College of Social and Behavioral Sciences Office of the Dean, PO Box 15700 Flagstaff, AZ 86011 (928-523-2672)

STATEMENT OF EXPECTATIONS: INFORMATION TEMPLATE

The underlined information and the information in italics are directions and are not a part of the template. The information comes from the NAU Conditions of Faculty Service (CoFS). The directions and template suggestions are a guide for your unit to consider, but you do not have to follow the template format listed below. It is important, however, to include its five elements in the template that your unit adopts.

1. Start with the NAU logo and the following information:

Unit Name

STATEMENT OF EXPECATIONS Academic Year 2009-2010

Faculty Name: Date of Initial Appointment:

Faculty Status:___Tenure eligible ___ Tenured ___ Non-Tenure eligible

Faculty Rank: One of the following: Assistant Professor, Associate Professor, Professor, Lecturer, Senior Lecturer, Principal Lecturer, Assistant Professor of Practice, Associate Professor of Practice, Professor of Practice, or Instructor (one-year only, non-tenure eligible faculty who have no expectation of continuing). The SOE responsibilities for part-time faculty (faculty hired on a course by course basis who have no expectation of continued employment and are not benefit eligible) are included in the letter of offer sent to the faculty at the time of hire and not on this form.

2. Include (or refer to) the unit’s written and approved workload policy: Each academic unit must have a policy that describes how assignments of teaching/advising/student-related activities, scholarly/creative activities, and service activities are developed and how load credit is determined for any specific assignment. A full-time faculty workload is generally based on a 15 unit commitment within a semester, with the expectation that a unit represents on average about three (3) hours of work per week.

Tenured and tenure-eligible faculty will normally allot 50 to 70 percent of their workload to teaching and student-related activities. Non-tenure eligible faculty will normally allot 80 to 100 percent of their workload to these activities. It is suggested that teaching a three-hour course typically equates to about 20 percent of a faculty’s semester workload (10 percent of the academic year workload). The guidelines, however, should be flexible so that unit and university needs are met and faculty skills are used effectively. It is recognized that circumstances of instruction affect the amount of time and effort required to effectively teach a course, and it is important to consider these circumstances when determining workload (See CoFS Section 5.2.3.2 for examples of these circumstances).

Faculty with research, creative and/or scholarship expectations should use at least three hours each semester for these endeavors, and the amount of time devoted to this area by full-time, tenured or tenure eligible faculty should not fall below 20 percent of their total workload in normal circumstances.

Service obligations typically range from 10 to 20 percent of the annual faculty workload, but the specific distribution and evaluation of these efforts is left to the discretion of each academic unit.

The administrative responsibilities of some positions (e.g., graduate coordinator, internship coordinator) should be included under service. If the position also involves student advising and/or mentoring, these responsibilities may be included under teaching/advising/other student-related responsibilities. For example, if your duties as graduate coordinator are split evenly between administering the program and advising the newly admitted students, you would list 50 percent of the time allotted to your graduate coordinator work under the teaching/advising/other student-related responsibilities category (and explain that the work involves advising the newly admitted graduate students) and 50 percent of the time allotted to your graduate coordinator work under the service category (and explain that the work involves administering/running the program).

3. Include (or refer to) the unit’s formal written criteria that will be the basis for the evaluation of the faculty’s performance, both annually and for retention, renewal, and promotion and/or tenure:

4. The workload allocation for the contract period (usually the upcoming academic year): This allocation designates the percentage of effort that is anticipated in each of the areas of the workload assignment and the specific goals or expectations the faculty has or intends to accomplish within each area. This is the heart of the SOE and must be individualized for each faculty member and be the result of negotiation between the faculty and the chair/director (and mediated by the unit’s FSC, if appropriate). It would be helpful to start this section with a summary of the workload allocation percentages for the relevant areas. Then, include the specific goals and/or expectations under the heading for each area (teaching/advising/student-related activities, scholarly/creative/research-related activities, and service activities); goals and/or expectations can be listed with bullets or presented in a brief narrative. Include language that makes it clear that, in most circumstances, only tenure eligible and tenured faculty have responsibilities in all three areas. Non-tenure eligible faculty may only have responsibilities in one or more of the areas. For example, lecturers usually have responsibilities in teaching, advising, and other student-related responsibilities, and in service and professional development related to the teaching role.

Summary of the workload allocation percentages (total is 100 percent): Teaching/advising/other student-related responsibilities – Scholarship/research/creative activity – Service (to the unit, college, university, profession, and community) – ____ 100%

Teaching/Advising/Student-related Goals and Expectations Include the courses you will teach, innovations you will employ, independent studies, internships, student advising, mentoring, thesis/dissertation work, and any other student- related activities you expect to do/work on in the upcoming year.

Scholarly/Creative/Research-related Goals and Expectations Include research you are preparing for publication, research in progress, grants you plan to pursue, conference papers/posters you plan to submit, and the like, for the upcoming year. Include specifics in your listings/narrative presentation, so the focus of your proposed work is clear. For example:  Submitting a paper proposal on state welfare reform programs to a regional Political Science conference  Preparing a manuscript that uses an ethic of care perspective to analyze state welfare reform programs for submission to a journal

Service Goals and Expectations Include unit, college, university, professional, and community service work you plan to do/are willing to do. If you will be serving as graduate coordinator, internship coordinator, or in some other administrative capacity list that as well.

5. Signatures/dates of signatures:

Faculty ______Date ______

Chair/Director ______Date ______

Chair/Director ______Date ______(For joint appointments and/or assignments outside the unit)

Dean ______Date ______

11 April 2008