant is to present an acceptable plan for the use of the release time such as:

(1) enrollment in courses of study for the purpose of

(a) completing a degree program,

(b) upgrading a person in his or her discipline, or

(2) faculty exchange activities with an elementary, secondary school, or with a college or university;

(3) editorial positions in professional societies, or with periodicals or publishing houses;

(4) positions in service organizations, corporations, or business pertinent to one's discipline;

(5) research in an appropriate industrial or agency setting or educational facility which will result in clearly defined upgrading in professional skills, publication of findings, or obvious contribution to the work of a learned society or research agency;

(6) Christian service, particularly where one uses his or her professional expertise to help some organization in a cross‑cultural setting or with agencies designed to assist minority or economically deprived constituencies;

(7) travel appropriate to one's discipline.

b. The recipient of a sabbatical leave agrees to return at the end of the leave or to repay in full the salary paid during the leave (two‑thirds of the grant if he or she leaves one year after his or her absence).

c. A suitable substitute teacher must be available to cover necessary courses.

d. Four sabbatical leaves—or their equivalent in full replacement costs--are permitted in any given year. Two faculty professional renewal grants may be awarded in lieu of each sabbatical leave.

e. A public report on sabbatical activities will be given upon return to campus. The following forms are appropriate:

(1) a presentation in chapel

(2) faculty lecture

(3) a report to faculty meeting.

In addition to this public report, a brief written evaluative statement will be sent to the faculty member's department head and the dean of the college.

4.16.3 Application procedures and deadlines

a. A statement of intent should be submitted to the Faculty Development Committee by May 1, the spring preceding the academic year in which formal application will be made. This statement should include choice of options, objectives of the program, a statement of commitment or repayment, and choice of terminal reports. This statement will be evaluated by this committee and returned to the faculty member for revision or refinement by May 31.

b. Final proposals will be submitted by September 15 of the academic year preceding the year in which the leave is desired.

c. Decisions on proposals will be made by the trustees upon recommendation of the administration during the fall board meeting.

d. After 14 years of contracted service, a person is eligible to receive a second leave. After 21 years of uninterrupted service, a person is eligible to receive a third leave. It is expected that normally a teacher will apply for sabbatical leave within two or three years of becoming eligible. When a leave is deferred for a number of years and then granted, a second leave will probably not be immediately granted even though the years of service justify this.

In the implementation of this policy, applications from teachers with the greatest number of years of service at Houghton (counting from year of employment or the completion of a previous sabbatical) are given priority over other applicants providing sabbatical programs are of equal value.

4.16.4 Evaluation procedures

Applications shall be rated according to three criteria, the best applications receiving the lowest overall scores. One reason for ranking applications is to assure that when the number of proposals exceeds the number of sabbatical openings in a given academic year, only the highest ranked applications will be accepted. The Faculty Development Committee may reject applications of poor quality even when the number of proposals does not exceed the number of sabbatical openings.

4.16.4.1 Criterion 1: years of service

Years of service (counting since the last sabbatical or year of first appointment) will be credited in the following manner:

1 point for 10 or more years of continuous service

2 points for 9 years of continuous service

3 points for 8 years of continuous service

4 points for 7 or fewer years of continuous service

4.16.4.2 Criterion 2: projected professional development

Evidence of scholarly pursuits must be demonstrated/judged by projected contributions to teaching and/or publication. Additionally, the candidate's department chair must supply to the Faculty Development Committee a written assessment of how well the proposed sabbatical will meet departmental as well as applicant needs (department chairs applying for sabbaticals must have their applications assessed from this perspective by a department Head in the department, preferably from the discipline of the chair's own professional competence).

The highest rated application under this criterion shall receive 1 point, the next best 2 points, and so on.

4.16.4.3 Criterion 3: projected personal enrichment

In addition to any personal enrichment to be derived from sabbatical scholarship itself, it is expected that the candidate will engage in at least some of the following kinds of activities: planned leisure, recreational and/or outside reading, cultural events, travel, etc. The highest rated application under this criterion shall receive 1 point, the next best 2 points, and so on.

(Approved February 1983)

4.17 Leave of absence

A leave of absence may be arranged for a tenured faculty member who is not eligible for sabbatical leave or for an individual who is eligible but for whom a sabbatical is not available because the maximum number of sabbaticals has been reached. Application procedures and deadlines are the same as for sabbatical leaves (see 4.16).

A leave of absence is without pay; however, it constitutes a commitment by both parties to return to full‑time teaching at the close of the leave of absence. During a leave of absence, a faculty member is considered a member of the faculty.

The awarding of any type of leave is dependent upon the college's ability to continue during such leave the program of teaching in which the faculty member is involved. Program continuity may be made by securing an interim faculty member, by the use of part‑time faculty, by combining, deleting, or postponing courses, or by any combination of these.

4.18 Faculty professional renewal grants

Faculty professional renewal grants shall be separate from the sabbatical program. However, the application process shall be the same as that for the sabbatical program (see section 4.16).

4.18.1 Eligibility

Any full‑time faculty member is eligible for these grants, but grants may not be received more frequently than once every four years. Projects may be proposed for summer funding or for release time during the academic year. (The release time grant carries no funding in addition to the faculty member's regular salary.)

The faculty professional renewal grant is intended to benefit both the individual and the institution. Consequently, eligible activities are re search and updating in academic disciplines, study of teaching methodologies, and curriculum development.

4.18.2 Award

A faculty professional renewal grant may equal up to 25 percent of a faculty member's contractual salary. The number of grants awarded shall be determined annually in relation to a set budget amount. This will allow the flexibility necessary to respond to many small requests or to a few larger requests. The recipient of a faculty professional renewal grant agrees to return at the end of the leave or to repay in full the salary paid during the leave. He or she further agrees to complete two years of service to the college after receiving the grant or to repay one‑half of the full amount of the grant if he or she leaves one year after receipt of the grant.

4.19 Notification of changes of position or responsibility

Sometimes a member of the faculty will have his or her position changed in a direction that might not be perceived by the individual or the community as a career advancement. These changes might include termination of employment, non‑renewal of contract, removal of departmental responsibilities, or a reassignment of 50 percent or more of the faculty member's full‑time load credit.

When such changes are made in a Christian community, it is especially important that they be handled by all members of the community with sensitivity and respect for the person. It is also highly desirable that the changes be communicated to the affected individuals in a clear and unambiguous fashion. Finally, where desirable and appropriate, the community should be informed of the changes being made.

With these goals in mind, the following procedures shall be the preferred means of handling such cases.

1. Soon after the decision for a change has been made by the responsible parties, the academic dean or the president, as appropriate, shall schedule a meeting with the faculty member and his or her immediate superior (the department chair, the head librarian, or the appropriate administrative officer). The meeting should be held within one week of the decision, although special circumstances may make this longer. At that meeting, the academic dean or the president, as appropriate, shall inform the faculty member of the change in status and, to the extent he considers appropriate, the reasons for the change. Reasonable effort should be made to answer questions posed by the faculty member, if those questions are pertinent to understanding the nature of the change or the stated reasons for the change.

Also at that meeting, the academic dean or the president, as appropriate, shall give the faculty member formal, written notification of the change, its basis in the established procedures of the college as stated in the Handbook, and the consequences of the change as seen by the academic dean or the president, as appropriate. Where it is deemed wise by the dean or president to do so, given the possible reasons for the change, the written notification should begin with an expression of gratitude for past service.

A copy of this letter shall be kept in the individual's file maintained in the office of the academic dean. In addition, the faculty member shall have the right to reply in writing and to have his or her reply carried in the same file.

The immediate superior is not required to speak at this meeting, but he or she may choose to do so. The presence of the immediate superior is intended to reduce any difference of messages sent by the immediate superior and by the appropriate administrative officer.

2. If it is deemed appropriate by the president, an announcement of the change should then be made to the community by the president or his designate.

4.20 Resignation and termination of non‑tenured faculty

A letter of resignation should be sent to the president as soon as such a decision is reached. Since new faculty must be hired and teaching assignments made for the coming year, it is helpful if the letter of resignation is submitted by December 15.

Recommendations and assistance may be provided for a faculty member leaving Houghton for any reason except moral defection. Requests for such help should be made at the office of the academic dean.

The placement bureau will serve faculty members without charge.

4.21 Faculty Emeritus

Upon retirement, certain faculty will be designated as faculty emeritus by the Ad Committee.

The following criteria will be applied:

1. At retirement, the individual should be in good standing and hold the rank of full or associate professor, or an administrative, library, or student life faculty appointment with the equivalent rank.

2. At retirement, the faculty member should have a minimum of ten years of continuous, full‑time service as a Houghton College faculty member.

3. At retirement, the individual should be 62 years of age or older.

4. Individuals who meet criteria 1 and 2, but who retire prior to 62, may be considered for emeritus status upon reaching age 62.

This designation may be withheld or revoked by the president should it not be in the interest of the college to maintain this relationship.

Faculty emeriti may participate in convocations and continue to receive campus store privileges and library privileges, and have network access and an e-mail account. They may use fitness facilities without charge, and pay faculty rates for any campus events.

(Revised 01/04)

4.22 Adjunct faculty policy

4.22.1 Appointment:

Candidates for adjunct professor status are recommended by the department in which the appointment will be held. The recommendation should include rank and a title for the appointment, and should be sent to the academic dean and to the Rank and Tenure Committee. If the Rank and Tenure Committee concurs, the recommendation will proceed to the president and the Board of Trustees following procedures employed for promotion recommendations, except that normally an evaluation process and committee interviews with the department chair and the candidate will not be necessary. An appointment to adjunct professor will continue until terminated by either party.

4.22.2 Responsibilities

Adjunct faculty members will be expected to support, in their attitudes and--where appropriate--public statements, the goals and objectives of Houghton College. When adjunct faculty members agree to teach a course at Houghton College, they will follow the guidelines for teaching, availability to students, and keeping and reporting records, which apply to other teaching faculty. However, it is expected that some modifications of schedule may be accommodated, with the approval of the department and the academic dean. Adjunct faculty are not required to serve on committees or councils, nor to attend chapel or convocations. Adjunct faculty members may supervise internships or independent studies, upon agreement with the pertinent department and the academic dean.

4.22.3 Privileges

Once a person is granted adjunct faculty status, the normal protocols for publicizing a position and interviewing may be waived by agreement of the department and the academic dean. Adjunct faculty members may attend and speak at department and faculty meetings, but they do not have a vote unless they teach six or more hours per semester. Office space will be provided when the adjunct faculty member is teaching a course, if required for meeting with students. Adjunct faculty may march in regalia at convocations, if they wish. Adjunct faculty will be provided with copies of the Faculty Herald and other faculty communications, upon request. Adjunct faculty may obtain an identification card to provide borrowing privileges at the Willard J. Houghton library. Adjunct faculty members are not eligible for graduate study aid, sabbatical leaves, faculty development grants, or fringe benefits of employment, except as provided with a letter of agreement for teaching. Additional perquisites: Parking privileges, sundry account, campus store discount, purchasing services, and recreation facility use.

[Most recent revision: 10-97]

[JEH1] Text inserted 11/5/99