Faculty Governance:

1. Faculty Governance: The Hows and Whys

2. First-- • My story of involvement in faculty governance

3. The Plan for Our Time Together • Why Shared Governance is important • Organization of Faculty Governance at • IU • IUPUI • Academic Units • Examples of current issues at each level • Faculty Rights and Responsibilities, including Review Functions of the Faculty • Your Questions

4. Shared Governance • Complex organizations, such as universities, need some form of governance which according to Webster's Dictionary has the aim of keeping in a straight course or smooth operation for the good of the individual and the whole of the organization. • Shared governance requires informed participation and collaboration by faculty, students, staff, and administrators.

5. Shared Governance • American Association of University Professors (AAUP) Statement on Government of Colleges and Universities • http://www.aaup.org/statements/Redbook/Govern.htm • “The faculty has primary responsibility for such fundamental areas as curriculum, subject matterand methods of instruction, research, faculty status, and those aspects of student life which relate to the educational process.”

6. Why you should be involved • Altruism • Requirement in the Service area of Faculty responsibility

7. IUPUI Dean of the Faculties’ Guidelines for Preparing and Reviewing Promotion and Tenure Dossiers 2005-2006, p 15 http://www.academicaffairs.iupui.edu/pdf/promotionandtenureguidelines.pdf

8. Why you should be involved • Altruism • Requirement in the Service area of Faculty responsibility • Visibility for School/Unit • Visibility for self • Influence the direction of the University

9. AAUP Statement on Government of Colleges and Universities • The faculty has primary responsibility for such fundamental areas as curriculum, subject matter and methods of instruction, research, faculty status, and those aspects of student life which relate to the educational process. On these matters the power of review or final decision lodged in the governing board or delegated by it to the president should be exercised adversely only in exceptional circumstances, and for reasons communicated to the faculty. It is desirable that the faculty should, following such communication, have opportunity for further consideration and further transmittal of its views to the president or board. Budgets, personnel limitations, the time element, and the policies of other groups, bodies, and agencies having jurisdiction over the institution may set limits to realization of faculty advice. • (emphasis added)

11. Websites • http://www.iupui.edu/~fcouncil/ • http://www.indiana.edu/~ufc/

12. UFC Current Issues General Education at Indiana University • Follow the University Faculty Council's discussions on general education for Indiana University baccalaureate degrees. This page contains current drafts for discussion and will be updated frequently with new resources related to general education. • http://www.indiana.edu/~ufc/docs/AY05/Circulars/GenEd.htm

13. One Component of Gen Ed Proposal • Minimum Grade Requirement • The proposal sees a distinction between general education requirements on the one hand, which have definite and significant learning goals for both knowledge and intellectual capabilities, and exploratory options and elective requirements on the other hand, which do not have such goals. To insure that students achieve the general education goals at least minimally, the proposal calls for students' being required to earn grades of C- or higher to fulfill their general education requirements.

14. UFC Current Issues Admission Standards for all Campuses

15. IUPUI Faculty Constitution • Preamble • We, the faculty members of Indiana University Purdue University Indianapolis, in recognition of our common goal to better human conditions through the process of education, and in recognition and appreciation of the rights and responsibilities bestowed upon us by the State of Indiana through the Indiana University and the Purdue University Boards of Trustees for the accomplishment of this goal, do establish this Constitution for the purpose of creating a system which will aid in the identification, definition, and accomplishments of major specific objectives of this faculty.

16. Article II. Faculty Rights and Responsibilities The faculty shall: 1. advise the Chancellor of IUPUI, the Indiana University and the Purdue University Presidents, and the Boards of Trustees concerning policies for admission, retention, and academic placement of students; 2. establish policies governing conduct and discipline of students;

17. Article II. Faculty Rights and Responsibilities 3. develop curricula, course content, academic procedures, and degree requirements, and nominate candidates for degrees, subject to the rights of review by appropriate governing bodies within the universities and by appropriate external bodies when their prerogatives are affected; 4. fix the academic calendar and the general policies for scheduling classes; 5. establish policies for institutional and student participation in extracurricular activities;

18. Article II. Faculty Rights and Responsibilities 6. advise the Chancellor of IUPUI, the Indiana University and the Purdue University Presidents, and the Boards of Trustees concerning policies and administration of the libraries; 7. recommend to the Chancellor of IUPUI procedures for implementing at Indianapolis all-university criteria and procedures for appointments to the faculty, general faculty welfare, dismissal from the faculty, non-reappointment, promotion in academic rank, tenure, and sabbatical leaves of absence; 8. consult with decision-making administrators regarding proposed changes in academic organizations;

19. Article II. Faculty Rights and Responsibilities 9. continually review educational policies; • consult with decision-making administrators regarding planning of physical facilities and staffing; 11. participate in the process of selecting candidates for major executive academic positions; and, 12. have the right to petition the Boards of Trustees through appropriate channels regarding views of the faculty on any matter pertaining to the conduct and welfare of the institutions.

20. Faculty Council Representatives f) Election of unit representatives. Each academic unit shall conduct its election of unit representatives by procedures it shall itself establish. The results of the unit elections shall be reported by each academic unit president or chair to the Faculty Council Coordinator and the President of the Faculty no later than the middle of March. The President shall announce the results of the elections at the April Council meeting.

21. Faculty Council Representatives g) Election of at-large representatives. Election of at-large representatives shall be conducted in accordance with the procedures specified by the Faculty Council Bylaws, provided that the number of at-large representatives shall be equal to the number of unit representatives, and provided further that the number of elected representatives from any academic unit shall be less than one-half of the total number of elected members of the Council.

22. Review Functions of the Faculty • The faculty shall express its judgment on any administrative action brought to its attention which raises an issue of academic freedom, tenure, promotion, salary, the nature and conditions of work, non-reappointment, or dismissal.

23. Review Functions of the Faculty • The Faculty Boards of Review shall consider grievances of faculty members or librarians concerning academic freedom, tenure, promotion, salary adjustment, the nature or conditions of work, or reappointment. Any faculty member or librarian desiring a review of university action in these stated areas shall request, in writing, a review by a Faculty Board of Review.

24. Review Functions of the Faculty • Collective faculty judgment on major issues affecting faculty interests may be expressed via a referendum.

25. Faculty Grievance Advisory Panel • An elected faculty group designed to be available early on in the course of developing or potential grievances. • The Faculty Grievance Advisory Panel members are available to serve as impartial consultants for faculty/librarians and administrators who seek confidential informed advice from senior faculty colleagues. • The Panel members also are available to help resolve situations informally by encouraging and facilitating discussions between the parties to the grievance. • At the conclusion of its work, the Faculty Grievance Advisory Panel shall not compile any report or file containing the specific information of any grievance brought to it.

26. Faculty Board of Review • A Faculty Board of Review is to consider grievances, via a Formal Hearing, to gather appropriate information, and to consider its findings in light of existing policies and principles of fairness. The Board of Review shall file a written report of its findings and recommendations in a timely and expeditious manner.

27. Faculty Board of Review • Determines • whether appropriate procedures were followed; • whether the grievance arose from inadequate consideration of the qualifications of the faculty member or librarian; • whether presentation of erroneous information substantially affected the decision; and • whether essential fairness was accommodated throughout the decision-making process. • The Boards of Review may consider the issues set forth in 4 a-d regarding promotion and/or tenure grievances, but a Board of Review shall not function as a substitute Promotion and Tenure Committee.

28. Proposed Policies Conflict of Commitment Policy for Faculty - from the IUPUI Faculty Affairs Committee Conflict of Interest Policy for Faculty - from the IUPUI Faculty Affairs Committee Proposed Campus-Wide Policy for Probation, Dismissal, & Reinstatement - from the IUPUI Academic Affairs Committee

29. Indiana University School of Informatics, IUPUI • Constitution • Bylaws • http://www.iupui.edu/~facinfo/associatedean/indyinformatics.html

30. When Shared Governance Doesn’t Work Well-- • I’ll be honest. The principal reason I became an administrator is because I grew increasingly frustrated spending endless hours, days, weeks, and months of my life on committees that were supposed to recommend choices, solutions, and directions to other people who either didn’t listen to what the committee had to say, in some cases never intended to listen to what the committee had to say, or did listen to the committee but made a different decision. Graham B. Spanier • Reprinted by permission of the Pacific Sociological Association with revisions by the author (Sociological Perspectives, Vol. 35, No. 2, pp. 295-300) • http://www.kon.org/archives/forum/12-1/spanier.html

31. Your questions, thoughts, comments--