Emporia State University Policy Manual.Pdf
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EXSS Mentoring Program Handbook with Appendices
The University of North Carolina at Chapel Hill Department of Exercise and Sport Science Mentoring Program Handbook Updated August, 2019 Table of Contents Description of EXSS Mentoring Program: Team Mentoring…………………………………………………………………...2 Mentoring Agreement……………………………………………………………..2 Expectations……………………………………………………………………….2 Mentoring Meetings……………………………………………………………….3 End of Year Review………………………………………………………………4 Expectation of Senior Faculty Mentors………………………………………….………..5 Success Strategies for Junior Faculty Mentees………………………………….………..6 Tips for Mentors…………………………………………………………………………..7 Tips for Mentees…………………………………………………………………………..8 Suggested Topics for Discussion (Mentoring Meetings)…….............................................9 Online Resources for Mentoring…………………………………………………………13 APPENDICES: Documents to be completed by mentee and mentor: Appendix A. Initial Mentoring Agreement (completed by mentee and mentor at start of academic year) Appendix B. Annual Scholarship Plan Narrative and Timeline (Tenure Track & Non- Tenure Track Faculty) (completed by mentee at start of academic year) Appendix C. Annual Report of Scholarly Productivity (completed by mentee at end of academic year) Appendix D. Annual Review of Scholarly Productivity (completed by mentor at end of academic year) Documents for review by mentee: Appendix E. EXSS Faculty Handbook (see link below) https://exss.unc.edu/faculty-staff/faculty-and-staff-resources/ Appendix F. EXSS Faculty Personnel Guidelines Appendix G. UNC Promotion and Tenure Review Guidelines (see link below) https://academicpersonnel.unc.edu/faculty-policies-procedures-guidelines/faculty- appointments/tenuretenure-track-appointments/dossier-format-for-tenure-track-or- tenured-faculty-review/ 1 Team Mentoring Create a mentoring team devised of the junior faculty member (the mentee) and two senior advisers (the mentors) from within EXSS, one from within the mentee’s specialization (primary mentor) and the other from a different EXSS specialization or possibly outside the EXSS Department (secondary mentor). -
The Tenure Tax: Social Security Withholdings on Academic Retirement After University of Pittsburgh V
Journal of Civil Rights and Economic Development Volume 25 Issue 4 Volume 25, Summer 2011, Issue 4 Article 12 The Tenure Tax: Social Security Withholdings on Academic Retirement after University of Pittsburgh v. United States Christopher Meskill Follow this and additional works at: https://scholarship.law.stjohns.edu/jcred This Notes and Comments is brought to you for free and open access by the Journals at St. John's Law Scholarship Repository. It has been accepted for inclusion in Journal of Civil Rights and Economic Development by an authorized editor of St. John's Law Scholarship Repository. For more information, please contact [email protected]. THE TENURE TAX: SOCIAL SECURITY WITHHOLDINGS ON ACADEMIC RETIREMENT AFTER UNIVERSITY OF PITTSBURGH V. UNITED STA TES CHRISTOPHER MESKILL* INTRODUCTION The purchase of tenure rights, an increasingly common practice by American colleges and universities, is a mutually beneficial way of extinguishing a professor's perpetual right to employment at a school.' In the transaction, the professor receives either a lump-sum payment or an augmentation of her previously allocable retirement package. 2 Meanwhile, the university benefits from freed financial resources and additional flexibility within its academic departments. 3 These transactions, however, * J.D., 2010, St. John's University School of Law; B.B.A., 2007, Accountancy, University of Notre Dame. I John 0. Everett et al., Tenure Buyouts: The Case for Capital Gains Treatment, 3 J. LEGAL TAX REs. 78, 78 (2004) (noting the frequency with which tenure buyouts occur at major universities and their growing popularity in recent years); Jon J. Jensen, Reducing the Employment Tax Burden on Tenure Buyouts, 80 N. -
12.01.01.O1 REQUIREMENTS for IMPLEMENTING TENURE Approved: March 19, 2020 Next Scheduled Review: March 19, 2025
12.01.01.O1 REQUIREMENTS FOR IMPLEMENTING TENURE Approved: March 19, 2020 Next Scheduled Review: March 19, 2025 RULE STATEMENT This rule establishes requirements for tenure and promotion at Texas A&M University- San Antonio (A&M-San Antonio). REASON FOR RULE The Texas A&M University System (System) Regulation 12.01.01, Institutional Rules for Implementing Tenure requires this rule. RULE FOR TENURE AND PROMOTION 1. TENURE AND PROMOTION 1.1 Eligibility and Guidelines for Tenure 1.1.1 To be eligible to receive tenure, a faculty member must be a full-time employee of A&M-San Antonio who holds academic rank as assistant professor, associate professor, or professor and was hired into a tenure- track faculty position. 1.1.2 Administrative positions are not tenure-eligible positions. However, administrative personnel who also hold academic tenure rank in addition to their administrative titles retain their tenured status as faculty members. The appointment letter for a faculty member with an administrative position should state the portion of the employee’s salary that is associated with the administrative position. Also, in such cases, the appointment letter should state that the administrative position and the salary associated with such position may be 12.01.01.O1 Requirements for Implementing Tenure Page 1 of 21 terminated without cause and that the tenured faculty holding such an administrative position would then return to the duties of full-time faculty. 1.1.3 Faculty members awarded tenure at other institutions in The Texas A&M University System or any other institution have no claim to tenure at A&M-San Antonio. -
Employee Directory for Barton Community College
Employee Directory for Barton Community College Please note: to view the employee directory in more detail, please click on one of the links below to navigate to that section in this document. Voters Board of Trustees President of Barton Community College Assistant to the President Vice President of Administration Bookstore Business Office Facility Management Human Resources Printing Services Director of Athletics Coaches Sports Information Sports Medicine Director of Grants Chief Information Officer Information Services—Information Technology Director of Institutional Research Institutional Research Executive Director of Institutional Advancement Public Relations & Marketing Shafer Gallery Vice President of Instruction Academics Center for Innovation & Excellence Learning Resources Liberal Arts and Sciences Mathematics, English and Essential Skills Military Academics, Technical Education and Outreach Programs Healthcare & Public Service Education Workforce Training and Community Education Workforce Training & Economic Development Vice President of Student Services Admissions Child Development Center Educational Opportunity Center (EOC) Enrollment Services Financial Aid Retired Senior Volunteer Program (RSVP) Student Life Student Support Services (SSS) Testing, Advisement & Career Services Title IX Coordinator Upward Bound (BCUB) Upward Bound (CKUB) BOARD OF TRUSTEES | https://bartonccc.edu/community/boardoftrustees PRESIDENT | All phone numbers have a 620 area code unless otherwise indicated. * On-campus extensions are the last 3 digits of the phone number. Carl Heilman President A-Bldg., Rm. 120, 792-9301 [email protected] Ph.D. Iowa State University President Emeritus (Deceased) Jimmie L. Downing, Ph.D. PRESIDENT | Assistant to the President Amye Schneider Assistant to the President A-Bldg., Rm. 122, 792-9302 [email protected] A.A.S. Barton County Community College Lora Zink Administrative Assistant A-Bldg., Rm. -
Board of Regents Meeting Virtually, Via Zoom Protocol Thursday, 5/6/2021 4:00 - 6:00 PM CT
Board of Regents Meeting Virtually, via Zoom Protocol Thursday, 5/6/2021 4:00 - 6:00 PM CT I. Call to Order II. Roll Call Mr. Beck Ms. Buhler Mr. Hoferer Mr. Hulse Mr. Klausman Mr. Padilla Mrs. Parks Mrs. Sourk Mrs. Van Etten III. Approval of Minutes of Past Meeting(s) A. Approval of the Minutes of the March 25, 2021 Meeting March 25, 2021 Washburn University Board of Regents Meeting Minutes - Page 4 IV. Officer Reports A. Chair's Report B. President's Report C. Committee Report(s) 1. Audit Committee - Jennifer Sourk, Chair V. New Business A. Consent Agenda 1. Liquidated Claims Approval - March 2021 - Chris Kuwitzky Liquidated Claims - March 2021 - Page 10 2. WUPRPM Policy Revision - Section E. Benefits - Chris Kuwitzky WUPRPM Policy Revision - Section E. Benefits - Page 11 WUPRPM.Revision. Section E. Benefits.Attachment - Page 12 3. Faculty/Staff Personnel Actions - JuliAnn Mazachek Faculty Staff Personnel Actions - Page 13 B. Action Items 1. Acceptance of FY 2019-2020 Single Audit Report - Chris Kuwitzky Acceptance of Fiscal Year 2020 Audit Report - Page 14 2. Personnel a. Eminentes Universitatis - Chris Kuwitzky Eminentes Universitatis - Page 15 b. Emeriti - JuliAnn Mazachek ________________________________________________________________________________ Master Page # 1 of 63 - Board of Regents Meeting 5/6/2021 Emeriti - Page 18 c. Tenure and Promotion Recommendations - JuliAnn Mazachek Promotion and Tenure - Page 22 3. Expenditures over $50,000 a. Fire Alarm Device Testing - Chris Kuwitzky Fire Alarm Device Testing - Page 23 b. White Concert Hall Stage Lift Repair - Chris Kuwitzky White Concert Hall Stage Lift - Page 24 c. Replacement of Living Learning Center Door Access Control Locks - Chris Kuwitzky Replacement of LLC Suite Door Locks - Page 26 d. -
How Tenure in Higher Education Relates to Faculty Productivity and Retention Cindy Kay Manjounes Walden University
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 How Tenure in Higher Education Relates to Faculty Productivity and Retention Cindy Kay Manjounes Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Education Policy Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, and the Public Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Cindy Manjounes has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Hilda Shepeard, Committee Chairperson, Public Policy and Administration Faculty Dr. Frances Goldman, Committee Member, Public Policy and Administration Faculty Dr. Anne Fetter, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 Abstract How Tenure in Higher Education Relates to Faculty Productivity and Retention by Cindy Kay Manjounes EdD, Lindenwood University, 2010 MS, Lindenwood University, 2006 BA, University of Missouri St. Louis, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Policy Walden University July 2016 Abstract Some public university systems are considering abolishing tenure as a cost-saving mechanism, but little is known about how this change may impact organizational outcomes related to faculty retention and research productivity. -
University Tuition and Fee Proposals
UNIVERSITY TUITION AND FEE PROPOSALS May 19, 2021 TABLE OF CONTENTS 1 SUMMARY TABLES ................................................................................................................. 1 2 UNIVERSITY OF KANSAS ...................................................................................................... 6 3 KANSAS STATE UNIVERSITY ............................................................................................. 31 4 WICHITA STATE UNIVERSITY ............................................................................................ 49 5 EMPORIA STATE UNIVERSITY ........................................................................................... 73 6 PITTSBURG STATE UNIVERSITY ....................................................................................... 83 7 FORT HAYS STATE UNIVERSITY ....................................................................................... 94 FY 2022 State University Tuition and Fee Proposal May 2021 The attached documents were prepared by each of the state universities using a uniform format and are organized as outlined below. The narrative of each proposal includes the following sections: Executive Summary. Key facts about the tuition and fee proposal. If the proposal is modified after its initial presentation to the Board, a summary of the changes is added. Section A. Displays the universities’ proposed FY 2022 tuition rates applicable to all students within the designated categories (resident undergraduate, resident graduate, non-resident undergraduate -
Tenure: Trends and Turmoil
FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS VOLUME 8, NUMBER 1, 2014 Tenure: Trends and Turmoil Austin T. Winger, BA Ph.D. Student in Teaching and Learning Graduate Teaching and Research Assistant University of North Dakota Grand Forks, North Dakota Myrna R. Olson, EdD Chester Fritz Distinguished Professor Department of Teaching and Learning College of Education and Human Development University of North Dakota Grand Forks, North Dakota Abstract This article represents a literature review on the controversial topic of academic tenure in higher education. While supporters of tenure view it as necessary to protect the academic freedom of professors and to promote the advancement of teaching and research, skeptics of tenure claim that it is an outmoded tradition and lifelong employment guarantee that few other professions enjoy. In this article, current trends are analyzed and recommendations are proposed regarding academic tenure. Keywords: Tenure, Academic Freedom, Non-tenure track faculty, Contingent Faculty Academic tenure has been a controversial issue in higher education for many years. Supporters of tenure view it as necessary to protect the academic freedom of professors and to promote the advancement of teaching and research. Skeptics of tenure claim that it is an outmoded tradition and lifelong employment guarantee that few other professions enjoy. This article will examine the varied perspectives on tenure and the current trends regarding tenure in higher education. The following sections will be included: history of tenure and academic freedom, support for tenure, concerns about tenure, and trends and recommendations regarding tenure. History of Tenure and Academic Freedom The concept of academic freedom has roots in the classical thinkers of Greece and Rome, as well as medieval European universities. -
Colby Community College Student Success at the Baccalaureate Level
Colby Community College Student Success at the Baccalaureate Level Seth Macon Carter A.A., Allen Community College, 2007 B.A., Emporia State University, 2009 M.S., Pittsburg State University, 2013 Submitted to the Graduate Department and Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership Date Defended: December 4, 2017 Copyright 2017 by Seth Macon Carter Abstract There is limited research that focuses on differentiating student success rates at the baccalaureate level (persistence and graduation status) among community college transfer students, and associate degree completing students. Data on student success provided to community colleges for students who transfer to a university do not designate or classify students by associate degree completers and individuals who transferred prior to obtaining an associate degree. The purpose of this study was to investigate whether differences existed in student success (persistence and graduation status) between Colby Community College transfer students who completed an associate degree and Colby Community College transfer students who did not complete an associate degree. For this study, student success was measured in two ways, persistence (persisted, did not persist) and graduation status (graduated, currently enrolled, did not graduate), among the cohort of Colby Community College transfer students who completed an associate degree and Colby Community College transfer students who did not complete an associate degree. The effect of student sex, race, and state of origin of Colby Community College transfer and associate degree completing students was also explored. Sex was defined as the classification of a student as male or female. -
Senate Education Committee January 21, 2021 Blake Flanders, Ph.D. President & CEO, Kansas Board of Regents Good Afternoon Ch
Senate Education Committee January 21, 2021 Blake Flanders, Ph.D. President & CEO, Kansas Board of Regents Good afternoon Chair Baumgardner and Members of the Committee. Thank you for the opportunity to appear today to provide background on the Kansas Board of Regents and our state’s system of higher education. I hope to return to your Committee in coming weeks to share our new strategic plan as well as the recommendations from the Future of Higher Education Council. Today, I will cover the highlights of our System and then plan to take your questions. Board of Regents By state law, the Kansas Board of Regents is balanced with residents of each congressional district and no more than one member from any one county. No more than five of the nine members may be from one political party. Shane Bangerter – Dodge City, 2013 Shelly Kiblinger – Cherryvale, 2019 Ann Brandau-Murguia – Kansas City, 2013 Jon Rolph – Wichita, 2019 Bill Feuerborn (Chair) – Garnett, 2014 Allen Schmidt – Hays, 2018 Cheryl Henderson-Lee – Gardner, 2019 Helen Van Etten – Topeka, 2013 Mark Hutton – Andover, 2018 Goals for Fiscal Year 2021 Helping Kansas Families 1. Improve academic program transfer by creating a systemwide general education (GE) package to align programs under a common framework that guarantees seamless transfer and evaluate the pilot program that increased the number of credit hours eligible for transfer. 2. Review the 60 low-enrollment programs at the six state universities to assess program viability and strengthen the efficiency of degree program inventories. 3. Review university, community college and technical college plans and best practices to improve college-going rates, retention rates, and graduation rates of students from underrepresented populations. -
Schedule for Web.Indd
About the Instructors Kelli Allen: Teaches at University of Texas, Austin * Earned her Bachelor’s degree and Master’s at Pittsburg State University Michelle Andersen: Teaches at Southwest Junior High School in the Lawrence School District * Earned her Bachelor’s degree at University of Kansas and Master’s at George Washington University Bill Brunz: Teaches at Lee’s Summit North High School in the Lee’s Summit School District * Earned his Bachelor’s degree and Master’s at the University of Missouri Valerie Burke: Teaches at Baker University * Earned her Bachelor’s degree at University of Kansas and her J.D. at St. Louis University School of Law Tonya Cogan: Teaches at Baker University * Earned her Bachelor’s degree at Fort Hays State University and Master’s at Emporia State University Craig Gerdes: Instructional Services Administrator, National Association of Insurance Commissioners * Earned his Bachelor’s degree at University of Nebraska and Master’s at Kansas State University Shannon Fisher: Instructional Technology Specialist for Andover Public Schools * Earned her Bachelor’s degree at Kansas State University and Master’s at Wichita State University Jennifer Hair: Teaches at Shawnee Mission East High School in the Shawnee Mission School District * Earned her Bachelor’s degrees at William Woods University and Columbia College and Master’s degree at University of Missouri – Columbia Nicole Hodge: Teaches at Baker University * Earned her Bachelor’s degree at University of Nebraska-Lincoln and her Master’s at University of Missouri- Kansas -
In PDF Format
Friends University - Systems Portfolio - 6/4/2018 Systems Portfolio Friends University 6/4/2018 Page 1 Friends University - Systems Portfolio - 6/4/2018 1 - Helping Students Learn 1.1 - Common Learning Outcomes Common Learning Outcomes focuses on the knowledge, skills and abilities expected of graduates from all programs. The institution should provide evidence for Core Components 3.B., 3.E. and 4.B. in this section. 1P1: PROCESSES Describe the processes for determining, communicating and ensuring the stated common learning outcomes, and identify who is involved in those processes. This includes, but is not limited to, descriptions of key processes for the following: Aligning common outcomes (institutional or general education goals) to the mission, educational offerings and degree levels of the institution (3.B.1, 3.E.2) Determining common outcomes (3.B.2, 4.B.4) Articulating the purposes, content and level of achievement of the outcomes (3.B.2, 4.B.1) Incorporating into the curriculum opportunities for all students to achieve the outcomes (3.B.3, 3.B.5) Ensuring the outcomes remain relevant and aligned with student, workplace and societal needs (3.B.4) Designing, aligning and delivering cocurricular activities to support learning (3.E.1, 4.B.2) Selecting the tools, methods and instruments used to assess attainment of common learning outcomes (4.B.2) Assessing common learning outcomes (4.B.1, 4.B.2, 4.B.4) 1R1: RESULTS What are the results for determining if students possess the knowledge, skills and abilities that are expected at each degree level? The results presented should be for the processes identified in 1P1.