http://www.sandiego.edu/soles/documents/FHB_09-10_FINAL1 by University of San Diego, School of Leadership and Education Sciences

School of Leadership and Education Sciences

Faculty Handbook 2009‐2010

This handbook is located online at: http://www.sandiego.edu/soles/faculty/ forms_and_policies.php and is updated periodically to reflect the latest policies and procedures.

TABLE OF CONTENTS 1. SOLES GENERAL INFORMATION Calendar of Events.......................................................................................................... 4 Office of the Dean-Meeting Dates ........................................................................ 5 Job Descriptions.........................................................................................................6-26 Personnel 2009-2010 ...............................................................................................27-28 Professional Education Unit Theme .....................................................................29-30 SOLES Flowcharts ..................................................................................................31-33 Vision Statement and SOLES Strategic Plan .......................................................34-36 2. OFFICE AND UNIVERSITY INFORMATION Audio/Visual Equipment and Media Center ............................................................ 37 Copley Library Resources .......................................................................................37-38 Emergency Procedures............................................................................................38-39 Office Procedures ....................................................................................................40-41 Examination of Text Book/Desk Copies ....................................................... 40 Ordering Textbooks ........................................................................................... 40 Parking Permits & Information ........................................................................ 40 Photocopies ......................................................................................................... 40 Supplies................................................................................................................. 40 Telephone Calls ................................................................................................... 41 Office Hours .................................................................................................................. 41 Out of Town Procedures ............................................................................................. 41 Outside Employment ................................................................................................... 41 Room Scheduling .....................................................................................................41-42 Security.......................................................................................................................42-43 SOLES Website Update Policy................................................................................... 43 SOLES Website Responsibilities ...........................................................................43-44 Support Staff...........................................................................................45-62 Job Descriptions.............................................................................................45-61 What the Staff Does Not Do ............................................................................ 61 Work Related to Faculty Scholarship............................................................... 62

3. GENERAL POLICIES AND PROCEDURES American Association of University Professors.....................................63-64 Statement on Professional Ethics................................................................63-64 Annual Faculty Planning and Evaluation Report ................................................64-65 Appointment, Reappointment, Rank and Tenure (ARRT) Policy .......65-89 File Preparation Guidelines ..........................................................................81-83 Criteria for Promotion to Full Professor....................................................83-84 Policy on Professor Emeritus Status................................................................ 85 Statement on Scholarship .............................................................................75-78 ARRT Appeals Procedure (2.4.6) ................................................................85-89 Appointment, Support, and Evaluation of Part-Time Faculty..........................89-90 Attendance at SOLES Monthly Meetings ................................................................. 90 Budget Process .............................................................................................................. 91 Center for Educational Excellence ............................................................................. 91 Committee Assignments .........................................................................................92-93 Curriculum Committee............................................................................................94-98 Dissertation Credit ........................................................................................................ 98 Evaluation of Supervisors ............................................................................................ 98 Faculty Research Grants ...................................................................... 98-106 SOLES Global Faculty Grants ............................................................... 103-104 Grant Preparation/Office of Sponsored Programs............................. 104-106 External Grants from Public and Private Organizations ............................ 106 Federal Educational Rights and Privacy Act (FERPA) ................................. 107-108 Institutional Review Board Proposals ................................................ 108-117 IRB Proposal Preparation Guideline ..................................................... 108-117 International Course Proposals................................................................................. 117 Load Forms.................................................................................................................. 117 Masters Thesis/Action Research Credit .......................................................... 117-118 Merit Pay Process ........................................................................................................ 119 Mileage Reimbursement ............................................................................................. 119 New Academic Initiatives .......................................................................................... 120 Non-Tenured Faculty Voting in SOLES Monthly Meetings................................ 120 Practicum & Fieldwork Compensation............................................................ 120-121 Sabbatical Leave .......................................................................................................... 121 Standards for Graduate Students ...................................................................... 121-123 Travel Allotment Procedures ..............................................................123-127 Travel Guidelines for Student Groups .................................................. 124-127 University Professorships................................................................................... 127-129 University Senate ......................................................................................................... 129 University-Wide/General Council Policies ........................................ 129-141 Family and Medical Leave Policy (3.10.2) ............................................. 129-132 Individual Conflicts of Interest (2.2.6)................................................... 132-136 Pregnancy Disability Leaves and Transfers (3.10.1) ............................ 136-138 Medical Leave Policy (3.10.3).................................................................. 138-141

4. COURSE AND STUDENT POLICIES AND INFORMATION Course Information.............................................................................142-144 Canceled Classes................................................................................................ 142 Changes in Assigned Classroom..................................................................... 142 Children of Faculty in Classes ......................................................................... 142 Children of Students in Classes....................................................................... 142 Early Final Examinations................................................................................. 143 Obtaining Course Information Online.......................................................... 143 Student Course Evaluation Procedures ................................................. 143-144 Syllabi .................................................................................................................. 144 Student Information............................................................................145-152 *SOLES Graduate Student Association (SGSA) ......................................... 145 *Graduate Student Policy Handbook ............................................................ 146 Add/Drop Procedures..................................................................................... 146 Change of Programs ......................................................................................... 147 Grade Grievance Procedure.................................................................... 147-148 Incompletes, Withdrawals, and Change of Grade ............................... 148-149 Internationalization Requirement ................................................................... 149 Leave of Absence.............................................................................................. 149 Participation in Graduation ..................................................................... 149-150 Probationary Graduate Students..................................................................... 150 SOLES Student Disciplinary Procedures .............................................. 150-151 Student Progress................................................................................................ 151 Mid-Term Grades for Undergraduate Students ................................. 151 Summary of Academic Integrity ............................................................. 151-152 Transfer of Credits.................................................................................... 152-153 Appendix A. Office and University Information B. General Policies and Procedures C. Course Information D. Graduate Student Policy Handbook 2009-2010

*Some Table of Contents items appear out of order alphabetically.

SECTION 1:

SOLES GENERAL INFORMATION

2009-2010 SOLES FACULTY HANDBOOK

Calendar of Events

2009-2010 September 1

SOLES Orientation for New Graduate Students

September 2

Fall Semester Classes begin

September 10

Mass of the Holy Spirit

November 7

Remarkable Leaders in Education

November 26 & 27

Thanksgiving Holiday

December 14

Last day of classes

January 25

Spring Semester Classes begin

January 28

All Faith Service

February 3

SOLES Advisory Board Meeting

March 8 - 12

Spring Break

April 1-5

Easter Break

TBD

Hughes Career Achievement Award Ceremony

May 19

SOLES Advisory Board Meeting

May 11

Last day of classes

May 22-23

Graduation Commencements

SCHOOL OF LEADERSHIP AND EDCUATION SCIENCES

OFFICE OF THE DEAN 2009-2010 Meeting Dates

DEAN’S ADVISORY CABINET (DAC)

SOLES MONTHLY MEETINGS

DAY: Tuesday

DAY: Wednesday

TIME: 10:30am-

TIME: 10:00am-12:00pm

LOCATION: See Below For Room No.

LOCATION: MRH 102 (Exec. Classroom)

FALL 2009: MRH 203 September 8 October 6 November 3 December 1

FALL 2009 September 2 October 7 November 4 December 2

SPRING 2010: MRH 209 February 2* March 2 April 13 May 4

SPRING 2010 February 3 March 3 April 14 May 5

Dean’s Advisory Cabinet Linda Dews, Todd Edwards, Steve Gelb, Cheryl Getz, Ronn Johnson, Paula Krist, Judy Mantle, Pelema Morrice, Gary Neiger, Lonnie Rowell, Rondi Stein

*Dean’s EXTENDED Advisory Cabinet

Meets in Room 201

(DAC +) Moises Baron, Ed DeRoche, Anne Donnellan, Peggy Hetherington, Scott Himelstein, Frank Kemerer, Tedi Kostka, Pat Libby, Helene Mandell, Melinda Martin, Terri Monroe, Reyes Quezada, Laura Stein, Teresa VanHorn, Beth Yemma

School of Leadership and Education Sciences Dean Job Description 

Provide general oversight of all programs and personnel in the School of Leadership and Education Sciences.

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Provide vision, leadership, and accountability with regard to programming and faculty development.

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Ensure compliance with all state, federal and accreditation requirements.

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Work with the Director of Development in fundraising for SOLES projects (centers, endowed chairs and scholarships, etc.).

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Represent SOLES in the community and state, as well as nationally and internationally.

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Create and provide oversight for all SOLES budgets.

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Ensure that SOLES is well integrated in, and connected to, campus programs, initiatives and/or schools.

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Maintain a level of scholarship appropriate for the role of dean and professor.

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Perform other duties as assigned by the Provost or President.

School of Leadership and Education Sciences Associate Dean Job Description  Oversee the implementation of graduate policies and procedures: Monitor IRB, doctoral and masters administrative procedures. 

Oversee the student course evaluation process each semester. Ensures accurate and timely tabulation and reporting of evaluation results. Develop and implement policies and procedures to improve the evaluation process based on faculty and staff feedback as needed.

 Work with the Dean and Department Chairs in faculty professional development particularly with regard to scholarship. Works with the Dean in determining merit pay increases for faculty in designated programs.  Ensure, with the support of the appropriate USD’s offices, university policy is followed with regard to faculty and administrator leaves and that USD and SOLES policies are followed with regard to the hiring of faculty and administrators (Sabbaticals, visa requirements, etc.).  Handle student academic appeals.  In collaboration with the Director of Assessment, Chairs and Program Directors, facilitate the organizing of the National and State Accreditations (NCATE, COAMFTE, CACREP, and all CCTC credential documents) and USD Program Reviews.  Interface with and provide guidance to SOLES Faculty committees: ARRT, Faculty Status Committee, University Professorship, and other appropriate faculty committees.  Chair the SOLES Academic Integrity Committee.  Chair the SOLES Curriculum Committee.  Supervise the Director of Assessment Support and Credential Analyst.  Participate in various campus committees when appropriate (WASC, Graduate Council).  Represent the Dean’s Office in meetings and events.  Teach two classes per year.  Maintain scholarship agenda.  Other duties as assigned by the Dean.

School of Leadership and Education Sciences Assistant Dean Job Description Serve as a member of the senior management team in the School of Leadership and Education Sciences. Assist the Dean with a wide range of activities supporting faculty and students: interpret and apply student-related policies, draft correspondence, maintain and produce reports from a wide variety of data, and resolve crises. Provide exceptional leadership skills including creativity and initiative in conceptualizing, planning, and implementing new student-related programs in a dynamic and changing campus environment. Develop and implement student service programs for graduate students. Provide leadership and guidance and serve as the advisor for the School of Leadership and Education Sciences (SOLES) Graduate Student Association including the approval of budget requests. Makes final decisions in the selection of student scholarships and loan recipients. Administer all financial aid for School of Leadership and Education Sciences programs including the leadership of a committee which awards grants and scholarship funds. Manage the student loans and scholarships budget lines. Coordinate New Student Orientation, and other special student-related events as assigned by the Dean. Responsible for representing the vision of the Dean’s Office through presentations to university students, faculty, staff, administrators, and the general public. Represent the School of Leadership and Education Sciences on critical student-related campus-wide committees. SUPERVISION RECEIVED: Works under the general supervision of the Dean. SUPERVISION EXERCISED: Oversees SOLES Global graduate students assigned to the Global Center office and exercises immediate supervision over the SOLES Director of Outreach and Recruitment and SOLES Web Developer. DUTIES AND RESPONSIBILITIES: Operational  Contribute writing (student related articles) and related work (picture taking, interviewing) for SOLES publications (e.g., newsletters, dean's report, as well as additional publications/mailings as needed.)  Works with Academic Publications to update undergraduate and graduate bulletins, and development of additional publications.  Participates in various committees: Technology Committee, SOLES Global, and is the SOLES representative on the Commencement Committee. Represents SOLES on other on-campus and school committees related to student services as assigned.  Oversees the Coordination of the SOLES website with the Web Developer, ITS and SOLES Web Maintainers.

Student Services      

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Develops and implements student service programs for graduate students. Meets with students regarding financial aid needs and processes. Works with Dean on enforcing policies and procedures. In collaboration with appropriate personnel, makes final decisions in the selection of student scholarships and loan recipients. Oversees SOLES financial aid scholarships and loans budget and ensures fiscal responsibility. Serves as a liaison with the Office of Financial Aid. Advises and oversees the Graduate Student Association (GSA): ensures activities are consistent with the mission of the SOLES and GSA; meets with GSA members and facilitates dialogue, approves budget requests and ensures fiscal responsibility; attends association meetings and events. Supports faculty with all Honor Societies and student clubs: Chi Sigma Lota, Phi Delta Kappa, and others as organized. Coordinates special student-related events (e.g., graduation celebrations & orientations).

Other administrative duties as assigned by the Dean  Represent the Dean in meetings and events.  Work with the Dean on special projects as needed.

School of Leadership and Education Sciences Director of Development and Alumni Relations Job Description                

Identify priority prospects for major gifts and implements fundraising strategies. Develop cultivation and solicitation strategies for assigned prospects. Cultivate, solicit and steward major gift prospects for all approved fundraising priorities for SOLES and other areas at USD where appropriate. Develop relationships with alumni leading to solicitation of gifts that will result in increasing both the number and amount of contributions. Work closely with Constituent Research, Foundation Relations, Alumni Relations, Parent Relations and Annual Giving to identify new qualified major gift prospect alums, parents, friends, faculty, corporations, and foundations for SOLES. Work closely with Planned Giving Officer to secure deferred and estate gifts. Work closely with Marketing and Strategic Partnership group to plan and coordinate fundraising communications, publications, brochures and special events. Achieve fundraising goals as established by the Dean and the Assistant Vice President for Development, University Relations, for dollars raised and contacts made. Work with Dean to identify and cultivate Advisory Board members to assist SOLES in fundraising efforts. Write proposals for major gift requests including naming opportunities for the building, scholarship donations, support for Centers and Institutes, etc. Plan and co-host, with the Dean, visits by donors or their representatives. Identify and coordinate the efforts of volunteers and other staff members to be involved in the solicitation process. Maintain responsibility for oversight and compliance for assigned prospects under the Prospect Management System. Work collaboratively with all fundraising directors within the university. Develop relationships with colleagues at peer institutions. Attend conferences and seminars to stay current with fundraising policies and procedures.

School of Leadership and Education Sciences Director of Outreach and Recruitment Job Description The Director of Outreach and Recruitment is responsible for developing and implementing student outreach and recruitment initiatives for the School of Leadership and Education Sciences (SOLES). The Director works closely with academic department chairs, program directors, program coordinators, and other members of the Dean’s Advisory Cabinet in ongoing efforts to increase the awareness of and identify and recruit highly qualified students into the undergraduate and graduate programs of SOLES in the areas of Learning and Teaching, Counseling, Marital and Family Therapy, and Leadership Studies. The Director is committed to inclusion and diversity in recruitment and retention efforts and responsible for addressing issues that affect that commitment. The Director assists prospective students by providing information about academic programs, scholarships and financial aid, and the admissions process. The Director works collaboratively with the Office of Graduate Admissions. SUPERVISION RECEIVED: Reports to the SOLES’ Assistant Dean. SUPERVISION EXERCISED: Supervises Administrative Assistant II and student workers as assigned. RESPONSIBLITIES:  Work with academic department chairs, program directors, program coordinators, and other members of the Dean’s Advisory Cabinet in ongoing efforts to increase the awareness of and to identify and recruit highly qualified students into the undergraduate and graduate programs of SOLES in the areas of Learning and Teaching, Counseling, Marital and Family Therapy, and Leadership Studies. o Attend monthly Dean’s Advisory Cabinet and SOLES faculty meetings to provide an update on outreach and recruitment initiatives. o Meet regularly with academic department chairs, program directors, program coordinators, and other members of the Dean’s Advisory Cabinet to learn about academic programs, establish/update admission requirements and deadlines. o Identify target market for each academic program and integrate outreach and recruitment efforts with the department/program. o Oversee department/program information sessions and open house events for prospective students. o Collaboratively develop formalized partnerships with organizations in order to increase the number of applicants to graduate programs. o Arrange campus and building tours, and classroom visits with departments and programs. o Represent SOLES at local, regional, national and international events (e.g., graduate school fairs, conferences, institutes and workshops) and promote SOLES academic programs. o Coordinate undergraduate group presentations about SOLES academic programs with department chairs, program directors and program coordinators. o Work with Department of Public Affairs to publicize academic programs, news and events.

Serve as a brand ambassador and liaison with the Marketing Department to develop and revise program brochures, fliers and promotional materials.

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Commit to inclusion and diversity in recruitment and retention efforts and address issues that affect that commitment. o Identify, understand and meet the needs of all students. o Ensure that all marketing materials and information on the Web site is culturally appropriate. o Support underrepresented students with professional development activities.

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Assist prospective students by providing information about academic programs, scholarships and financial aid, and the application and admissions process. o Establish and maintain relationships with prospective students. o Respond to program, admissions, and scholarship and financial aid questions via phone, e-mail and one-on-one and group meetings. o Conduct large and small group presentations about how to apply for graduate school and its importance. o Maintain the SOLES Admissions section of the Web site, serve on the SOLES Web Site Committee, and work closely with the Web Developer to identify, meet and address the needs of prospective students.

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Work collaboratively with the Office of Graduate Admissions. o Act as liaison between prospective applicants, department chairs, program directors and program coordinators, and Office of Graduate Admissions.

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Maintain prospective student database to ensure that applicant contact information is up-to-date and to increase effectiveness of outreach and recruitment efforts.

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Produce graduate application reports for each program, including the number of applications, confirmations, deferrals, cancellations, denials, incomplete applications.

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Committee work o Represent SOLES on various University committees and outside organizations.

School of Leadership and Education Sciences Budget and Operations Manager Job Description Budgetary Administration  Responsible for the development, administration, maintenance and reconciliation of SOLES operating budgets and year-end fiscal reporting. Works closely with the Controller and Office of Budget and Treasury to conduct initial set-up, on-going maintenance, and closing procedures (when necessary). Requests budget appropriations, facilitates expenditure corrections for invoice and salary coding errors, and prepares and updates budget monitoring reports.  Independently maintains all records, generates reports, analyzes expenditures, and prioritizes allocations.  Conducts cost/benefit analysis for SOLES projects and budget categories. Researches and advises the Dean concerning funding allocations and expenditures as appropriate.  Represents SOLES at university-wide budget committee meetings.  Signature authority for all budget lines in the SOLES, including approximately $9.35 million in annual operating funds across 16 different accounting projects in addition to annual gift, grant and endowment projects.  Develops and assists with the implementation of new SOLES fiscal policies and procedures for all regular and special programs.  Oversees the initial budget preparation for new grants. In collaboration with the principal investigators and the Office of Sponsored Programs, monitors, reconciles, and assists with the post-award fiscal administration of grants.  Designs and implements systems and processes to ensure proper coding and allocation of salary and operating expenses/budget items among SOLES accounts, with particular attention to allowable grant expenses (where appropriate). Faculty Administration  Generates and manages all full and part-time faculty teaching contracts and monitors faculty salary budget. Creates, updates, and disseminates contracts. Conducts detailed tracking of documentation through the process of obtaining appropriate signatures. Works with the Provost’s office and Human Resources to resolve any issues or problems. Independently adjusts salary distribution for release time, sabbaticals, etc.  Ensures that SOLES budget is reimbursed for release time granted to faculty from outside work. SOLES Operations Administration  Oversees SOLES facilities. Ensures facilities are properly kept, repairs/maintenance are scheduled as necessary/needed. Initiates and oversees facility improvements. Coordinates office relocations.  Addresses staffing issues and coordinates hiring of full time and temporary staff. Serves as a liaison to Human Resources for staffing matters. Working with the administrative/executive assistants, ensures that the reception desk is continuously staffed and the main phone line is covered during regular business hours.

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Presides over monthly staff meetings and oversees yearly staff retreats. Provides for professional development opportunities for staff members. Sets policies for overall building usage and pricing for use by outside constituents for special events. Oversees program courses and special events scheduling, addressing conflicts and challenges as needed. Oversees building entry access for individuals, including key distribution and granting card reader access. Reviews and interprets building usage reports. Serves on the USD Building Managers and Academic Schedulers Committees, providing suggestions and recommendations for the USD Campus Scheduling project, implementing the R25 scheduling software and expanding its use. Serves as chair of the SOLES Space Committee and serves on the USD Space Committee, USD Parking Committee as well as other committees as assigned. Serves as a liaison for special programs to USD departments, including the Student Financial Services office, Financial Aid, Registrars, Budget and Treasury, and Information Technology Services. Oversees USD Computer Lease Program for SOLES personnel. Oversees and approves SOLES supplies and equipment orders. Communicates directly with the coordinators of all special programs to ensure adherence to university accounting policies and procedures, as well as internal guidelines. Resolves issues within these programs in collaboration with other campus departments on campus. In collaboration with the Human Resources office, ensures compliance by SOLES personnel of state and federal requirements with regards to sexual harassment training and FERPA training.

School of Leadership and Education Sciences Director of Assessment Support Job Description Assessment of Learning Outcomes: 

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Provide leadership for faculty and administration to promote the understanding, articulation, and documentation of student learning outcomes for each program/department and for the School as a whole. Facilitate the establishment and implementation of comprehensive department and programlevel goals, learning outcomes, and assessment plans, and foster further implementation of assessment programs and activities. Design, conduct, analyze, and report on candidate professional performance indicators from admissions through alumni follow-up. Create databases and reporting systems for each program area. Develop and implement strategies aimed at improving assessment accuracy and fairness (e.g. inter-rater reliability studies).

Data Collection, Storage and Reporting: 

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Coordinate the collection and ongoing maintenance of an integrated assessment system for the School of Leadership and Education Sciences, ensuring accuracy of the data. Develop and maintain the data-tool for storing student demographic, assessment, and progress information, including development of additional web-based forms for data collection. Provide leadership and supervision of training and support conducted by the Instructional Support Analyst to SOLES faculty, administration, and staff on the use of a standardized data collection system. Oversee the accuracy and completeness of data collected by the system. Interface with the Associate Dean, the Credential Analyst, the Office of Institutional Research and Planning, and the Director of Professional Services to compile and submit data required for state and federal reporting as well as external surveys (for example, AACTE ,PEDS, Title II, US News & World Report.) Monitor status of and provide assistance with the planning and coordination of all accreditation reporting (NCATE, CCTC, CACREP, COAMFTE, CEC, etc.). Serve on school and university committees as assigned to communicate/document assessment plans and guidelines. Interface with the institutional research and assessment offices. Analyze trends and outcomes for strategic purposes and make recommendations as appropriate.

Research: 

Identify opportunities for doctoral students and faculty to conduct assessment research aimed at deepening understanding of institutional initiatives and making a contribution to generalizable knowledge.

School of Leadership and Education Sciences Credential Analyst Job Description 

Process materials for application for credentials, intern programs and fingerprint clearances: verify that all coursework, test scores, fees, transcripts and paperwork are submitted, gather pertinent information from SOLES, Learning and Teaching, Counseling, ELDA and Registrar’s Office. Certify to the CTC (Commission on Teacher Credentialing) that all credential requirements have been completed and recommend candidates for issuance of the credential.

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Attend and conduct meetings to explain credential procedures, job search and employer requirements and distribute application materials. Attend and participate in university meetings and SOLES, Learning and Teaching, Counseling and ELDA meetings. Attend conferences and workshops and participate in meetings with the CTC, other universities, school districts and county offices of education. Maintain membership in Credential Counselors and Analysts of California (CCAC) the professional credential analyst organization, attend and participate in CCAC activities, workshops and conferences.

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Advise and counsel students, prospective students and public on USD credential programs and how to meet credential requirements. Hold individual and group appointments with new and prospective students in the Learning and Teaching, Counseling and ELDA programs to insure that credential candidates are aware of pre-requisites and credential requirements. Track students as they proceed through the various credential programs, inform students of outstanding requirements and how to meet them, establish individualized programs for completion. Advise former and returning students on updating certification. Serve as lead administrator in Student Services Center on matters pertaining to certification.

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Answer telephone, e-mail inquiries and correspondence regarding credentialing. Maintain up to date information on California and USD credential programs and requirements, provide information and answer questions for students, Learning and Teaching, Counseling and ELDA faculty and the general public about university programs, procedures and credential regulations. Maintain resource materials and interpret credential laws research credential information using internet and related resources.

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Create web page, handouts and announcements, disseminate information on various student and faculty list serves. Create and up-date Teaching and Services Credential Handbooks containing information on the steps to receiving credentials, contact information, course and exam requirements, adding authorizations to credentials, seeking employment, moving certification to other states, etc. Edit university catalog and other publications to insure that Learning and Teaching, Counseling and ELDA credential and educational information is correct.

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Research and solve student problems, make decisions regarding substitution and awarding of credit and waiving of requirements.

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Maintain Learning and Teaching, Counseling and ELDA credential files for students receiving credentials, record credential information on database. Prepare reports for CTC,

USD federal government and accreditation agencies regarding numbers of program completers and types of credentials issued. Participate in documentation and preparation for accreditation. ď&#x201A;ˇ

Complete certification forms for students applying for certification in other states.

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Devise long and short range plans for implementation of policies and updating of credential procedures.

School of Leadership and Education Sciences Program Directors Job Description 

Coordinate program related activities with the program faculty. This includes: holding regularly scheduled meetings (with agendas), providing leadership with regard to program development, admissions and student advisement.

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Identify, select and provide support for part-time faculty and ensure that part-time faculty are provided support and given feedback regarding their courses.

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Represent the program in the community, state and nationally with regard to issues such as national accreditation, state program approvals, and other activities, which serve to enhance the program’s reputation.

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Work with the Associate Dean with regard to faculty load assignments.

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Help resolve student issues and be accessible to students with concerns.

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Serve as an advocate for faculty growth and development.

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Develop and implement program marketing & advertising plans with the Director of Outreach and Recruitment.

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Work with appropriate personnel to maintain and update web site.

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Respond to all correspondence, written and oral, about the program.

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Monitor and manage the program’s admissions processes and procedures.

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Monitor program related records including graduation petitions and CCTC credential documents.

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Work with other Program Directors/Department Chair to address cross-program matters.

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Provide monthly updates in program events for marketing.

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Turn in an annual budget request.

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Coordinate materials for internal USD program reviews as they are scheduled.

School of Leadership and Education Sciences Department Chair, Learning and Teaching Job Description After securing recommendations from individual faculty members in the department, the Dean will ask faculty to vote for a Department Chair. If a clear majority is not evident, then the Dean will make the selection. Appointments are for three years, and a formal evaluation of the chair will occur the second year of the three-year appointment. Acting chairs are appointed by the Dean, after consultation with the affected chair. An acting department chair may also be appointed for prolonged absences from campus (more than two weeks) by the Chair or during short absences when key recommendations are required. The Chair will have teaching responsibilities. This may vary depending on accreditation needs and program approval responsibilities. The Chair may delegate some duties, and sharing of service responsibilities which will vary according to workload. Program areas within the department may have lead faculty appointed by the Dean on the recommendation of the chair. The Department Chair will have a tenmonth contract. Duties of chair include the following: 1) Faculty a) Organize the recruitment of new faculty and select part-time faculty after consultation with members of the department; b) Orient new faculty to the curriculum and practices of the department; c) Promote effective communication both within the department (including mediation of conflicts) and also with the Dean; d) Assign teaching responsibilities and teaching schedules after consultation with department faculty; e) Advise, support, and explain ARRT policies and procedures for non-tenured faculty; f) Promote faculty discussion and consensus regarding the appropriate balance of teaching, scholarship, and service; g) Maintain up-to-date curriculum vitae of faculty; and, h) Facilitate faculty development and growth. 2) Curriculum a) Keep abreast of the latest research in teacher education and provide curriculum leadership; b) Promote regular faculty discussion, reviews, and assessment of curriculum; c) Coordinate course offerings and curricular changes with affected programs; d) Prepare accreditation documentation as needed; e) Coordinate, with the appropriate groups in the College of Arts and Sciences, for the writing of state program documents; f) Maintain a current file of syllabi for all departmental offerings; g) Support â&#x20AC;&#x153;Leadâ&#x20AC;? faculty in program development; and, h) Promote high standards and common departmental practices regarding grading. 3) Students a) Maintain advising record systems; b) Monitor and support quality maintenance of advisement;

c) d) e) f)

Assign academic advisors; Examine transfer of credit petitions and petitions for graduation; Mediate grievances between students and faculty members; Promote academic integrity, student achievement, and student planning for further graduate work; and, g) Assist in tracking student educational and professional attainments after graduation. 4) Assessment a) Coordinate evaluation of masters degree completion requirements; b) Ensure thesis guidelines are followed; and, c) Ensure compliance with the various student assessment stages. 5) Budget a) Make decisions as to the proper use of departmental funds; b) Monitor budget lines to keep expenditures at or below budgeted levels; c) Notify the Dean in a timely fashion of unusual needs (e.g., additional sections required because of unexpected enrollment trends); d) Prepare annual budget requests which carefully prioritize departmental needs; e) Identify short and long-term space needs; and, f) Assist the Dean in preparing budget priorities that affect the School of Leadership and Education Sciences as a whole. 6) General administration a) Set meeting dates and create agendas for specialization areas that do not have â&#x20AC;&#x2DC;leadâ&#x20AC;&#x2122; faculty (added 2004) b) In cooperation with the Budget and Operations Manager, supervise executive assistants and other staff members in your area; c) Supervise the Director of Professional Services; d) Refer faculty and students needing assistance to appropriate administrative offices; e) Report maintenance and safety problems to the Business Manager f) Provide oversight for partnerships with schools, districts or other organizations; and, g) Represent the department at campus or off-campus functions.

School of Leadership and Education Sciences Department Chair, Leadership Studies Job Description Duties of chair include the following: 1) Faculty         

Organize the recruitment of new faculty and select part-time faculty after consultation with members of the department; Orient new faculty to the curriculum and practices of the department; Promote effective communication both within the department (including mediation of conflicts) and also with the Dean; Assign teaching responsibilities and teaching schedules after consultation with department faculty; Advise, support, and explain ARRT policies and procedures for non-tenured faculty; Review and monitor course evaluations and discuss with faculty as needed Promote faculty discussion and consensus regarding the appropriate balance of teaching, scholarship, and service; Maintain up-to-date curriculum vitae of faculty; and, Facilitate faculty development and growth.

2) Curriculum       

Provide leadership to full and part-time faculty and staff related to curriculum development Promote faculty discussion, reviews, and assessment of curriculum; Coordinate course offerings and curricular changes with affected programs; Provide leadership in the preparation of accreditation documentation as needed; Maintain a current electronic file of syllabi for all departmental offerings; ensure these are listed on department website Support faculty in program development; and, Promote high standards and common departmental practices regarding grading.

3) Students          

Monitor admission processes Maintain advising record systems; Monitor and support quality maintenance of advisement; Assign academic advisors; Examine transfer of credit petitions and petitions for graduation; Mediate grievances between students and faculty members; Promote academic integrity, student achievement, and student planning for further graduate work; Assist in tracking student educational and professional attainments after graduation. Coordinate evaluation of masters portfolios; Ensure dissertation and thesis guidelines are followed;

5) Budget  Make decisions as to the proper use of departmental funds;  Monitor budget lines to keep expenditures at or below budgeted levels;  Notify Dean in a timely fashion of unusual needs (e.g., additional sections required because of unexpected enrollment trends);  Prepare annual budget requests which carefully prioritize departmental needs;  Identify short and long-term space needs; and,  Assist the Dean in preparing budget priorities that affect the School of Leadership and Education Sciences as a whole. 6) General administration  Set meeting dates and create agendas for department and faculty meetings  Supervise the Assistant Director of Leadership Programming; the Director of the American Humanics/coordinator of the Leadership minor; the Director of the nonprofit MA Program; and the coordinator of ELDA  Provide leadership and oversight for program coordinators, directors and faculty to ensure that program reviews are completed and accreditation timelines followed.  Refer faculty and students needing assistance to appropriate administrative offices;  Report maintenance and safety problems to the Business Manager  Provide oversight for department events  Provide oversight for partnerships with outside organizations; and,  Represent the department at campus or off-campus functions.

School of Leadership and Education Sciences Director of Professional Services Job Description The purpose of this position is to lead, manage, and coordinate the design and implementation of all field experience components of teacher credential programs to include a complete integration of the Learning and Teaching program philosophy. This position provides leadership for assuring quality fieldwork placements, quality supervision, and quality in all aspects of student performance across all fieldwork experiences. The Director of Professional Services is a twelve-month position. This position reports to the Chair of the Department of Learning and Teaching. The focus of responsibilities includes: Leadership and Management of Credential Pathways  Actively seek out qualified persons who might be hired as Pathway Managers, Practicum Managers, and university supervisors for the teacher credential programs and make recommendations to the Department Chair.  Assure that the pool of individuals supervising student teaching reflects the diversity proportions found among school districts in which fieldwork students are placed.  In coordination with the Director of Assessment Support, supervise the Performance Assessment for California Teachers (PACT) system of evaluation.  Provide supervision for credential Pathway Managers and Practicum Managers in the Multiple and Single Subjects programs, including international student teaching experiences.  Work in close collaboration with the faculty and Department Chair to provide leadership in the design and development of student teaching seminars.  Assure that there is a coherent and consistent system of managing key program components and processes across all credential pathways.  Serve as the instructor of record for student teaching placement classes and complete all paperwork related to the course.  Publish and annually update the Fieldwork Handbook.  Prepare contracts with districts when necessary for student teaching and internships.  Provide leadership for resolving fieldwork issues and concerns. Collaboration  Interface with faculty, including Multiple and Single Subjects Coordinators, to assure quality placements and coordination of fieldwork experiences with methods classes.  Develop a network of placement sites that meet department criteria.  Interface with the Credential Analyst to assure that student teachers have attained the appropriate CTC clearances prior to placement in student teaching.  Organize information sessions, open houses and recognition events. Coordination, Training, and Evaluation of Student Teaching Supervisors  Assure that all student teachers are appropriately matched with qualified university supervisors.  Assist the Department Chair in evaluating all Pathway and Practicum Managers and those who are in supervisory roles.

Accreditation and Assessment  Interface regularly with the Director of Assessment Support to assure the design and development of quality fieldwork components with corresponding assessment systems, tools, policies and procedures that lead to quality student outcomes.  Monitor and ensure that all field experiences are meeting CTC and department standards as stated in USD credential documents.  Consistently collect, analyze, and use assessment data for purposes of accreditation and continuous program improvement.  Monitor the progress of students throughout their practicum and student teaching experiences.  Assist the Department Chair in evaluating all personnel who are managing fieldwork components and supervising student teachers.  Prepare reports required for accrediting agencies (NCATE, CTC, CEC, etc).  Assist with report preparation in consultation with the Associate Dean, Credential Analyst, the Office of Institutional Research, and the Director of Assessment to compile and submit data required for state and federal reporting as well as external surveys (for example, AACTE, IPEDS, Title II, US News & World Report). Staff Development and Training  Organize and implement regular supervisory training sessions for site and university supervisors.  Develop and deliver training sessions for all Pathway and Practicum Managers on a regular basis. Career Advising and Development  Maintain job announcements to assist candidates with job searches.  Monitor emerging trends in the education profession and disseminate that information to the appropriate administrators, faculty, students, and staff.  Interface with the university’s Director of Career Services and the San Diego County Teacher Recruitment Center to maximize ways to provide career advising and development information for current students and alumni.

School of Leadership and Education Sciences Director of Field Experiences COUNSELING PROGRAM –CLINICAL MENTAL HEALTH AND SCHOOL COUNSELING SPECIALIZATIONS LEADERSHIP STUDIES PROGRAM – INDIVIDUALIZED AND HIGHER EDUCATION SPECIALIZATIONS

Job Description Placement of Graduate Student Interns  Place and monitor all Counseling Program interns and Leadership Studies: Individualized/Higher Education specialization interns in the selected internship/fieldwork sites.  Monitor and ensure that field experiences are meeting CCTC and CACREP standards.  Maintain databases on sites which meet criteria for exemplary opportunities.  Work in close collaboration with the faculty and program directors to provide leadership in the design and development of the internship seminars.  Organize receptions and visitations for internship students and onsite supervisors.  Conduct pre-clinical instruction meetings with students.  Publish and update annually the internship/fieldwork handbooks.  Create, with the input of faculty, necessary policies, procedures, and evaluations used to monitor the internship/fieldwork experiences. Coordination of Internship/Fieldwork Supervisors  Match all interns with university supervisors and monitor progress.  Organize and implement supervisory training sessions for site and university supervisors.  Assist the program directors in evaluating all personnel who are in a supervisory role.  Recommend and actively seek out persons to be hired as university supervisors, and onsite supervisors who meet Counseling Program and Leadership Studies Program criteria, represent diverse cultures and who complement well the mission and philosophy of the program. In collaboration with the program directors schedule seminar instructors and faculty supervisors. Development of Network of Placement Sites  Work with program directors and faculty to develop partnerships and/or professional development with schools, universities, community colleges, and agencies.  In collaboration with the program directors and faculty, develop policies and implement practices for the selection of sites for practicum and fieldwork/internship experiences for master counseling and leadership/individualized and higher education specializations.  Publish criteria for inclusion of sites for placing interns in practicum and internship/fieldwork, regularly assess sites and update lists of usable locations based upon inclusion criteria.  Meet regularly with university faculty/supervisors for feedback about the quality of clinical instruction sites and the needs and talents of the counseling and leadership program candidates.  Coordination of all Field Experiences (Clinical Instruction) Components  Provide leadership to the Counseling Program and Leadership Studies/ Individualized and Higher Education Specializations by coordinating the design and implementation of all field

 



experience components to include a complete integration of the Counseling program and Leadership Studies program philosophies and meeting requirements of CCTC and CACREP accreditation. Report to and carry out tasks assigned by the program directors related to field experiences in the professional preparation programs. Explain the mission of the School of Leadership and Education Sciences, philosophy of the Counseling Program and Leadership Studies: Individualized and Higher Education specialization and expectations of faculty to graduate candidates, supervisors and onsite supervisors to ensure that field experiences are supporting program goals. Attend professional development meetings and prepare reports for the faculty and program directors.

Additional Responsibilities  Continue support of CACREP, CCTC and NCATE accreditation with regard to fieldwork components  Create manual for clinical instruction faculty  Support electronic database development as it relates to fieldwork  Participate in admissions and orientation processes as requested by program directors  Collaborate with Learning and Teaching faculty to create community partners

Personnel 2009-2010 ADMINISTRATION:

FACULTY / ADMINISTRATORS:

Dean

Learning and Teaching (Continued)

Paula A. Cordeiro Associate Dean Steven Gelb Assistant Dean Linda Dews Credential Analyst Tedi Kostka

Adele Chandler Chris Devers Anne Donnellan Silvia Dubovoy Kathy Estey (Program Specialist) Steve Gelb Betsey Gibbs Bobbi Hansen Lea Hubbard Noriyuki Inoue Stacey Kasendorff Heather Lattimer Helene Mandell (Director of Professional Services) Judy Mantle (Chair) Reyes Quezada (Director, Curriculum and Teaching Programs) Kendra Sisserson Joi Spencer Mariam True

Director of Development & Alumni Relations

Gary Neiger Director of Assessment Support Paula Krist Budget and Operations Manager Rondi Stein Director of Outreach and Recruitment Pelema Morrice

PROGRAM DIRECTORS/ DEPARTMENT CHAIRS: Counseling Ronn Johnson/Lonnie Rowell Leadership Studies Cheryl Getz Learning and Teaching Judy Mantle Marital and Family Therapy Todd Edwards

Leadership Studies Robert Donmoyer Fred Galloway Steven Gelb Cheryl Getz (Chair) Peggy Hetherington (Director of Field Experiences) Lea Hubbard Frank Kemerer Pat Libby (Director of the Institute for Nonprofit Education & Research) Melinda Martin (ELDA, Director) Rose Linda Martinez Mary McDonald Theresa Monroe Athena Perrakis George Reed Laura Stein (Assistant Director of Nonprofit Initiatives) Teresa VanHorn (Director of American Humanics) Beth Yemma (Assistant Director of Leadership Programming)

FACULTY / ADMINISTRATORS: Counseling Kenneth Gonzalez Peggy Hetherington (Director of Field Experience) Ronn Johnson (Coordinator, Clinical Mental Health Specialization) Ian Martin Erika Nash Lonnie Rowell (Director) Susan Zgliczynski Learning and Teaching Viviana Alexandrowicz Jerome Ammer (D. Strunk Endowed Chair) (Program Coordinator, Special Education Programs) Donna Barnes Sandy Buczynski

CENTERS & INSTITUTES: (continued)

Marital and Family Therapy Todd Edwards (Program Director) Ana Estrada JoEllen Patterson Lee Williams

CEPAL (Center for Education Policy and Law) Scott Himelstein, Director Frank Kemerer, Assoc. Dir. for Research and Academics

STAFF: Georgia Belaire (Reception/ Dean’s Office) Nikki Cibrian (Learning and Teaching) Andrea Fuentez (Dean’s Office/Outreach) Annie Guanciale (Leadership Studies) Aimee Heytvelt (Dean’s Office) Will Hoagland (Audio Visual Technician and Support Specialist) Ruthie Inacay (Budget and Operations) Carmen McBride (Leadership Studies) Maria Menezes (Learning and Teaching) Sergio Rodriguez (Counseling & MFT) Kate Sheridan (Dean’s Office) Erin Weesner McKinley (Development and Alumni Relations)

Character Development Center Edward DeRoche, Director CJ Maloney COMPASS Moises Baron, Director Sharna Langlais, Director of Development and Communications

Educational Leadership Development Academy (ELDA) Melinda Martin, Executive Director Freda Callahan Richard Thome

Desktop Support Richard Garner Web Developer John Callery

Graduate Student Association (GSA) Lauren Johnson

CENTERS & INSTITUTES: Autism Institute Anne Donnellan

Institute for Nonprofit Education and Research Pat Libby, Director Laura Stein, Co-Director

Building Engineering and Science Talent (BEST) John Yochelson

Leadership Institute Terri Monroe, Director Beth Yemma, Assistant Director

Camp Adventure Youth Service Walt Heinecke

Manchester Family Child Development Center Jacqueline Kennedy, Director

Caster Family Center for Applied Nonprofit Research TBD, Director

Naval Science Minor/NROTC Captain Mark Woolley, Director Lt. Dan Garcia SOLES Global Center Cynthia Martinez, Coordinator Erika Delgado, Assistant Coordinator Crystal Dujowich Assistant Coordinator

Center for Student Support Systems (CS3) Lonnie Rowell, Director

Professional Education Unit Theme During the 2002-03 academic year, the NCATE Steering Committee, in collaboration with the faculty, defined the Professional Education Unit (PEU). This applies to all programs that prepare educators P-12. A learning community collaboratively engaged in the pursuit of professional competence.

Learning Community The Professional Education Unit faculty, staff and students from diverse cultural, social and religious backgrounds seek to build a learning community characterized by the kind of spiritual, intellectual and emotional vitality that promotes the development of leadership. The faculty aim to connect students with what Parker Palmer (Palmer, 1998) calls the “living core” of their life, while providing knowledge, skills, and dispositions designed to strengthen their capacity to lead.

Collaborative Engagement Central to interactions between and among faculty and students is our commitment to acquire knowledge through critical inquiry and collaborative engagement. To this end, we engage in a reciprocal process of teaching and learning based on the notion of a community of practice. This notion is helpful in understanding how members of organizations learn with one another through activities that require negotiation. Through social participation, members create meaning about their shared historical and social resources and rules of practice, including how to create, evaluate and disseminate knowledge related to organizationally valued tasks. The community of practice perspective suggests, “Learning is an issue of sustaining the interconnected communities of practice through which an organization knows what it knows and thus becomes effective and valuable as an organization” (Wenger, 1998, p. 8).

Pursuit of Professional Competence Every program is centered on developing professional competence in all candidates. Professional associations, national accrediting bodies and state certification agencies provide the programs with specific requirements for preparing ethical, caring and competent professionals. Courses, field experiences and internships assess candidates’ abilities to demonstrate the basic knowledge, skills and dispositions recommended for today’s practicing professionals. Faculty members are actively involved in the work of professional organizations and state and national agencies as they continually update the competencies and standards for practice. Candidates in our programs seek licensure and certification in their areas of expertise. Having been encouraged to form a strong commitment to lifelong learning, ethical responsibility and ongoing professional development, many demonstrate sound identities as practicing professionals, joining professional associations and attending and presenting at local, state, and national conferences. They demonstrate their capabilities as collaborators, as agents of change and as leaders, with varying degrees of impact within the communities they serve. Our mission, vision and theme serve as the foundation for our professional education unit outcomes. Our unit outcomes, which are carefully aligned with candidate proficiencies and program standards, are grounded in relevant theory and research. Faculty in the School of Leadership and Education Sciences are committed to the preparation of educational leaders as is exemplified by the acronym “ACE”, which describes an expert in the field of education. The outcomes derived from “ACE” are: Academic excellence, critical inquiry, and reflection, Community and service, Ethics, values, and

diversity. All outcomes are shared and integrated throughout every program in the School of Leadership and Education Sciences Professional Education Unit.

The Three Major Unit Candidate Outcomes of the Professional Education Unit

Given the mission, vision, and organizational theme of USD’s Professional Education Unit, faculty in the unit are committed to three major candidate outcomes that are represented by the acronym “ACE” and by the graphic identity that follows:

Academic Excellence, Critical Inquiry, and Reflection: Candidates in the unit will demonstrate the knowledge and the ability to represent content accurately by applying effective strategies and techniques in their field of study, by actively engaging in reflective activities, by critically analyzing their practice and by applying higher order thinking skills to a wide array of investigative pursuits. Community and Service: Candidates in the unit will strive to create and support collaborative learning communities in their classrooms and their professional fields of practice by bridging theory and practice and engaging in community service. Ethics, Values, and Diversity: Candidates in the unit will understand and adhere to the values and ethical codes of the university, of the schools they work in, and of the professional organizations to which they belong. They will support the creation of inclusive, unified, caring and democratic learning communities that value each individual regardless of background or ability, and they will equitably support student learning and optimal development. Candidate Dispositions Common to All Programs in USD’s Professional Education Unit The final section of this document presents a list of expected candidate dispositions that are derived from the three unit candidate outcomes, and are common to all programs in the unit.

Academic Excellence, Critical Inquiry and Reflection: candidates should demonstrate 1) a belief that all individuals can learn and succeed, and 2) a commitment to reflection and critical inquiry. Community and service: candidates should demonstrate 1) a willingness to collaborate with peers and members of the educational community, and 2) an appreciation for and willingness to form partnerships with parents/guardians and community agencies that serve children and youth. Ethics, Values and Diversity: candidates should demonstrate 1) respect for the value of diversity in a democratic society, and 2) a commitment to high professional and ethical standards.

*Center Directors Associate Dean

Assistant Dean Director of Assessment Support Credential Analyst

Budget and Operations Manager Global Center

STAFF Director of Outreach and Recruitment

SOLES Advisory Board

Dean

Learning and Teaching Department Chair

Leadership Studies Department Chair

Director of Professional Services

Faculty Program Directors (MFT, Counseling)

American Humanics Naval Science Minor

Web Developer

Continuing Education * AI, CDC, CEPAL, COMPASS, CS3, ELDA, LI, MFCDC, NPRC

Director of Field Experience (Counseling/ Leadership Studies)

Director of Development and Alumni Relations

Leadership Institute Institute for Nonprofit Education and Research Caster Family Center for Nonprofit Research

American Humanics/ Leadership Minor Higher Education Administration/ Community College/ Student Affairs Public/Private School Specialization

Educational Leadership Development Academy

Nonprofit Leadership and Management Program

Clinical Mental Health

School

Center for Student Support Services

COMPASS

Department of Learning and Teaching Chair Department of Learning and Teaching STARS Project

Special Projects Manager

Executive Assistant

Faculty Administrative Assistant

Program Director _ _ _ _ ___ _ _ _ _ _ _ _ _ ___ Director _ _ _ of Professional Services Curriculum and Teaching M.Ed. in Curriculum and Teaching Specializations  Induction Master’s partnership Program(IMPP)  Montessori Education  Master’s Credential Cohort M.Ed. in Math, Science and Technology Education

Program Specialist

Credential Pathway Managers

_ _ _ _ _ _ _ _ _ _ _Program Coordinator Special Education

_ _ _ _ _ _ _Joint Doctoral Program

M.Ed. in Special Education Specializations  Mild/Moderate Disabilities  Deaf and Hard of Hearing

Autism Institute

M.Ed. in Literacy, Culture, and TESOL

Master of Arts in Teaching (MAT) Specializations  History  Social Sciences Character Development Center (9-unit certificate)

August 10, 2009

VISION STATEMENT SOLES aspires to be a vibrant and diverse community for innovation, cultivating academic excellence and developing socially responsible global learners and leaders. Tag Line â&#x20AC;&#x153;SOLESâ&#x20AC;ŚWhere leaders are made. Main Goals: I. Academic Excellence II. International Programs III. Diverse Communities IV. Partnerships Implementation Goals (not published externally) V. Infrastructure VI. Finance/Development

STRATEGIC PLAN 2007-2012

Goals and Objectives Goal I: Offer rigorous ACADEMIC PROGRAMS in response to the needs of students and society. Objective 1: Build an international reputation for SOLES in innovative teaching methodologies and curriculum. Objective 2: Increase productivity in scholarship, including grant activity, research, and publications. Objective 3: Incorporate evidence-based practice for guiding development of all SOLES programs. Objective 4: Attract excellent candidates and ensure selective admission to all graduate programs Objective 5: Increase support for scholarship activities and research conducted by SOLES graduate students. Objective 6: Create and fund a writing center for SOLES graduate students. Objective 7: Establish one new endowed chair or professorship for a joint appointment in the Leadership Studies PhD. Program and the Peace School.

Goal II: Develop highly effective, socially responsible and marketable students through INTERNATIONAL PROGRAMS. Objective 1: Expand opportunities for SOLES faculty to engage in international research projects, partnerships and/or professional development activities. Objective 2: Internationalize curricula across programs. Objective 3: Establish a requirement for all SOLES students to engage in an international experience prior to program completion. Goal III: Prepare SOLES graduates to serve the needs of DIVERSE COMMUNITIES. Objective 1: Attract and retain students, staff, and faculty with diverse backgrounds and perspectives. Objective 2: Endow scholarships for students from diverse backgrounds and perspectives. Objective 3: Support a small number of high value, strategic partnerships with schools and agencies which are exemplary in serving diverse communities. Objective 4: Expand opportunities for students and faculty to strengthen their cultural awareness and cultural competencies. Goal IV: Enhance PARTNERSHIPS with other USD units and the community. Objective 1: Support partnerships between SOLES and organizations beyond USD, particularly those affiliated with the Catholic Church. Objective 2: Support partnerships within SOLES. Objective 3: Support partnerships between SOLES and other USD departments Goal V: Create a SOLES infrastructure that promotes and supports excellence and professionalism. Objective 1: Improve the organizational structure and operational systems of the School to maximize work effectiveness and efficiency in all program areas. Objective 2: Establish an organizational structure for SOLES which better meets the size of the school and creates a sense of community which serves to mentor faculty and increase accountability and collaboration. Goal VI: Strengthen the Schoolâ&#x20AC;&#x2122;s financial foundation in order to support SOLESâ&#x20AC;&#x2122; vision and the implementation of the Strategic Plan 35

Objective 1: 1 2 3 4 5 6

Create, build and expand the Schoolâ&#x20AC;&#x2122;s endowment for the following:

Student scholarships for all program areas SOLES Global Endowed Chair â&#x20AC;&#x201C; Leadership Studies Educational Leadership Development Academy Nonprofit Research Center New Initiatives Fund

Objective 2: Increase Alumni participation, involvement and giving through development of an Alumni Council.

SECTION 2

OFFICE AND UNIVERSITY INFORMATION

2009-2010 SOLES FACULTY HANDBOOK

Audio/ Visual Equipment and Media Center Requests for A/V equipment owned by SOLES can be addressed to:

WILLIAM HOAGLAND Audio Visual Technician and Support Specialist MRH 105 Phone: (619)260-7576 whoagland@sandiego.edu

http://sites.google.com/site/whoagland/home/videos

Instructional Media Services (IMS)

http://www.sandiego.edu/its/ims

The University of San Diego provides a wide variety of media services and support to faculty, staff, students, the campus, and the community through the Instructional Media Services group. Some of the services provided by IMS include: production of video tapes, digitization of video for Internet or intranet use, creation of video for CD/DVDs, documentation of events and lectures, and provides assistance to students. In addition to video production, we provide print and non-print graphic design services.

Online Tutorials http://www.sandiego.edu/its/ims/tutorials.php Requests for audio-visual equipment not owned by SOLES can be made through your program’s administrative assistant, or directly from the Media Center (260-4567).

Media Center http://www.sandiego.edu/its/ims Phone: 619-260-4567 Location: Maher 186 (Basement – East Wing) Hours Fall & Spring: Monday – Friday: 8am – 7pm Intersession & Summer: Monday – Friday: 8am – 5pm Equipment Inventory http://www.sandiego.edu/its/ims/inventory.php

Copley Library Reserves Print Instructors may place materials on reserve for specific classes at Copley Library’s Reserves Desk (5973). Please bring the books (from within or outside the library) or photocopies you wish to place on reserve to the Circulation/Reserve Desk at least two weeks before the semester begins. Because of the general rush to put materials on reserve at the beginning of semesters, items received after the semester begins will require no less than three working days to process. You will be asked to fill out a pink card for each course, specifying the circulation period desired, etc. Reserves are handled on a first come, first served basis.

Reserve space is very limited. Please only reserve items that you know will be used. You may place your personal copies on reserve if you wish, but books from other libraries are never placed on reserve. Reference books and periodicals generally are not placed on reserve, but exceptions can be made, especially if your entire class is responsible for reading this material. All reserve materials, including personal copies, are bar coded, labeled, and inputted into Sally, the university’s on-line catalogue system. For more information about special circumstances or the processing of personal materials, please contact the Head of Reserves at ext. 5973. Electronic In addition to traditional reserves, faculty can place print documents on Electronic Reserves (ERes). Simply bring a clean copy of your document to the Head of Reserves at the Copley Library, and s/he will scan it into a PDF file that can be accessed via the Copley Library Website, http://copleylib.sandiego.edu/. Students will be able to view the document from any computer with internet access and Acrobat Reader. Due to copyright law, you will be given a password that will enable your students to retrieve the document. Video Videotapes can be placed on reserve at Copley Library for an entire semester. If you have the exact title and call number (available on Sally at www.sally.sandiego.edu), you can request that the video be placed on reserve for you. However, if you do not have the exact title and call number, you will need to personally locate the video in the library and then submit it to the Head of Reserves. It will take approximately three days for the request to be processed and for the video to be placed on reserve. When placing a video on reserve, the faculty member will also set the check out period (1, 2 or 4 hours). Students must watch reserve videos in the library. If videos are not placed on reserve, students can check them out for up to three days.

Emergency Procedures Accident Reporting Procedures Required by the University of San Diego REPORT IMMEDIATELY ALL EMPLOYEE AND STUDENT WORK RELATED ACCIDENTS AND ILLNESSES, REGARDLESS OF SEVERITY, TO: SAFETY AND SECURITY:

619-260-4517 OR 619-260-4518

HUMAN RESOURCES:

619-260-4377

The Safety and Security Department will: 1. Provide immediate first aid if necessary, and transportation to Campus Health Center. 2. Provide transportation or arrange for emergency medical transport if injuries require medical care beyond services provided by Campus Health Center. 3. Complete the Safety/Security injury report. Copy will go to Human Resources. 4. Provide the victim’s supervisor with a supervisor’s injury report (see appendix for form), which is to be completed by the supervisor and promptly returned with all copies to Human Resources. THE ABOVE TWO REPORTS ARE THE ONLY AUTHORIZED REPORTS FOR

JOB RELATED ACCIDENTS OR ILLNESSES. Supervisor’s Responsibilities: 1. 2. 3. 4.

Contact Security immediately when an on-the-job accident occurs. Complete and return the Supervisor’s Report of Injury to Human Resources immediately. All questions should be answered in full. All time lost due to an on-the-job accident must be reported to Human Resources immediately. Be observant of potential accident facilitators in your area. Correct where possible and communicate to employees the proper method of protection and use.

Accidents Involving Students and Visitors:

1. A student or visitor who has had an accident, needs emergency medical attention or requires other assistance, should call the Public Safety emergency number at ext. 2222. For non-emergencies, call ext. 7777. The responding officer will assess the situation, coordinate assistance and write a report. Required by OSHA: A report on all job related accidents and illnesses that require medical treatment (other than first aid) administered by a physician or by registered professional personnel under the standing orders of a physician is required by OSHA. Medical treatment does not include first aid treatment (one-time treatment and subsequent observation of minor scratches, cuts, burns, splinters, and so forth, which do not ordinarily require medical care) even though provided by a physician or registered professional personnel. Consequences if above reports are not made or injuries not treated: 1.

Victim’s Supervisor:

- Possibly subject to criminal prosecution by OSHA. - Possibly subject to liability lawsuit by victim.

Department Head:

- Same as above.

University:

- Same as above.

Reporting Procedure by Human Resources: 1. 2. 3. 4.

Report to Worker’s Compensation insurance carrier injuries and illnesses involving medical expense. Report to Worker’s Compensation insurance carrier all time lost by employee and/or student workers related to an on-the-job accident. Report serious injuries and fatalities by telephone or telegraph to the Division of Occupational Safety and Health. Post annual summary of occupational injuries and illnesses in a place where notices to employees are customarily posted. The report shall be posted no later than February 1st and remain in place until March 1st.

Any Questions or Problems, call: Human Resources 619-260-2719

and

Safety and Security

619-260-7777

Office Procedures Examination of a Text Book/Desk Copies In order to obtain an examination or desk copy of a text book you must contact the text book publisher. Examination copies must be returned within the publisher’s stated time frame, if not adopted for the course. Desk copies may be obtained free of charge if you have already adopted the text book for your course. Note: You will not be reimbursed for any textbook purchases without pre-approval from the department or program chair. For more information please contact the department’s assistant.

Ordering Textbooks Please go to the USD Bookstore website, www.usdbookstore.com and click on the “Faculty” link in the lower left corner of the page. You can place a textbook order online, or by sending an email with the pertinent information to textbook@sandiego.edu. If you would like to review a desk copy of a textbook, submit your request on the publisher’s web site.

Parking Permits & Information For a complete list of USD parking rules and regulations, including information about permits and fee schedules, please visit the Parking Services website at http://www.sandiego.edu/parking. Click on the link for the Rules & Regulations document (PDF) version to view the policies.

Photocopies Faculty can perform limited copying (less than 20 copies) on the School of Leadership and Education Sciences photocopiers, located on the premises. If you need more than 20 copies, please submit materials to your program administrative assistant along with a completed Print Shop requisition form (found on the following website: http://www.sandiego.edu/administration/financeadmin/printshop/). You may also submit the form and the materials to be copied via email (send to: usdprintshop@gmail.com). Simple orders should take less than a week. Complicated orders (i.e., special paper or binding requests) should take less than two weeks. The USD Print Shop also provides free delivery on campus for completed orders. Please note that it may take two days to process hand-delivered Print Shop requests. Remember that your respective program assistant provides administrative support to several of your colleagues; therefore, allow appropriate time for processing these requests.

Supplies Please ask your program assistant for any supplies you need. Keep in mind that supplies are ordered with cost efficiency in mind. The university receives discount pricing through contracts with specific vendors, utilizing a preferred vendor system with which great discounts are given for many basic office supplies. For example, a box of letter size 1/3 cut manila file folders retails for anywhere from $6-9; we are offered a discounted price of $2.18. It is for this reason that SOLES does not reimburse for supplies purchased with personal funds. If you are in need of a special item, you will have to complete the special order form and submit for approval (see appendix A).

Telephone Calls Personal long-distance calls should not be made on office telephones except in emergency circumstances. If any such calls are made, please reimburse the budget when the charge comes in. For budgetary reasons, long-distance telephone calls costs or costs reflecting an unusual expense will be monitored. Faculty should be prepared, if asked, to justify the expense.

Office Hours Faculty members are expected to schedule 5 office hours per week. Please post your office hours schedule on your door. Specific hours must be listed; “by appointment” is not sufficient. Office hours should be scheduled to accommodate students. The “Faculty Directory Information” form (see appendix A) must be completed prior to the first week of classes each semester. Please return it to your program administrative assistant.

Out of Town Procedures All faculty who are expecting to be out of town during normal office or class hours, should complete an “Out of Office” form (see appendix A) and give it to the program administrative assistant who will then e-mail this information to staff and administrators as appropriate.

Outside Employment Each full-time faculty member must file a report on outside employment for the year (even if none). This form should be copied from appendix A and will be collected by the Dean, Associate Dean, or Department Chair at the time of collecting Faculty Planning Reports.

Room Scheduling Schedule Requests The School of Leadership and Education Sciences building is available for scheduling events, classes, meetings, and workshops. To schedule a class or an event, please fill out and submit the Room Request form (See appendix for sample). For more information, please contact Ruthie Inacay, Executive Assistant for the Office of Budget and Operations via email at rinacay@sandiego.edu. Space Requests should be made via the online form found on the Faculty Forms & Policies webpage: http://www.sandiego.edu/soles/faculty/forms_and_policies.php Space and Capacity The following is a table of rooms located in the SOLES building. The table provides information regarding the capacity and square footage of each room.

Space Name MRH- 204 MRH -107 MRH -127 MRH -131 MRH -133 MRH -135 MRH -137 MRH -139 MRH -141 MRH -145 MRH -147 MRH -201 MRH -207 MRH -211 MRH -216 MRH -214 MRH -116 MRH -102

Formal Name School of Leadership Education - Reading Room School of Leadership Education 107 - Seminar Room School of Leadership Education 127 - Methods and Video Conferencing School of Leadership Education 131 - Classroom School of Leadership Education 133 - Classroom School of Leadership Education 135 - Classroom School of Leadership Education 137 - Seminar Room School of Leadership Education 139 - Seminar Room School of Leadership Education 141 - Seminar Room School of Leadership Education 145 - Classroom School of Leadership Education 147 - Seminar Room School of Leadership Education 201 - Classroom School of Leadership Education 207 - Seminar Room School of Leadership Education 211 - Classroom School of Leadership Education 216 â&#x20AC;&#x201C; Classroom Lab School of Leadership Education 214 - Classroom Lab (walk-in) School of Leadership Education 116 - Auditorium School of Leadership Education 102 - Executive Classroom

Capacity Limit 48 12

Square Footage 2,110 375.0

1,307.0

28 28 24 16 16 16 24 12 24 10 30 32

706.0 705.0 755.0 419.0 432.0 402.0 601.0 392.0 733.0 239.0 768.0 973.0

760.0

188

3,012.0

2,042.0

In addition, the following areas are available for sit down meals and receptions. Other Available Space Space / Formal Name Sala, Bishop Buddy West Plaza Plaza, Parkman Inner Courtyard Hilton Loggia

Space Capacity Sit Down Meal* 70 300 100 65-75

Space Capacity Reception 115 500 165 123

Square Footage 1,400 6,000 2,000 1,690

*For sit-down meals furniture rental is required

Security 1.

If you are going to be absent from your office for any length of time, be sure to lock the door.

If you are in the building late at night or on the weekends, please make sure the outside doors are locked when you depart.

Report any suspicious activity in the building to Security (7777) immediately, especially when the University is not in session. If you have an emergency, dial 2222. In the event of a

natural disaster or other event that results in a major telephone system failure you may use one of the two lines listed below: 619-294-7654

619-297-9044

These lines operate independently of the campus telephone system and are permanent outside lines that are part of the Universityâ&#x20AC;&#x2122;s emergency communications system. 4.

Keep all equipment of value locked up when not in use.

Do not give keys to your office or other rooms assigned to you to unauthorized persons. Persons who are authorized to have keys include faculty members, certain graduate workers, and administrative assistants.

SOLES Website Update Policy The content and accuracy of information on the SOLES Web site is the responsibility of designated Program Directors, Center Directors or Administrators. The following page lists the designated maintainers who are responsible for reviewing the content and information for each assigned section, and they must ensure that their website sections are accurate and up-to-date. The maintainers provide changes and updates to the Publishers who will then make the changes to the Web site. If the maintainers or any member of the faculty need assistance with posting any changes or updates, they should consult with the Web Developer, John Callery for the School of Leadership and Education Sciences to update the information. The maintainers and publishers will make every effort to maintain the consistent look and feel of the site by strictly adhering to the style guide

endorsed by the University.

After receiving the necessary training, maintainers will be able to make content changes to existing pages and create new pages as requested. Requests for additional pages will need to be approved by the Program Director or appropriate party, and the Assistant Dean or User Services Consultant. For programs that do not have program directors or maintainers, the Assistant Dean will handle approvals and the Web Developer will orchestrate updates. Faculty, staff and administrators may turn in request for updates to the maintainer(s) of their respective programs or the Web Developer at any time. Depending on the type of submission, maintainers and the Web Developer will use their discretion as to how immediately the changes can be made. Upcoming events and updated student information will have priority.

SOLES Website Responsibilities Revised: August 2008

Maintainers: Reviews the content and information for each assigned section and ensures information is accurate and up-to-date; Makes all edits and changes to the website. Publishers:

John Callery Linda Dews Aimee Heytvelt Beth Yemma

Web Developer:

John Callery, ext. 4929

University Web Coordinator: Joy Brunetti

Website Section SOLES Home & About SOLES Academic Programs American Humanics Counseling Joint Doctorate Doctoral Program Leadership Studies Marital and Family Therapy Nonprofit Leadership & Management Program Learning and Teaching Department

Maintainers Aimee Heytvelt, Kate Sheridan

All Admissions Sections (including deadlines and interview dates) for all Academic Programs Institutes and Centers ELDA CDC Leadership Institute Manchester Family Child Development Center Center for Applied Nonprofit Research Website Section

Andrea Fuentez

Beth Yemma Sergio Rodriguez Nikki Cibrian Beth Yemma Beth Yemma Sergio Rodriguez Laura Stein Nikki Cibrian

Carmen Valencia Georgia Belaire Beth Yemma Karen Rado Laura Stein Maintainers

Institutes and Centers

SOLES Global Center Center for Student Support Systems Other Sections Faculty and Administrative Biographies GSA Current Students & Services All Financial Aid Sections Alumni, parents, & Friends Technology & Facilities News & Events

Cindy Martinez Sergio Rodriguez Aimee Heytvelt Kate Sheridan/Lauren Johnson Aimee Heytvelt Aimee Heytvelt Aimee Heytvelt Linda Dews Aimee Heytvelt/Beth Yemma

Support Staff Administrative Staff Responsibilities (2009-2010) Georgia Belaire Reception /Special Projects / Dean’s Office        

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Answers incoming phone lines and directs calls where appropriate. Takes messages. Greets visitors. Handles visitor/student inquiries. Gives information, directions and/or instructions when appropriate. Serves as a liaison between faculty and students. Receives, sorts, distributes, and sends mail and makes recommendations to improve/enhance the process. Performs general office duties including: light typing, faxing, composing memos, assisting with mailings Provides support to Dean’s Office as needed.

Nikki Cibrian Department of Learning & Teaching Faculty Support:  Responsible for processing student grades each semester: checking forms for accuracy, appropriate signatures, keeping a record of all submissions, and sending to the Registrar’s office within stated deadlines.  Distribution and collection of student course evaluations for submission to the University of Washington: prepare student comments for non-tenured faculty to be included in their Promotion and Tenure file each year.  Attend meetings and record minutes of the Administrative Council meetings, individual program meetings for LLC, MST, TESOL, Special Education, as well as the Teacher Education Council and Teacher Education Group meetings, joint committees between the College of Arts and Sciences and SOLES responsible for managing the undergraduate teacher education programs.  Assist the faculty with administrative tasks including preparing spreadsheets with MS Excel, creating and maintaining databases, creating PowerPoint presentations, and assisting with the preparation of statistical reports when requested. Generate correspondence from faculty as needed. Proofread and/or edit letters and articles as requested.  Proctor exams on behalf of faculty as requested.  Order desk copies and textbooks for faculty; process desk copies returns when not adopted by faculty.  Process purchase requests for individual faculty and/or programs within the department.  Makes travel arrangements, processes conference registration, hotel reservations, and reimbursement requests for all L&T faculty.  Serve as back-up for the Assistant to the Department Chair as needed.

Student Support:  Create and maintain student files: responsible for managing files for all current active and inactive students (used for academic advising, documenting academic issues, etc.), including responsibility for tracking the faculty check-out system for advising purposes.  Notify and communicate with students and faculty regarding course and meeting changes and cancellations.  In coordination with Director of Outreach & Recruitment, send information packets to prospective students as needed.  Respond to the needs and questions of current students by problem solving via telephone or walk-ins. General Office Management:  With Department Chair, schedules all regular standing department meetings and records minutes for distribution and documentation of decisions, policy changes, etc.  Collect and maintain accurate files of pertinent program information each semester: Course syllabi, faculty CV, adjunct faculty contact information, Outside Employment Form, etc.  Request equipment and maintenance from Media Services and Facilities management when needed.  Update and maintain department bulletin boards and display cabinets with appropriate marketing materials, School event and program information, and recent faculty publications. Andrea Fuentez Dean’s Office/Outreach and Recruitment Office of Outreach and Recruitment (50%)  Answer and screen phone calls and drop-in visits made to the Office of Outreach and Recruitment.  Respond to initial inquiries made by prospective applicants and create a list of follow up items for the Director of Outreach and Recruitment.  Manage calendar (e.g., set up appointments with prospective applicants).  Schedule and coordinate meetings and events with external constituents (e.g., set date and time, reserve room, order food from Banquets and Catering, ensure A/V set up).  Draft cover letters to accompany packets sent to prospective applicants.  Collate and send packets to prospective applicants.  Perform data entry and manage prospective student database.  Monitor and organize SOLES marketing inventory in the storage room.  Monitor inventory of SOLES brochures in reception areas and target areas throughout building.  Distribute new and updated marketing materials to Office of Graduate Admissions, reception area and strategic locations throughout building, Program Directors/Department Chairs, and archive and purge old materials.  Manage filing system.  Send Director’s monthly communication to prospective applicants.  Assist Director of Outreach and Recruitment and Academic Chairs/Program Directors with information sessions and events (e.g., room reservation, catering, obtain mailing lists, distribute and send invitations, post events online, send e-mails to targeted listservs, handle registration, create name tags, setup/clean up).  Assist with preparation for Graduate School Fairs.

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Assist with preparation for meetings and presentations (e.g., draft agenda, make copies, create packets, create and update PowerPoint presentations). Communicate schedule with internal and external constituents. Proofread marketing materials, ads, promotional materials, articles. Process invoices, statements, petty cash, and check requests. Reconcile OR budget and American Express statements on a monthly basis. Order supplies, equipment, promotional materials. Handle check out procedures for loaning SOLES displays to faculty, staff, and graduate students. Obtain media kits and editorial calendars from targeted publications. Collect, sort, and distribute mail.

Dean’s Office Support (50%) Office Administration  Serves as secondary back up for the Dean’s office when the Dean’s assistant is out of the office, assisting the Dean with schedule for the day, screening the Dean’s office phone and responding to walk in inquiries.  Provides administrative support for Dean’s offices administrators as assigned, including word processing, data entry and typing, photocopying, printing, faxing, transcription, answering telephones and taking detailed messages.  Assists Budget and Operations Manager with the processing of part-time faculty teaching contracts. Collects request forms, creates & routes contracts, keeps record of the status of each contract.  Tracks all correspondence, ensuring timely follow-up and resolution of issues, and maintaining filing system.  Provides administrative support to the School of Leadership and Education Sciences as needed, including serving as back-up at the main reception desk for incoming calls and visitors.  Assists with special events as needed. Course Evaluations  Each academic term, facilitates the procedural aspects of the course evaluation process, including communicating with program assistants to resolve discrepancies, as well as communication with the University of Washington to ensure accurate and timely processing of evaluation results. Accreditation  Assists Director of Assessment with administrative duties related to accreditation visits.  Coordinates meetings, seminars, reproduction of reports and other materials in addition to taking minutes.  Arranges hotel accommodations and other logistical needs for accreditation team visitors and consultants.  Assists with drafting, edits, and compiling accreditation documents.  Organizes on-line document room.  Documents work done by NCATE committees on visits.  Assists with maintenance of the document room.  Assists with maintenance of NCATE website.

Annie Guanciale Leadership Studies DUTIES & RESPONSIBILITIES Provides high level, complex, and confidential administrative support and technical duties in support of the Department of Leadership Studies academic programs and faculty. Provides direct support to the Chair of the Department and the Assistant Director of Leadership Programming and will provide support to the department faculty. Serves as liaison for EdD, PhD, and MA students entering the dissertation/thesis stage and through the completion of their degree. Program and Budget Administration:  Utilizes high-level administrative management and independent judgment to check, trace, and follow up on various complex administrative and program management issues.  Independently responsible for managing the Chair’s calendar and appointment schedule on a daily basis; involves communication with all program faculty, students and outside constituents.  Independently assists the Department in performing high-level administrative tasks including the creation of spreadsheets with Microsoft Excel, updating and utilizing databases via Microsoft Access on web-based programs.  Autonomously assists the Department Chair on a daily basis through responsibilities such as ensuring filing is done; verifying that paperwork submitted for signature is complete and free of errors; ensuring that the Department Chair is provided with all supplies and information needed.  Coordinates the logistics for Departmental meetings; coordinates services with the university Facilities department and/or SOLES Budget and Operations office to prepare meeting facilities; coordinates services with the USD Banquets and Catering office for refreshments; assists with drafting the agenda; and independently prepares materials/handouts.  Records and maintains thorough and accurate minutes for the various Leadership Studies Faculty and or Department Meetings (including specialization and UG faculty meetings). Distributes/posts the minutes of the meetings with timeliness and upon approval by the Department Chair and attendees.  Reviews, analyzes, and makes recommendations regarding the Departmental budget to the Department Chair and Assistant Director of Leadership Programming. Tracks and monitors all departmental budget and expenses. Responsible for the accuracy and completeness of all requests for allocation of departmental funds prior to submitting to Chair for approval. Processes check requests, requisitions, purchase orders, honorariums and stipends for special projects and department Faculty.  Manages and coordinates all aspects of graduate admissions for the Leadership Studies Department, including retrieving application reports and materials from Graduate Admissions and Xtender (online document program) and ensuring the completeness of each file and pre-qualifies applicants, prior to distribution to faculty for review. Creates and maintains a database which includes all applicants, assigns applications to be read by faculty, collects the feedback which is entered into the database, invites applicants to interviews, sets up the times for the interviews and schedules faculty for those group interview times. Communicates effectively with Graduate Admissions and the Office of Outreach and Recruitment to ensure timely and informative responses to all questions and issues with prospective students/applicants.  Advises and provides guidance to faculty in conducting Leadership Studies faculty searches. Manages all aspects of faculty searches, including creating marketing brochures and advertisements, organizing and keeping track of all applications, preparation of schedules for visiting candidates and ensuring faculty are available for all support activities including

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dinners, luncheons and transportation. Creates and maintains database of all applicants, correspondence, filing of materials, and follow-up procedures via mail, phone, and e-mail. Hires, supervises and evaluates graduate assistants and work study students for the Department. Works with the Assistant Director of Leadership Programming to coordinate, plan, and ensure consistency and accuracy of course scheduling. Submits all course schedules by stated deadlines and independently manages schedule changes, additions and deletions as requested by the Chair or program directors/coordinators. Also facilitates faculty requests for classroom assignments and any other course related scheduling of space. Coordinates with faculty to design summer advising assignments, including the use of discretion to allocate hours according to student needs. Coordinates and implements Department orientation, advising and informational meetings. Monitors SOLES, USD, and external deadlines for event/project details such as catering, publicity/marketing, etc. when planning meetings and events. Provides additional departmental support in the planning and coordination for program events and provides periodic administrative support for occasional functions and events held in the evenings and/or weekends. Including but not limited to creating advertisements and websites and collecting RSVPs. Generates statistical, analytical, personnel, and financial reports for program budgets. Assists in developing marketing strategies for academic programs. Composes and types letters and memoranda, including multiple letters and emails using field merges. Prepares correspondence and manuscripts, including word-processing and graphic assistance for research-based documents. Updates, maintains, and distributes program handbooks and brochures to students, faculty and staff as necessary. Types, develops and maintains departmental forms as needed for faculty tracking, including but not limited to dissertation/thesis credit and out of office forms. Develops and maintains email list serves as needed. Maintains a database with student data including but not limited to: demographic information, dissertation/thesis information and exit data. Creates student files and records during the admissions process. Handles and/or disposes of student records in appropriate & confidential manner. Works with the Director of Assessment to prepare the program statistical data for program accreditation reports. Assists the Development & Alumni Relations office in updating the Dissertation Directory once a year in print (fall) and after each graduating class online. Responsible to independently revise, maintain and update official web site for leadership studies academic programs and department centers and institutes as assigned. Creates and distributes confidential letters and dismissal notices. Independently and thoroughly collects and records course rosters, syllabi, faculty vitae, faculty directory forms, and grades. Posts updated materials on SOLES website (course syllabi in the course description area; vitae and syllabi in the faculty directory area). Obtains and follows up on final grades, incomplete forms and removal of incomplete forms in collaboration with faculty and the registrar’s office. Independently prepares course evaluation packets, per the course schedule, for all EDLD courses. Is responsible for timely and confidential handling and distribution of results to faculty and department chair. Orders and maintains Departmental office supplies and orders supplies, desk copies &

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textbooks, and other materials as requested by faculty. Ensures proper maintenance of facilities in the Department of Leadership studies and/or reports needs to the SOLES office of Budget and Operations. Makes travel arrangements, handles conference registrations, hotel reservations, etc. Photocopies, proofreads, files. Performs research as may be requested by the Assistant Director, Department Chair and other program directors / coordinators in the department.

Student Support:  Makes room reservations, orders and sets up media equipment for meetings and orals (dissertation and thesis) as requested.  Assists doctoral students with procedures and information required to facilitate the dissertation process.  Coordinates student pick-up and drop-off of materials such as forms, student work, and other documents, and facilitates distribution of materials to students as directed by faculty members.  Works with the Graduate Records Office and the Associate Dean to advise students of proper handling of dissertation-related logistical issues such as binding, microfilming, copyrighting, and distribution to USD and outside committee members.

Aimee Heytvelt Dean’s Office Student Academic Progress/Grievance Issues:  Facilitate the appeal and grievance procedure to ensure a timely response to students. Employ extraordinary accuracy and careful attention to detail in regard to all student grievances or related assignments.  Respond to and serve as the primary contact for inquiries regarding the status of an academic related or other grievance issue as appropriate. Maintain composure and diplomacy when responding to students who may potentially display a high level of anxiety, urgency, and/or frustration regarding their situation under assessment.  Create and employ a procedure to track the progress of incompletes and missing grades, from the beginning to end, and assist students with procedural advice to reach their goals.  Manage and maintain database for academic probation students. Create and distribute confidential academic probation letters and dismissal notices.  Communicate with and solve problems regarding any discrepancies in student data between SOLES and offices of Registrar and Graduate Records.  Create and process letters for common issues to which the Associate Dean and or Assistant Dean must respond.  Responsible for the development and distribution of memoranda to offices of Registrar, Graduate Records and Student Accounts to change drop percentages for student withdrawals after posted deadlines. Curriculum, Research and Evaluation Project Management:  Independently coordinate and supervise preparation and routing of SOLES research proposals intended for the University’s Instructional Review Board. Check proposals against IRB policy guidelines and communicate guidelines to students and faculty when appropriate. Maintain records for the Institutional Review Board through paper and electronic filing

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systems and provides information from these records to the Associate Dean as appropriate. Facilitate the procedural aspects of the course evaluation process, including communicating with program assistants to resolve discrepancies as well as communication with the processing agency to ensure accurate and timely processing of evaluation results. Collect, collate and check for completion of course evaluations for submission to the processing agency. Distribute results to the various program assistants and prepare results and comments for the Dean. Coordinate and supervise revisions of undergraduate and graduate catalogues. Steer process from beginning to end including timely solicitation of changes from programs and departments, check that changes have received all necessary approvals, edit submissions for common voice and features across departments and programs, and deliver to university publication department. Coordinate process of curriculum change. Inspect submitted proposals and work with department chairs and program directors to revise submissions to conform to SOLES protocols and determine when submissions are ready to be considered by the Curriculum Committee. Maintains the SOLES Master Course list and assigns course numbers and report curriculum changes to the Registrar’s Office. Maintain records of Curriculum Committee submissions, memos and approvals. Work with offices of the Provost, Registrar, and Graduate Records to ensure creation of new courses and updates to the university curriculum records. Collect and report faculty load data and use discretion to identify anomalies that will require follow-up by the Dean’s office. Reconcile data with Office of Institutional Research. As needed, assist with providing uninterrupted coverage in the Dean’s office.

Dean’s Office Student Services Support:  Serve as the first point of contact for students with questions concerning SOLES financial aid. Provide direction and assistance to student inquiring about SOLES grant and scholarship programs, referring to university offices (SOLES Assistant Dean, One Stop Student Center, Student Accounts, Financial Aid) where appropriate.  Create, track and keep database of SOLES scholarship applicants and recipients. Track and maintain accurate records of multiple scholarship budgets and provide reports to the Assistant Dean. Verify students meet the criteria for SOLES Loan and scholarship programs.  Coordinate notifications of SOLES scholarship recipients to the Office of Financial Aid and the student awardees as well as notifying applicants who were not selected for the awards.  Prepare for authorization all SOLES loan, APLE Loan Forgiveness and TEACH grant applications. Coordinate submission of APLE Loan Forgiveness applications to the California Student Aid Commission and complete annual renewal verification report.  Interface with campus constituents (One Stop Student Center, Student Accounts, Financial Aid) to ensure timely resolution of student financial issues and concerns.  Exercise discretion to review, revise and publish content to the Dean’s Office Areas of the SOLES website which include sections for Faculty and Administrative Biographies, the Graduate Student Association, Current Students & Services, all Financial Aid sections, news and events, SOLES home page, and about SOLES.  Provide administrative support for student organizations including but not limited to the Graduate Student Association and Phi Delta Kappa.

William Hoagland AV Technician and Support Specialist Equipment Operation and Training (30%)  Operate and assist faculty and staff and/or students with operation of A/V equipment and accompanying software in the School of Leadership and Education Sciences.  Operation of Video Teleconferencing Systems in SOLES.  Provide assistance for classroom use of technology, including rapid response to trouble or repair calls, logging and closing of trouble/repair tickets, assist in the response to special requests, customer training, and occasional deliveries.  May include strategic planning for increased faculty support of new instructional technologies.  Develops and maintains training materials and user help documents. Establishes procedures for use of AV equipment.  Provide on-going training workshops and demonstrations/orientations of classroom and presentation system operations to faculty, staff and others, individually or in small groups.  Gathers information and advises management on equipment and training needs and workload issues. Event Operations and Coordination (40%)  Ensure course and event audiovisual requirements are met  As needed, will consult with clients to become fully aware of audiovisual requirements and coordinate resources appropriately.  Ensure the timely delivery, set-up and operation of audiovisual equipment including rentals.  Ensures audiovisual equipment is returned and stored properly.  Provides technical assistance to SOLES staff on the audiovisual equipment owned and used by SOLES during special events. Inventory, Maintenance, and Installation (10%) - Maintains AV equipment and database, including detailed records to track equipment life expectancy and plan for replacement cycles. Delivers, installs, recovers and stores AV equipment. Troubleshoot problems with AV equipment and as necessary works with Network Specialists and Telecommunications Specialists to resolve problems.  Make minor repairs to all types of audio visual equipment, including video recorders, video cameras, television monitors, audio recorders, and sound systems having digital electronic circuitry and integrated circuit chips.  Assist with future planning and implement installations and/or facility layouts.  Execute appropriate installation and connections of equipment in campus classrooms.  Prepare and maintain documentation on classroom and presentation systems.  Locate and contact vendors.  Manage the parts and supplies inventory to support the operations of the SOLES audio and visual needs, including ordering replacement parts for minor equipment repairs.  Evaluate the best means to reduce the prospect of failure of media equipment systems in SOLES.  Troubleshoots problems with AV equipment. As necessary, works with ITS/Media Services to resolve problems.  Work with ITS/Media Services to makes recommendations regarding AV equipment purchases.  Maintains records of repair, placement, and maintenance of equipment.  Serves as a resource for identifying and solving technology-related equipment problems.  Assists the SOLES Management Team in researching and recommending equipment solutions

for stated needs; identifying organization needs; setting goals and objectives; and developing budget requests. Checkout and Walk-in Support (10%)  Oversee and process equipment check out.  Assist walk-in customers with troubleshooting and answering questions. Miscellaneous Support and Services (10%)  Assist with miscellaneous projects and tasks Ruthie Inacay Budget and Operations The Executive Assistant serves as the primary contact for the School of Leadership and Education Sciences (SOLES) Budget and Operations office; assists the manager with building/facilities usage and maintenance as well as budgetary matters. Under the direction of the Budget and Operations Manager, responsible for the scheduling of all SOLES academic courses and special events held in the SOLES building; responsible for coordination of room and building access for individuals. Provides administrative support to the Budget and Operation Manager and Dean’s office administrators; participates in formulating, implementing, and evaluating operational policies and procedures. Ensures proper follow-up and resolution of crises and issues and handles all matters with discretion and diplomacy. Communicates extensively with faculty and staff in the School of Leadership and Education Sciences as well as with faculty and staff on a campus-wide basis. Represents the Budget and Operations office and Dean’s office through telephone, personal, and paper correspondence, responding to questions and inquiries relating to departmental operations and projects. Manages all office documents, visitors, and personnel matters with discretion and diplomacy, in the strictest of confidentiality. 

The Executive Assistant works under the general supervision of the Budget and Operations Manager.

RESPONSIBILITIES: Scheduling  Serves as the key point of contact for coordinating the semester scheduling of over 250 courses, ensuring available technology in rooms meets needs of particular course.  Independently assists with gathering data and information to facilitate the scheduling of all SOLES courses each semester. Work closely with the Budget and Operations Manager to ensure appropriate entry into the system.  Utilizing Schedule 25 database, works collaboratively with university-wide campus schedulers to schedule SOLES classes and maximize space use.  Assists with coordinating technology needs and providing faculty, staff and students with information about SOLES and university-wide technology/media services resources for assigned classroom and meeting space use. Provides assistance to faculty and staff with classroom audiovisual equipment and computer needs.  Coordinates building/room access for faculty members and staff. Processes all key/entry requests and related record keeping. Maintains and disburses building and office keys.  Independently assists with general SOLES room scheduling and reservations for meetings, conferences, special events utilizing the Resource 25 database.

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Handles daily requests for meeting space and addresses classroom conflicts and meeting space challenges.

Facilities  Liaises with the university Facilities and Maintenance department as needed to request work orders for repairs, special cleaning needs, room set up needs, etc.  Assists in the development, implementation and revisions of building policies and procedures and revises policy handbooks and brochures as needed.  Assists with coordination of move to new building and future moves that may occur.  Attends SOLES space committee meetings, records and transcribes minutes for distribution, schedules space and assists in scheduling of meetings.  Generates facility usage reports from the database. Office Administration  Independently assists the Budget and Operations and Dean’s offices to perform high-level administrative tasks including composing and typing letters, articles and memoranda, including multiple letters using field merges; preparing spreadsheets with Microsoft EXCEL, and creating and maintaining databases via Microsoft ACCESS.  Autonomously assists the Budget and Operations manager with day-to-day responsibilities such as ensuring filing is done; ensuring that paperwork submitted for signature is complete and free of errors.  Assists personnel with SOLES building policies and procedures.  Provides administrative support for the Budget and Operations Manager and Dean’s offices administrators as assigned, including word processing, data entry and typing, photocopying, printing, faxing, transcription, answering telephones and taking detailed messages.  Tracks all correspondence, ensuring timely follow-up and resolution of issues, and maintaining filing system.  Provides administrative support to the School of Leadership and Education Sciences as needed, including serving as back-up for incoming calls and visitors.  Answers incoming calls and attends to constituent’s questions, assisting them with room reservations and disseminating building policies and procedures. Carmen McBride Leadership Studies RESPONSIBILITIES: General Office Management  Provide administrative support for all academic programs within the Department of Leadership Studies.  Track all correspondence, ensuring timely follow up and resolution of issues, and maintaining filing system.  Ensure timely updates to the website.  Distribution of special topic evaluations.  Work with other university faculty offices in support of program through production and distribution of materials.  Maintain student and graduate database system.  Schedule meetings for department and program faculty as needed. Records and maintains thorough and accurate minutes for the various Leadership Studies Faculty and or Department

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Meetings (including specialization and UG faculty meetings). Distributes/posts the minutes of the meetings with timeliness and upon approval by the Department Chair and attendees. Order office supplies as requested.

Student Support  Work with USD administrative offices to develop and maintain efficient operating systems, including Student Accounts, Registrar, Bursar, and Cashier’s Office.  Work with Registrar’s office to ensure accurate records and student ID numbers, program coding and registration.  Work with Student Accounts to ensure student tuition fees are accurate and up to date.  Work with credential analyst to ensure all entering students have met initial credential requirements and have necessary supporting paperwork.  Provide first review of required student forms including Masters graduation petitions, petitions for transfer of credit and waivers of graduation requirements prior to submitting to the Chair for final signature and approval.  Coordinates and plans the Department program orientation, advising and informational meetings.  Coordinates the portfolio updates and deadlines for graduating students, faculty, and

Graduate Records office. Administrative Support Program  Track coordination of fund transfers within USD for special billed programs.  Process check requests, purchase orders, and expense reports for department programs, centers and institutes.  Assist with the development and dissemination of program materials including brochures, newsletters, and other promotional materials.  Maintain student database for research and tracking purposes, making it available to program administrators and SOLES assessment office as needed.  Assist in the planning and support of department events as needed.  Provide administrative support for occasional functions and events held in the evenings and weekends.  Develop and maintain student and alumni database system to monitor program results for the entire department. Responsible for keeping the data up to date at all times.  Collects and monitors monthly mentor logs.  Explains policies and programs to potential and current candidates.  Respond to requests and inquiries as needed.  Schedule meetings as requested by department.  Utilizes independent judgment to determine what is appropriate for mass email distribution, including: faculty distributions lists and all program listservs (doctoral, masters, nonprofit, and alumni).  Responsible to independently revise, maintain and update official web site for leadership studies academic programs and department centers and institutes as assigned.  Maintain a coordinated and coherent set of program materials that communicate the department’s programs’ philosophy, core attributes and program data (Newsletter, recruitment brochures, program materials [curriculum guides, handbooks, internal documents/forms, stationary, etc], press releases for key program events) Special Events and Fundraising support:  Assist with the overall coordination and delivery of special projects, events, and programs.  Effectively communicate across centers and institutes to coordinate and prioritize projects and events.

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Serves as the contact person for event inquiries and RSVPs. Submits paperwork required for event reservation and planning. Maintains a database of invitee and participants as required. Performs general office duties associated with special projects and events including photocopying, typing, composing memos, and scheduling meetings. Monitor and follow up with various SOLES, USD, and external deadlines for event/project details such as catering, publicity/marketing, etc. Assist with SOLES room scheduling and reservations as requested. Facilitate the production of special brochures, invitations, etc. including coordinating review and approval process when necessary. Coordinates parking arrangements for visitors. Generates fundraising packets for potential donors.

Maria Menezes Department of Learning and Teaching: Duties and Responsibilities: The Executive Assistant conducts a variety of complex, highly responsible, confidential administrative and technical duties in support of L&T Department activities and special projects and provides direct support to the Chair of the Department. In addition, the Executive Assistant is responsible for several tasks in support of all L&T program faculty and will provide support to the L&T Director of Professional Services. The Executive Assistant reports directly to the SOLES Assistant Dean and supports all administrative management and organizational functions for the Learning and Teaching Department. The Executive Assistant exercises immediate supervision of graduate students and work study students as assigned to the L&T Department.     

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Utilizes high-level administrative management and independent judgment to check, trace, and follow up on various complex administrative and program management issues. Independently responsible for managing the L&T Chair’s calendar and appointment schedule on a daily basis; involves communication with all L&T Faculty, which is comprised of 6 academic programs, 17 full time faculty, over 40 adjunct faculty, and more than 500 students. Independently assists the L&T Department in performing high-level administrative tasks including composing and typing letters, including multiple letters using field merges; preparing spreadsheets with Microsoft Excel, updating and utilizing databases via Microsoft Access. Assists the L&T Department Chair on a daily basis through responsibilities such as ensuring filing is done; verifying that paperwork submitted for signature is complete and free of errors; ensuring that the L&T Department Chair is provided with all supplies and information needed. Coordinates the logistics for L&T Departmental meetings; coordinates services with the university Facilities department to prepare meeting facilities; coordinates services with the USD Banquets and Catering office for refreshments; assists with drafting the agenda; and records, transcribes and distributes the minutes of the meetings upon approval by the Department Chair. Reviews, analyzes, and makes recommendations regarding the Departmental budget to the Department Chair. Tracks and monitors all departmental budget and expenses. Responsible for the accuracy and completeness of all requests for allocation of departmental funds prior to submitting to Chair for approval. Processes check requests, requisitions, purchase orders, honorariums and stipends for special projects and L&T Faculty. Manages and coordinates all aspects of graduate admissions for the L&T Department, including receiving applications from the Registrar and ensuring the completeness of each file. Creates and maintains a database which includes all applicants, assigns applications to be read by faculty, collects the feedback which is entered into the database, invites applicants to interviews, sets up

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the times for the interviews and schedules faculty for those group interview times. Responds to all questions and communication with prospective L&T students/applicants. Provides first review of required student forms including Masters graduation petitions, petitions for transfer of credit and waivers of graduation requirements prior to submitting to the Chair for final signature and approval. Advises and provides guidance to faculty in conducting L&T faculty searches. Manages all aspects of faculty searches, including creating marketing brochures and advertisements, organizing and keeping track of all applications, preparation of schedules for visiting candidates and ensuring faculty are available for all support activities including dinners, luncheons and transportation. Creates and maintains database of all applicants, correspondence, filing of materials, and follow-up procedures via mail, phone, and e-mail. Hires, supervises and evaluates graduate and work study students for the L&T Department. Works with the Director to coordinate, plan, and ensure consistency and accuracy of course scheduling. Works with the L&T Department Chair to modify and update the University Database information including changes to student’s advisors etc. Maintains accurate master list of advisor assignments for Department Chair. Responsible for making sure all student information is accurate and up-to-date. Uses independent judgment in reviewing and verifying all student information. Contacts students when necessary to ensure all information is accurate. Serves as a key contact and establishes solid work relationships with on campus constituents, including Admissions, Student Accounts, Registrar’s Office, and other key student services to enhance, improve and implement procedures that will strengthen student services and information. Responsible for the effective planning and implementation of all details regarding functions and events held in the evenings and/or weekends for the L&T Department. Organizes all logistical activities for Student Portfolio Presentations, which are required for graduation. Communicates with students concerning dates, requirements and guidelines on the presentation. Follows up with students on presentation topics; books rooms, media equipment, catering, and communicates with faculty and Graduate Records Office regarding outcomes and implications for graduation. Coordinates with faculty to design summer advising assignments, including the use of discretion to allocate hours according to student needs. Coordinates and implements Learning and Teaching Department program orientation, advising and informational meetings. Plans, coordinates and implements Learning and Teaching Department program orientations, advising and informational meetings. Prepares materials for annual orientation events including letters of invitation, receiving RSVP reservations, and logistical details. Organizes and coordinates all graduation nomination awards for L&T students Convocation Awards for undergraduate recipients and Graduate Student Association Award recipients.

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Responsible for the maintenance and update of all content and information for the Learning and Teaching Department’s official website.

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Responsible for maintaining an accurate database of contact information for all student, faculty, and adjunct faculty listservs. Utilizes independent judgment to determine what is appropriate for mass distribution, including: advising listserv (faculty), graduate student listserv, undergraduate student listserv, adjunct faculty listserv, and specific program listservs - special education, literacy, and IMPP. Composes and submits memos to students, university offices, and other concerning classes, departmental forms, and any other communication from the department.

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Performs additional administrative duties for the Chair and Director of Professional Services as required, including but not limited to scheduling meetings, screening calls, drafting correspondence, making travel and lodging arrangements for conferences and presentations, etc. Process paperwork to ensure stipends are paid to cooperating teachers and/or districts. Process paperwork to request part-time faculty and supervisor contracts.

Sergio Rodriguez Counseling and Marriage & Family Therapy Programs The Executive Assistant performs office duties for the Counseling program and the Marriage and Family Therapy program. The incumbent will have responsibility for several tasks in support of faculty in each program. Serves in the capacity of general office management for faculty, including word processing/typing, photocopying, transcription, mail distribution, answering telephones, and acting as a liaison between faculty and students. Responds to student inquiries and concerns as appropriate. Tracks and monitors all correspondence and deadlines, as well as student practicum hours specifically for the Marriage and Family Therapy program. Handles crises, ensures follow-up and resolution of issues. Handles student and faculty issues with diplomacy and discretion. Independently composes letters and reports, organizes travel, manages documents, and visitors. Coordinates special projects for these 2 programs as assigned. Program Administration:  Schedule appointments for the Counseling and MFT program directors as requested.  Schedule meetings upon request.  Collect, record, and file full and part-time faculty rosters, syllabi, grades, and faculty information sheets.  Compose and type letters and memoranda, including multiple letters using field merges in Filemaker Pro.  Create and maintain confidential student databases for the Counseling and MFT Programs.  Process and maintain database of the Counseling Annual Forum, including managing inquiries, mailings, tracking payments, and logistical details.  Ensure program websites are updated accurately and in a timely manner.  Coordinate candidate interview sessions for MFT program applicants, including room reservations, scheduling of participants, and logistical preparation for each session. Interacts with the candidates to ensure accurate and timely scheduling, with particular attention to candidates traveling from out of state.  Maintain a database for both MFT and Counseling programs of all incoming applications and maintains record of applicant status, deposits, etc.  Provide administrative support for functions and events such as program orientations, symposiums, etc. for both programs.  Screen telephone calls and re-direct to advisors, faculty, or other departments where appropriate.  Perform general administrative duties for faculty and students in both programs. Create monthly calendar and events information for Counseling and MFT bulletin boards. Student Support:  Independently manage and respond to student inquiries, referring to university offices where appropriate.  Log, track, and manage applications for admission to both the Counseling and the Marriage and Family Therapy programs.  Administer tests for the MFT pre-requisite courses, required for entry into the program.

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Track course completion and grades for required Continuing Education courses for students in the MFT program. Maintain log of practicum hours required for graduation for all MFT students, and process letters for certification. Monitors student progress and notifies students and faculty advisors of problems or potential obstacles to graduation. Create and maintain student databases as requested, including student completion of degree requirements, applicant’s submission of required materials, and other projects as assigned. Process student forms, including obtaining appropriate signatures and tracking forms once forwarded to various campus offices (Petition to Graduate, Change of Advisor, Change of Program, Add/Drop Forms, etc. Coordinate completion of program requirements for graduating students. Update and revise student handbook annually.

Faculty Support:  Assist with the administration of the comprehensive exam process for both MFT and Counseling programs, which is the final step to graduation.  Provide administrative support for faculty recruitment searches, including creating a schedule, coordinating transportation and travel (when necessary), distributing School and University materials in advance, and ensuring timely completion of all required paperwork according to the SOE Faculty Recruitment Handbook and USD policy.  Collect and record pertinent faculty/program information such as course rosters, syllabi, faculty directory forms, and grades.  Prepare course evaluation packets for all courses every semester; tracks evaluations and distributes results per SOE procedures.  Process purchase requisitions, expense reports, reimbursements, and petty cash requests.  Order desk copies and textbooks for faculty.  Collect and maintain faculty vita for full-time and adjunct faculty in both programs.  Collect faculty forms (Outside Employment, Program Planning, Out of Office forms) and ensures proper routing to the appropriate offices. Kate Sheridan Dean's Office RESPONSIBILITIES: Responsible for managing Dean’s complex and multifaceted calendar and appointment schedule on a daily basis; involves communication with people from the School of Leadership and Education Sciences (SOLES), the University of San Diego, State and Federal agencies, other institutions of higher education, donors to SOLES, and the general public; ensures that all information is provided, using the Dean Participation Request Form; and ensures that the Dean has the needed materials for each meeting. Independently assists the Dean’s Office to perform high-level administrative tasks including composing and typing letters, articles and memoranda, including multiple letters using field merges; preparing spreadsheets with Microsoft Excel, creating and maintaining databases via Microsoft Access. Assists the Dean on a daily basis through responsibilities such as ensuring filing is done; verifying that paperwork submitted for signature is complete and free of errors; ensuring that the Dean is provided with all supplies needed. Dean’s Office Administration – 80%  Provides close daily reception and general administrative support to the Dean’s office.  Maintains Dean’s appointments and calendar on daily basis.

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Schedules facilities and catering for faculty meetings, dean’s cabinet meetings, ARRT meetings and records, transcribes and distributes the minutes of the meetings upon approval by the Dean/ARRT Committee Chair. Creates and maintains faculty and program handbooks, performs extensive and complex word processing/page design skills to complete these comprehensive policy manuals which are revised once a year. Works closely with the Dean and the Assistant Dean to ensure that all new policies are in print. Assists new staff with SOLES procedures such as phone line requests, computer account requests, etc. Processes check requests, requisitions, purchase orders, honorariums and stipends for daily and special projects in the Dean's office. Composes and types letters, articles and memoranda, including multiple letters using field merges. Provides administrative assistance to the Dean with regard to committees the Dean is assigned to chair, including various search committees. Creates and maintains faculty and program handbooks. Performs extensive and complex word processing/page design skills to complete these comprehensive policy manuals which are revised once a year. Works closely with the Dean and the Assistant Dean to ensure that all new policies are in print. Creates internet e-mail lists, and listserves. Coordinates and manages multiple listserves that represent different faculty and student groups of the School of Leadership and Education Sciences at the discretion of the Dean. Develops and assists with the implementation of new (non-budget related) SOLES policies. Processes and maintains SOLES invoices, phone line requests, computer account requests and assists new staff with SOLES procedures. Responsible for assisting with all business transactions in the Office of the Dean including preparation of reimbursements, check requests, requisitions, purchase orders, honorariums and stipends for daily and special projects.

Faculty Administration – 20%  Coordinates the logistics for large faculty meetings and the ARRT Committee meetings; coordinates services with the university Facilities department to prepare meeting facilities; coordinates services with the USD Banquets and Catering office for refreshments; assists with drafting the agenda; and records, transcribes and distributes the minutes of the meetings upon approval by the Dean.  Provides administrative assistance for faculty governance issues, creating ballots for various elections, working with SOLES committee chairs in organizing documents for committees such as the Faculty Status Committee (Faculty Research Grants), ARRT Committee, and Professorship Committee. Erin Weesner McKinley Development and Alumni Relations Office Provides complex administrative support that shall include, but not be limited to the following: 

Creating and maintaining the Development Office database and generating reports from the database. This includes analyzing the reports and alerting the Director when donor patterns and behaviors change or suggest some special acknowledgement, and preparing status reports on donor activity for the Director and Dean.

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Managing, allocating and reconciling the departmental budget. This includes monitoring expenditures to insure they are within the amounts allocated, transferring funds as required between line items, alerting the Director when expenses may exceed allocations, and insuring fiscal responsibility. Planning, creating, and implementing high quality special events and programs. This includes working with the Director to select and carry out a theme for the event, choosing and securing venues, selecting and working with vendors, choosing the menu, tracking RSVP’s, etc. Doing research for the Director of Development and the Dean regarding key issues in education, potential donors, potential and current donors and School of Leadership and Education Sciences supporters, etc. This includes preparing executive summaries of the information gained in the research. Reviewing publications for noteworthy items of importance to the Dean and Director of Development such as accomplishments of current and potential board members, donors, supporters, alumni, etc. This requires a thorough and ongoing knowledge of School of Leadership and Education Sciences programs, development goals, and community supporters. Writing items for the School of Leadership and Education Sciences newsletter and other publications such as updates on prominent alumni, accomplishments of alumni, updates on faculty and staff accomplishments, descriptions of points of excellence, etc., under the direction and guidance of the Director and Assistant Dean. Creating and maintaining School of Leadership and Education Sciences information in Advance, extracting reports from Advance, and researching donors, giving history, and other pertinent data from Advance. This includes developing reports which illustrate trends and noteworthy events for the Director and Dean. Designing specific reports/presentations utilizing Excel, Word, Power Point, and other software programs for the Director of Development and the Dean. Composing and generating acknowledgement letters for capital campaign gifts requiring the President’s and Dean’s signature. Assisting the Development Director and Dean and faculty to complete Foundation/Corporate grant proposals. Performing administrative tasks for the Director and Dean such as making travel arrangements, scheduling appointments with influential community contacts and donors, preparing correspondence, photocopying and filing.

What the staff does not do:     

Does not move boxes or arrange furniture Does not run errands on or off-campus Does not make appointments (except for Program Directors, Department Chair and the Dean’s Office) Does not type syllabi (Please send electronically and they will make changes and copies) Does not collect money from students for course packets

Please do not wait until the last minute to give work to the program assistant. If you need something done on the same day, try to get it to her/him before 12:00 on that day. In most instances, you should allow at least 24 hours to complete your work (small jobs).

Work related to faculty scholarship For faculty members who are working on publications or other areas of scholarship, some support can be offered to you. The program assistants are available to you for work that is related to your outside publications. However, there are limits to what extent they can offer their help. Please use the following as guidelines:   

Work directly with the program assistant that is assigned to your area. Be reasonable and not excessive. Provide advance notice - at least one week in advance of any large quantities of copying (20+) or typing (+10).  In the case of copying, staff is instructed to send anything that is more than 20 pages of copying to the Print Shop. So, advance notice is essential.

If you need something mailed for Next Day Mail or Federal Express, make sure you check with the staff ahead of time to get the work study schedule. It is up to you to time this accordingly. The staff will not be going up on campus for the purpose of delivering mail. If you are not able to make the deadline, you can go to Federal Express, mail it yourself and you will be reimbursed.

SECTION 3

GENERAL POLICIES AND PROCEDURES

2009-2010 SOLES FACULTY HANDBOOK

American Association of University Professors (AAUP) Statement on Professional Ethics The statement which follows, a revision of a statement originally adopted in 1966, was approved by the Associationâ&#x20AC;&#x2122;s Committee on Professional Ethics, adopted by the Associationâ&#x20AC;&#x2122;s Council in June 1987, and endorsed by the Seventy-third Annual Meeting.

INTRODUCTION From its inception, the American Association of University Professors has recognized that membership in the academic profession carries with it special responsibilities. The Association has consistently affirmed these responsibilities in major policy statements, providing guidance to professors in such matters as their utterances as citizens, the exercise of their responsibilities to students and colleagues, and their conduct when resigning from an institution or when undertaking sponsored research. The Statement on Professional Ethics that follows sets forth those general standards that serve as a reminder of the variety of responsibilities assumed by all members of the profession. In the enforcement of ethical standards, the academic profession differs from those of law and medicine, whose associations act to ensure the integrity of members engaged in private practice. In the academic profession the individual institution of higher learning provides this assurance and so should normally handle questions concerning propriety of conduct within its own framework by reference to a faculty group. The Association supports such local action and stands ready, through the general secretary and the Committee on Professional Ethics, to counsel with members of the academic community concerning questions of professional ethics and to inquire complaints when local consideration is impossible or inappropriate. If the alleged offense is deemed sufficiently serious to raise the possibility of adverse action, the procedures should be in accordance with the 1940 Statement of Principles on Academic Freedom and Tenure, the 1958 Statement on Procedural Standards in Faculty Dismissal Proceedings, or the applicable provisions of the Associationâ&#x20AC;&#x2122;s Recommended Institutional Regulations on Academic Freedom and Tenure.

THE STATEMENT 1.

Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end professors devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical selfdiscipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry. As teacher, professors encourage the free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors. Professors make every reasonable

effort to foster honest academic conduct and to ensure that their evaluations of students reflect each student’s true merit. They respect the confidential nature of the relationship between professor and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom. As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas professors show due respect for the opinions of others. Professors acknowledge academic debt and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution. As member of an academic institution, professors seek above all to be effective teachers and scholars. Although professors observe the stated regulations of the institution, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Professors give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, professors recognize the effects of their decision upon the program of the institution and give due notice of their intentions. As members of their community, professors have the rights and obligations of other citizens. Professors measure the urgency of these obligations in the light of their responsibilities to their subject, to their students, to their profession, and to their institution. When they speak or act as private persons, they avoid creating the impression of speaking or acting for their college or university. As citizens engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.

Annual Faculty Planning and Evaluation Report Directions for Completing the Annual Faculty Planning and Evaluation Report The Annual Faculty Planning and Evaluation Report is a tool used to help initiate planning and assessing progress toward the accomplishments of faculty members’ objectives for the calendar year in the areas of Teaching, Research, and Service. At the beginning of the calendar year (January/February), each faculty member will meet with the Dean, Associate Dean or Department Chair individually to set objectives for that year. Sections I, II, III, and IV of the document should be completed and submitted prior to the meeting with the Dean. Additional information may be added to subsequent pages but it is not required. The purpose of this meeting is to “plan” for the future. For example, in Section I which asks you to list courses for each semester, in January you will not know how many students are enrolled, so it is not necessary to fill the information in. However, in the end of the year meeting, all course enrollment must be included.

In December, each faculty member will once again meet with the Dean, Associate Dean or Department Chair to assess accomplishments of the objectives previously set forth. The entire document should be completed and submitted at least one day prior to that meeting. There are various ways to complete the document. Some faculty revisit the planning document and make changes in bold if certain objectives changed. For example, if you taught a different course from what you had originally listed in the planning meeting, you could put an explanation in bold as to why your teaching assignment changed. For non-tenured faculty, this document could assist you as you organize and update your Promotion and Tenure file.

Appointment, Reappointment, Rank, and Tenure Policy School of Leadership and Education Sciences University of San Diego

Approved by SOLES Faculty May 16, 2007 I.

THE FACULTY'S ROLE IN RANK AND TENURE DECISIONS The University of San Diego maintains the quality of its faculty through objective and thorough appraisal by competent faculty members of each candidate for reappointment, promotion, and tenure. The Rank and Tenure Committee of each school or college is given primary responsibility for this appraisal. The Committee's functions include the recognition and encouragement of each candidate's achievements (USD, 2.4.2, p. 1).

II.

THE ARRT COMMITTEE'S RESPONSIBILITIES A. STRICT CONFIDENTIALITY is essential to the Committee's deliberations and recommendations. Committee members, and others with whom it is essential for the Committee to consult, must maintain confidentiality in all written and oral communications concerning the appraisal of candidates (USD, 2.4.2, p. 2). B. The Committee should strive for promptness and dispatch in the performance of its duties, consistent with judicious and thorough consideration of each case (USD, 2.4.2, p. 2). C. The Committee shall assess the evidence provided to it. If in the Committee's judgment the evidence is insufficient to permit it to make a clear recommendation to the President, the Committee's chair will request amplification from the candidate or from the recommending Department Chair or Dean (USD, 2.4.2, p. 2). D. Recommendations of the Committee form the basis of action by the President. The Committee's recommendation will include a statement of all significant evidence, favorable and unfavorable. Favorable recommendations require a two-thirds positive vote of Committee members present at the meeting when the vote is taken, with the additional requirement that the favorable votes constitute at least a simple majority of the possible votes of the total Committee membership (USD, 2.4.2, p. 2). E. The Committee will report its vote to the President. If its decision is not unanimous, the Committee's report may include separate concurring or dissenting opinions (USD, 2.4.2, p. 2). F. After notification of the Presidentâ&#x20AC;&#x2122;s decision, the Committee will send the candidate a copy of its recommendation and accompanying rationale (or summary of report) made to the

President (USD, 2.4.2, p. 2). G. In May, the outgoing ARRT Committee Chair will review USD and SOLES policy changes from the previous year and update the SOLES appointment, reappointment, tenure, and promotion document as needed (SOLES 5/16/07). H. The Chair of the ARRT Committee will ensure that minutes of ARRT Committee meetings are recorded, approved by the Committee with any corrections noted, and maintained in the Deanâ&#x20AC;&#x2122;s office (SOLES 5/16/07). III.

ARRT COMMITTEE MEMBERSHIP A. The ARRT committee shall be composed of six tenured SOLES faculty members representing each of the four programs, one at-large position, and the SOLES Dean. Two elected, non-tenured faculty members will be present for policy meetings only. Tenured faculty representatives are elected to two-year staggered terms on the ARRT Committee. The at-large, Counseling, and Marital and Family Therapy representatives start their terms during academic years that begin in even-numbered years. The Leadership, and Learning and Teaching members start their terms in academic years that begin during odd-numbered years. Candidates for tenure and promotion are not eligible to serve on the committee in a year they file for tenure and/or promotion (SOLES 10/3/2000). B. The ARRT Committee for the following academic year will be elected at the May SOLES faculty meeting. At that time, the September ARRT meeting will be scheduled (SOLES 3/10/04). C. The Chair of the ARRT Committee will be elected by the members of the Committee at the May SOLES meeting. The Dean may not serve as Chair of the ARRT Committee (SOLES 3/10/04).

IV.

ELIBILITY FOR PROMOTION A. In general, an Assistant Professor is eligible for promotion to the rank of Associate Professor no sooner than the tenure decision year. With limited exceptions, the rank of Associate Professor is conferred only upon faculty who have earned the terminal degree in their field. Faculty hired before September, 1997, may elect to be considered for promotion pursuant to the version of this paragraph in effect in the rules approved by the Board of Trustees (USD, 2.4.2, p. 4). B. In general, an Associate Professor is eligible for promotion to the rank of Professor after a minimum of five years of full-time service as Associate Professor, at least two years of which are spent at the University. The rank of Professor requires that significantly greater expertise and achievement be demonstrated by the faculty member and, with limited exceptions, is conferred only upon faculty who have earned the terminal degree in their field (USD, 2.4.2, p. 4). C. Exceptional performance or extraordinary conditions may warrant accelerated promotion (USD, 2.4.2, p. 5). D. In an exceptional case the ARRT Committee may initiate a recommendation for promotion (USD, 2.4.2, p. 5). E. A recommendation for promotion is based on positive evidence of professional performance and achievement. It is not justified by longevity or lack of negative indications.

Therefore, promotion from one rank to another is not to be considered automatic (USD, 2.4.2, p. 5). F. Petition for Review of Non-Promotion. Appeals from decisions not to promote are governed by "Appeals from ARRT Decisions", with the following restriction: Negative decisions regarding promotion will be reviewed on appeal only in exceptional cases, since the normal recourse is to reapply (USD, 2.4.2, p. 5). V.

ELIGIBILITY FOR TENURE A. Tenure is permanence of appointment until retirement. A grant of tenure affirms that the candidate has contributed to the University throughout his or her probationary period and is valued as a permanent member of the University community (USD, 2.4.2, p. 5). B. Tenure must be granted after a probationary period of seven years of full-time service at the University. The faculty member shall be notified of the decision on tenure not later than the end of the sixth year of service (USD, 2.4.2, p. 5). C. Up to three years of previous full-time service at another institution may be counted as part of the probationary period. The Dean will state the amount of service accepted as part of the probationary period in writing at the time of the initial appointment (USD, 2.4.2, p. 5). D. In all cases there will be at least two full (non-expedited) ARRT Committee reappointment reviews before the tenure review (SOLES, 3/10/04). E. Scholarly leave of absence without pay for one year or less will not count as part of the probationary period unless the individual and the institution agree in writing to an exception to this provision at the time the leave is granted (USD, 2.4.2, p. 5).

VI.

REAPPOINTMENT AND TENURE REVIEW TIMELINE Under the biennial system, ARRT reviews of non-tenured faculty take place as follows: A. Candidates not awarded prior years of service at another Institution or institutions: Candidate Year

Term Year

Type of Review

Purpose

Fall

Expedited

2nd year reappointment

Fall

Full

3rd & 4th year reappointment

Fall

Expedited

5th year reappointment

Spring

Full

6th year reappointment

Fall

Expedited

7th year reappointment

Spring

Full

Tenure/Promotion (Tenure begins at the start of the 8th year of service)

Candidates in their first, third, and fifth years of service follow an expedited review process. Instead of a complete file, candidates submit to the Dean, by December 1, a list of recent and current activities in teaching, scholarship, service, and support of the mission. The Dean attaches the list to a ballot that is sent to all tenure track faculty members. The faculty members vote either to reappoint the candidate or to have a full ARRT Committee review. Full reviews are triggered when voted for by one-third or more of the eligible tenure track faculty (not counting the candidate) (SOLES 10/1/2003). B. Candidates awarded one year of service at another institution or institutions. Candidate Year

Term Year

Type of Review

Purpose

Fall

Expedited

2nd year reappointment

Fall

Full

3rd & 4th year reappointment

Spring

Full

5th year reappointment

Fall

Expedited

6th year reappointment

Spring

Full

Tenure (Tenure begins at the start of the 7th year of service)

C. Candidates awarded two years of service at another institution or institutions: Candidate Year

Term Year

Type of Review

Purpose

Fall

Expedited

2nd year reappointment

Fall

Full

3rd & 4th year reappointment

Candidate Year

Term Year

Type of Review

Purpose

Spring

Full

5th year reappointment

Spring

Full

Tenure (Tenure begins at the start of the 6th year of service)

D. Candidates awarded three years of service at another institution or institutions: Candidate Year

Term Year

Type of Review

Spring

Full

2nd year reappointment

Spring

Full

3rd & 4th year reappointment

Spring

Full

Tenure (Tenure begins at the start of the 5th year of service)

Purpose

VII. PROCEDURES TO TRIGGER FULL REAPPOINTMENT REVIEW IN PLACE OF EXPEDITED REVIEW (SOLES 3/10/04) A. Full reviews for candidates in expedited review years can be initiated by any of the following methods:

VIII.

The candidate, by written request to the Dean.

The ARRT Committee, through majority vote.

The Dean, by written request to the ARRT Committee.

Vote of one-third of the eligible tenure-track faculty in the SOLES (not counting the candidate).

Within one week of the tenured faculty vote, candidates will receive a letter from the ARRT chair informing them of the overall outcome of the vote. At the request of the candidate, the ARRT chair will include the number of votes received for expedited and full review(SOLES 5/16/07).

EXTERNAL LETTERS OF REVIEW OF A CANDIDATE’S SCHOLARSHIP (SOLES, 5/29/03 and 5/16/07) As part of the dossier for tenure and/or promotion to associate or full professor, a candidate must include written evaluations of scholarship from external reviewers. The sending of the formal external review letter and candidate documentation will be completed by October 1st. The external reviewers will be informed that the review letter must be received at least 2 weeks prior to the university date for submission of documentation for tenure and/or promotion. This date is usually in January. A. Criteria for selection of External Reviewers: The majority of professionals recommended to serve as an external reviewer of a candidate’s scholarship must be at or above the rank for which the candidate is seeking promotion. B. These letters are to be written by individuals that have the scholarly achievement and/or demonstrated expertise as scholarship is defined in the SOLES Statement on Scholarship. C. Identification of Potential External Reviewers: The candidate will produce a list of 7 potential outside reviewers. Information about each potential external reviewer must include reviewer name, rank or position, affiliation and any special titles along with a rationale for recommending this individual. The list of potential external reviewers (along with contact information) must be submitted to the Dean by May 31. The Dean will provide the ARRT Committee Chair with the list of external reviewers to be contacted. The ARRT Committee will review the Dean’s selections for approval at its first meeting in September. D. Soliciting External Reviewers: The Dean will contact each potential external reviewer to ask if he or she would be willing to serve as a reviewer of the candidate’s scholarship. The potential external reviewer will be informed of the expectations of the evaluation review that is included in a letter addressed to the ARRT committee. E. Formal External Review Procedures: The Dean will provide each external reviewer with the candidate’s Curriculum Vita, a representative sample of the candidate’s work, a standard letter requesting commentary about a candidate’s scholarship, a copy of the criteria for reappointment, promotion and tenure, and the SOLES statement on scholarship.

Each reviewer will address his or her response to the chair of the ARRT committee. The sending of the formal external review letter and candidate documentation will be completed by October 1st. The external reviewers will be informed that the review letter must be received at least 2 weeks prior to the university date for submission of documentation for tenure and/or promotion. This date is usually in January. F. Policies Related to External Letters of Review of Scholarship Solicited by the Dean 1.

Candidates for tenure and promotion shall have samples of their work reviewed by at least three scholars solicited by the Dean from other institutions in the candidate’s field of expertise.

Letters should be addressed and sent to the ARRT Committee Chair. The ARRT Chair will provide the Dean with a copy of each letter.

Letters are confidential and available only to members of USD who are part of the ARRT process.

G. Policies Related to Optional Letters of Review of Scholarship Solicited by Candidates: Candidates may solicit non-confidential reviews in addition to those solicited by the Dean. Candidate-solicited reviews will be kept separately from reviews solicited by the Dean and be identified specifically as candidate-solicited for the ARRT Committee. IX.

PROCEDURES FOR REAPPOINTMENT, PROMOTION, AND TENURE A. General Procedures 1.

Prior to his or her appointment, each faculty member will have been given a copy of this Policy. Expectations and/or emphases not explicitly stated in this Policy (see Criteria for Reappointment, Tenure, and Promotion) will also have been brought to his or her attention in writing. These expectations and/or emphases should be brought to the attention of the Committee no later than the time the faculty member first becomes a candidate for review. (USD 2.4.2, p. 1) Status with respect to rank and tenure is not altered by a faculty member’s transfer between departments or schools within the university. (USD, 2.4.2, p. 1).

The process of evaluation for reappointment, promotion, or tenure is initiated and conducted by the relevant department or school [School of Leadership and Education Sciences] (USD, 2.4.2, p. 1).

The Committee reviews and makes recommendations to the President in all matters concerning reappointment, promotion, and tenure of faculty candidates (USD, 2.4.2, p. 1).

The Dean will maintain a confidential archival file for all candidates evaluated by the ARRT Committee. After each review, copies of the ARRT Committee’s letter to the President, the letter from the Dean to the ARRT Committee, confidential faculty letters to the ARRT Committee, confidential external review letters, and the ARRT Committee’s letter to the candidate, will be placed in the candidate’s ARRT file by the Dean. The Dean is responsible for bringing each candidate’s archival file (if any) to the meeting at which he or she will be reviewed (SOLES. 3/10/04).

The President grants reappointment and promotion to faculty members. After notification to the Board of Trustees, the President grants tenure to faculty members (USD, 2.4.2, p. 1).

B. Initial Steps

Each Dean and/or Department Chair is required to establish written procedures for the preparation of candidates' files, including recommendations and relevant supporting data (USD, 2.4.2, p. 2). Candidates should follow the written policies in preparing their materials for submission (SOLES, 5/16/07).

At the beginning of the academic year, each [the] Dean [in cooperation with the ARRT Committee Chair] will prepare a list of names of faculty eligible for reappointment, promotion, and/or tenure [in SOLES] (USD, 2.4.2, p. 2, SOLES parenthetical insertions, 5/16/07). Once approved by the ARRT Committee, the list will be distributed to all tenure track faculty by the October faculty meeting for review and correction, if necessary (SOLES 5/16/07).

A recommendation regarding reappointment, promotion, and tenure normally originates with the Department Chair or Dean. The recommendation should include a comprehensive assessment of the candidate’s qualifications; evidence in support of that assessment; and the recommender’s report of his or her consultation with faculty members of the candidate’s department or academic unit, including any dissenting opinons (USD 2.4.2, p. 2).

Any faculty member who wishes to be considered for early tenure during the following academic year will notify the Dean, in writing, by the end of the spring semester (SOLES 5/16/07).

Faculty members shall be given timely notice of when decisions affecting their reappointment, promotion, or tenure will be made, so that they will have adequate opportunity to prepare their file (USD, 2.4.2, p. 2). The ARRT Committee Chair will send a letter by the end of September to each candidate notifying them of their current status and file due dates (SOLES 5/16/07).

At a minimum, each candidate should provide a summary of course evaluations dating back to the previous promotion or date of hire (SOLES, 10/3/2000). The candidate should also include collegial evaluations of teaching that were conducted in the period since the last ARRT review. Collegial evaluation might take many forms, including peer observation of teaching, peer evaluation of course materials, evaluation of instructional contributions including the development of new courses and other program development activities, evaluation of student work artifacts, or other items (SOLES, 2/2/05).

At a minimum, each applicant should submit all publications since the date of his/her promotion or date of hire (SOLES, 10/3/00). [note: To abide by the tenure and promotion page limit, candidates may place publications in a separate binder. However, separate binders will not be forwarded to the President].

As part of the dossier for tenure and/or promotion to associate or full professor a candidate must include written evaluations of scholarship from external reviewers. The sending of the formal external review letter and candidate documentation will be completed by October 1st. The external reviewers will be informed that the review letter must be received at least 2 weeks prior to the university date for submission of documentation for tenure and/or promotion. This date is usually in January (SOLES, 5/29/03).

Candidate files will not contain letters from current students, whether solicited or unsolicited (SOLES, 5/5/04).

10. Whatever materials a candidate has turned in by the stated deadline for candidate submission of promotion and tenure materials shall be the content made available to faculty for their consideration. No materials are to be added to faculty-review materials after the candidate’s submission deadline. However, candidates may submit supplementary material to the Dean’s office after the deadline, with the understanding

that these materials will be kept in an ARRT Committee notebook that will be utilized only by the ARRT Committee (SOLES, 12/7/07). 11. Recommendations concerning a candidate from Department Chairs, Program Directors, and/or the Dean in their capacities as such must be submitted to the Committee prior to the conclusion of their deliberations. These recommendations, including any amendments or additions to them by the recommender, must be included as part of the evidence provided by the Committee to the President. These recommendations should include a comprehensive assessment of the candidate's qualifications; evidence in support of that assessment; and the recommender's report of his or her consultation with faculty members of the candidate's department or academic unit, including any dissenting opinions (USD, 2.4.2, p. 2). 12. The Dean shall write a letter regarding the candidate’s performance, and forward it to the chair of the ARRT committee at least one week prior to the ARRT meeting. The Dean will outline his or her evaluation of the candidate’s performance in each of the four areas (teaching, scholarship, service, and support of mission/values of the University), and whether or not they support the candidate’s request for reappointment, rank, or tenure (SOLES, 2/28/01). C. Candidate Review Process 1.

One week before candidates’ files are due, the chair of the ARRT Committee will invite tenure track faculty in SOLES to submit evaluative letters for its review. The notice will include the date that the files will be available for viewing and the last day on which faculty letters may be submitted. The deadline for receipt of letters shall be one week before the meeting of the ARRT Committee. This will allow the faculty two weeks for reviewing the file and submitting letters. Letters should focus on the four ARRT criteria. The letters are confidential and for the ARRT Committee only. Information from the confidential letters, but not the letters themselves, can be included in the ARRT letter to the candidate. If information from confidential letters is included in the letter to the candidate, it must be done in such a way as to protect the identity of the writer. Confidential letters are not normally forwarded in the candidate’s dossier to the President unless the President requests it. However, pertinent information may be shared, without identifying attributes, in the letter to the President. The letters are maintained in the Dean’s office in a confidential file until two years after the candidate terminates her or his employment at USD (SOLES, 5/5/04).

Letters of Support Attesting to a Candidate’s Areas of Contribution: In situations where a candidate has made a contribution in areas such as public policy, school governance, professional organization leadership, etc., he or she can solicit non-confidential letters from references that describe these contributions. All such letters should be addressed to the chair of the ARRT committee (SOLES 5/29/03, revised 5/16/07).

At least five members of the ARRT Committee must be present to constitute a quorum at the meeting (SOLES, 3/10/04).

ARRT members will review the candidate’s materials and the Dean’s letter prior to the ARRT meeting. The ARRT members will also review the University ARRT Guidelines and the SOLES ARRT Guidelines prior to attending the ARRT meeting (SOLES, 2/28/01).

The chair of the ARRT committee will run the ARRT meetings (SOLES, 2/28/01).

ARRT committee members will discuss the candidate’s qualifications in the four areas. Discussion of the candidates will be confidential, and no part of the discussion will be shared with anyone outside of the ARRT meeting (SOLES, 2/28/01).

After the discussion of the candidate, ARRT members will vote on whether they will approve, disapprove, or abstain regarding the request by the candidate for reappointment, rank, or tenure. If the candidate is going forward for both rank and tenure, separate votes will be recorded for rank and tenure decisions (SOLES, 2/28/01).

Favorable recommendations require a two-thirds positive vote of Committee members present at the meeting when the vote is taken with the additional requirement that the favorable votes constitute at least a simple majority of the possible votes of the total Committee membership. A minimum of 4 votes is required to communicate a decision (SOLES, 3/10/04).

The ARRT committee will write a report to the President indicating whether or not they support the candidate’s request for reappointment, rank, or tenure, and their reasons for their position. The memo will include the vote(s) for reappointment, rank, or tenure. The Dean’s letter will be forwarded with the ARRT report to the President (SOLES, 2/28/01).

10. In addition to an overall vote for reappointment, rank, and tenure, ARRT members will be asked to vote on the level of performance of the candidate in each of the four areas (teaching, scholarship, service, and support of mission/values of the University). ARRT members will be asked to vote if the candidate’s performance: 1) Exceeds expectations, 2) meets expectations, or 3) is below expectations. ARRT members may also abstain if they feel they cannot properly evaluate a candidate’s performance in a particular area. A vote of “exceeds expectations” means the ARRT member believes the candidate’s performance is especially meritorious and should get special recognition. A vote of “meets expectations” means the candidate’s performance is solid. A vote of “below expectations” means the ARRT member has significant concerns about the candidate’s level of performance, and that special attention should be paid in developing this area on the part of the candidate. Judgments as to whether or not the candidate meets, exceeds, or falls below expectations should take into consideration the candidate’s level of experience (SOLES, 2/28/01). 11. The ARRT Committee will continue to send the below, meets, exceeds ratings to the candidates, but the ratings will not be reported to the President (SOLES, 3/10/04). 12. After notification of the President’s decision, the Committee will send the candidate a copy of its recommendation and accompanying rationale (or summary of report) made to the President (USD 2.4.2 , p. 3). The letter from the ARRT committee will include the following: 1) the frequency distribution of votes in each of the four areas; 2) whether or not the ARRT committee approved the request for reappointment, rank, or tenure; and 3) any written comments or feedback the ARRT committee believes are important for the candidate to know such as areas of strength or areas that need attention or development (SOLES, 2/28/01). 13. The Dean will provide the candidate a copy of his or her letter sent to the ARRT committee, or provide feedback to the candidate in some other form acceptable to the Dean and candidate (SOLES, 2/28/01). X.

ADVERSE RANK AND TENURE DECISION A. The appropriate administrative officer will give the candidate a written explanation of the reasons for denial of reappointment, promotion, or tenure (USD, 2.4.2, p. 3). B. A candidate may appeal the President's decision not to recommend reappointment, promotion, or tenure. Appeals are governed by "Appeals from ARRT Decisions" in section 2.4.6 of USD Policy (USD, 2.4.2, p. 3).

XI.

ADDITIONAL CONSIDERATIONS FOR REAPPOINTMENT DECISIONS A. Reappointments may be for one year or other stated periods, subject to renewal. When the Committee has identified special concerns that may jeopardize future reappointment, the candidate should be informed in writing of those concerns at the time of reappointment (USD, 2.4.2, p. 3). B. Standards for Notice. Because a probationary appointment carries an expectation of renewal, notice of non-reappointment, or of intention not to recommend reappointment, will be given in writing according to the following (USD, 2.4.2, p. 4): 1.

Not later than March 1 of the first academic year of service, if the appointment expires at the end of that year; or, if a one-year appointment terminates during an academic year, at least three months in advance of its termination.

Not later than December 15 of the second academic year of service, if the appointment expires at the end of that year; or, if an initial two-year appointment terminates during an academic year, at least six months in advance of its termination.

At least twelve months before the expiration of an appointment after two or more years at the University.

XII. CRITERIA FOR REAPPOINTMENT, PROMOTION, AND TENURE The following criteria apply to the evaluation of faculty candidates for reappointment, promotion, and tenure. They are mean to govern the evaluative processes of rank and tenure committee, and to give faculty candidates and understanding of University expectations with respect to these processes. In the context of the employment decision for which they are being considered, candidates shall be judged on the basis of their performance in 1) teaching; 2) research, creative work and professional activity; 3) university and public service; and 4) support of the University of San Diego (USD 2.4.2, p. 6). A. Teaching (USD 2.4.2, pp. 6-7). 1.

Effective teaching is an essential criterion of reappointment, promotion, and the granting of tenure. Evaluation of the effectiveness of teaching shall be based upon the candidate's total performance. This evaluation should include considerations such as command of the subject; continuous growth in the field; ability to organize and present materials; capacity to awaken in students an awareness of the relationship of the subject to other fields of knowledge; a spirit of enthusiasm which vitalizes teaching; ability to arouse curiosity in beginning students and to stimulate advanced students; fairness in grading, through both subjective and objective considerations; participation in the guidance and advising of students.

Consideration shall be given to the variety of demands placed on instructors by the types of teaching called for in various disciplines and at various levels.

The Committee will clearly indicate the evidence upon which the appraisal of teaching effectiveness has been based. The following evidence of teaching effectiveness is required: a.

colleague evaluation

b. student evaluation c.

self-evaluation

Other types of evidence may also be submitted as supporting teaching effectiveness. Examples of these types of evidence are the following: a.

participation as a guest or public lecturer

b. participation in team teaching c.

development of new and effective means of instruction

d. development of course materials. B. Research, Creative Work and Professional Activity: In evaluating the candidate's publications or recognized artistic productions, the Committee should seek evidence of a productive and creative mind; and the candidate's professional activities should be examined for evidence of achievement and/or leadership in the field. Evidence of research, creative work, or professional activity is not limited to publications or presentations at meetings of professional associations. Contributions by the candidate in the form of publications and presentations for the advancement of scientific or other critical inquiry, professional practice, or education shall be judged research, creative work, and professional activity when (1) they develop new ideas, add to the knowledge of an academic discipline, or incorporate scholarly research, and (2) they are disseminated in academic or professional communities. Publications and other creative accomplishments should be evaluated, not merely enumerated. Work in progress should be assessed whenever possible. When jointly authored work is presented as evidence, the Department Chair or Dean must establish as clearly as possible the role of the candidate in that joint effort. It should be recognized that special cases of collaboration occur in the performing arts and that the contribution of a particular collaborator may not be readily discernible by those viewing the finished work. When the candidate is such a collaborator, the Department Chair and Dean should evaluate the candidate's contribution and should provide outside opinions based on observations of the work while in progress (USD 2.4.2, pp. 7-8).

a. Statement on Scholarship for the School of Leadership and Education Sciences (SOLES, 5/04/05) i. Values Statement Regarding Scholarship: Although pursuing scholarship may provide benefits to the individual (e.g., satisfy intellectual curiosity, help in achieving rank and tenure), we recognize that scholarshipâ&#x20AC;&#x2122;s primary value lies in its ability to advance the public good and oneâ&#x20AC;&#x2122;s profession. Therefore, candidates for promotion and tenure should be able to clearly articulate the foci and goals of their programs of scholarship as they relate to advancing the public good in the specific areas outlined below (knowledge base, teaching, practice, and policy). Further, we recognize that scholarship does not occur in a vacuum, and candidates should consider how their programs of scholarship work synergistically with the other criteria for promotion and tenure at USD (teaching, service, support for the mission and values).

ii. Definition: Scholarship is the creation and dissemination of new knowledge. Scholarship must reflect new knowledge, rather than a simple restatement of preexisting knowledge. New knowledge, however, can be created through synthesizing or integrating pre-existing knowledge in new or innovative ways. Scholarship should advance the knowledge base, teaching, practice, or policy within a profession or the public domain. Peer review is also an essential part of scholarship. Through peer review, others who are knowledgeable can help us (and the field) assess the extent to which a piece of work adds to the body of knowledge and is of potential value to the field. a.

Advancing the knowledge base – Scholarship that advances the knowledge base could take multiple forms including: empirical research, historical research, theory development and testing, methodological studies, synthesizing knowledge through literature reviews, or philosophical inquiry and analysis. Applying or integrating concepts and research from other disciplines can be another means of advancing the knowledge base of the profession.

b. Advancing Teaching – Scholarship can advance the way in which knowledge is taught or learned. Scholarship in this area would include: developing new or improved textbooks, developing new or innovative approaches to teaching, assessment of new or current teaching practices, or studying the processes by which information is learned. c.

Advancing Practice – Scholarship can advance the practice of a profession. Scholarship in this area can include: developing practice implications from research, developing new or innovative approaches to practice, developing new or improved methods of assessment, revising or developing new theories for practice, evaluating current or new practices, or advancing the ethical standards of practice within the profession.

d. Advancing Policy – Scholarship can also advance policy within a discipline or the public domain. Scholarship in this area may include: critiquing an existing policy, evaluating the effectiveness of a current policy, or developing policy implications from research, theory, or historical analysis. To qualify as scholarship, there must also be dissemination of the knowledge to the public and/or individual’s profession. Dissemination could potentially take different forms, including: 1) Journal articles or monographs 2) Books 3) Presentations 4) Assessment instruments 5) Internet or websites (e.g., electronic journals, etc.) 6) Policy papers 7) Final public grant reports iii. Criteria for Assessment: It can be helpful to distinguish between the criteria for evaluating scholarship from the actual methods that we use to evaluate scholarship. No single criterion is adequate to measure scholarship, and some criteria may not apply in all cases. These criteria, to some extent, may overlap with one another. They include: a.

Is the information new or innovative? In other words, does it add to the field’s body of knowledge? A literature review in an article, for example, should make the case that the article offers something new (and of potential value) to the body of knowledge.

b. What is the quality of the process through which the new information was derived? For an empirical study, this would likely be the methodological rigor of the study. For a non-empirical piece, does the author use other compelling logic or evidence to support his or her argument? The quality of the work is important because it can impact the credibility of the author’s conclusions. c.

What was the quality of the review process? Did an informed and critical audience evaluate the work prior to the work being disseminated?

d. Does the new knowledge have potential value to others? In other words, what will be the impact of the work? Although this can be very difficult to predict in most cases, it is still a worthwhile question to ask regarding our scholarship. Will others benefit from this new bit of knowledge, or is it simply a trivial fact with little relevance? e.

How broadly will the information be disseminated? As a general rule, the broader the dissemination, the greater the potential the resulting work will have an impact. It may be possible to argue in some cases, however, that dissemination of a work to a smaller but influential target audience can produce greater impact.

iv. Method of Assessment: The above criteria are difficult to measure. Efforts to assess scholarship can parallel the challenges that researchers face trying to define and operationalize constructs. No instrument is a perfect measure of the construct. These indicators, particularly in isolation, are not infallible. The faculty members under review should use the items listed below as a guideline for developing a case that they have met expectations in the area of scholarship. a. Peer Review – It is important to assess whether or not a piece of work was peer reviewed, and the quality of that review process. Assessing the quality of review may mean looking at several questions. How many individuals reviewed the work? Was the work reviewed on a local, regional, national, or international level? To what extent is there evidence that the reviewers are recognized for their knowledge in the area? What is the acceptance rate of the journal or conference (where applicable)? b. Selectivity of Publisher or Journal – The selectivity of a publisher or journal can be an indicator of quality. Since more prestigious journals generally receive a higher volume of submissions, they can usually be more selective in what they publish. Thus, the acceptance rate of a journal or publisher can be an indicator of the quality of scholarship. c. Evidence of Impact through Breadth of Dissemination – In general, scholarship that reaches a broader audience has the potential to make a greater impact. The greater the exposure, the more opportunity there will be for individuals to use or apply the ideas from the scholarship to make an impact. Breadth of dissemination could be measured in different ways. The number of books sold or the circulation of a journal could be used to measure breadth of dissemination for books and journals. Other measures may be appropriate for less traditional forms of scholarship (e.g., number of hits for a website that qualifies as scholarship). d. Number of Citations – Another potential measure of impact may be the number of times a work is cited by others. Since few pieces of work are widely cited, this may be a rather high standard to hold. Yet, those pieces of work that are widely cited can be clearly recognized as having an impact.

e. Other Measures of Impact – In some cases, other means of measuring impact may be appropriate beyond those stated above. It may be possible, for example, for an individual to document how his or her scholarship has influenced teaching or practice within a discipline. Or, an individual might be able to document how his or her scholarship has influenced legislation or policy. v. Scholarship’s Relationship to the Other Criteria a. Relationship to Teaching – The Teacher-Scholar model implies that scholarship is both distinct and an integral part of teaching. To best prepare our students for their professions, we need to educate them on the most recent knowledge in the field. Being active scholars helps us infuse the most recent knowledge and practices into our teaching. Insights gained from teaching, similarly, can become the impetus for scholarship, particularly in advancing the scholarship of teaching. b. Relationship to Service – Although scholarship is a criterion for achieving rank and tenure, we believe its primary value is in its ability to advance one’s profession or the public good. If scholarship is pursued in this spirit, then scholarship can be viewed as a means of providing service to others. c. Relationship to Mission & Values – We recognize that scholarship is a value-based endeavor. We believe that the Mission and Values of the University of San Diego should inform our scholarship. Our scholarship should also be informed by the ethical and professional standards within our particular fields. We will also strive to respect the dignity and rights of those involved in our scholarship (e.g., research participants, students, coauthors, or others). C. University and Public Service: The faculty plays an important role in formulating and administering the policies of the University. Recognition should therefore be given to scholars who prove themselves to be able administrators and who participate effectively in faculty government and the formulation of departmental, school or college, and university policies. Services by members of the faculty to the University, community, state, and nation, both in their special capacities as scholars and in areas beyond those special capacities, should likewise be recognized. Similarly, the following should be given recognition: contributions to student welfare through service on student-faculty committees and as advisor to student organizations; extraordinary recruiting or fundraising activity; special lectures; public relations activities; other services to the university community, such as arranging cultural, social, and educational events for faculty and students (USD 2.4.2, p. 8). D. Support of the University of San Diego: Faculty members support the spiritual and moral orientation of the University of San Diego through their respect for Catholic Christianity and their recognition that the spiritual and moral aspects of the students' lives are significant. They have a sense of responsibility and concern towards the entire University community. (USD 2.4. 2, p. 9). XIII.

TERMINATION OF APPOINTMENT (USD, 2.4.2, pp. 9-11) A. Termination by a Faculty Member: Faculty members may terminate their appointments effective at the end of an academic year, provided that they give notice in writing of their intention to resign or of negotiations that may lead to their resignation. Notice should be given at the earliest possible opportunity, in no event by the later of (1) May 15 or (2) thirty days after receiving notification of the terms of the appointment for the coming year. The

University will attempt to accommodate requests for waiver of the notice requirement in cases of hardship or of substantial professional advancement or other opportunity; its faculty members, however, should abide by the University's decision. B. Termination by the Institution: The University may terminate a faculty member for reasons of retrenchment, medical or disability reasons, or serious cause. 1.

Retrenchment. The University may terminate a faculty member because of retrenchment: a reduction of faculty due to financial exigency or to discontinuance of a department or program for reasons of non-financial exigency. Retrenchment terminations (including appeal procedures) are covered in detail in the Faculty/Administrator Handbook.

Medical or Disability Reasons. Consistent with applicable laws, the University may terminate a faculty member because of a medical or disability condition that substantially precludes the faculty member from fulfilling the terms of his or her appointment. Termination of an appointment with tenure, or of a probationary or special appointment before the end of the period of appointment, for medical or disability reasons will be based on clear and convincing evidence that the faculty member cannot continue to fulfill the terms and conditions of his or her appointment in whole or in significant part. The University's decision to terminate will be reached only after: a.

Any medical leave has been exhausted; and

b. The University and faculty member have made efforts, appropriate to the faculty member's medical problem or disability, to explore alternatives to termination (such as retirement, transfer from full-time to part-time teaching, etc.) and to accommodate the faculty member's medical problem or disability. The faculty member, or the representative or conservator of the faculty member, must be informed of the basis of the proposed termination and must be afforded the opportunity to present the faculty member's position and to respond to the evidence on which the University bases the proposed termination. If the faculty member so requests, the decision to terminate for medical reasons may be appealed in accordance with the procedures established for appeals of other matters in this Policy. (See Section II.D in USD policy) 3.

Serious Cause. The University may dismiss a faculty member for violation of professional ethics as described in the 1987 AAUP Statement on Professional Ethics [addendum 1 to this Policy]. Examples of such violations include gross professional incompetence, continued neglect of academic duties or responsibilities, exploitation of students for private advantage, dishonesty in scholarship, and conviction of a felony. Dismissal for serious cause (including appeal procedures) is covered in detail in this document. Dismissal for serious cause will not be used to restrain faculty members in their exercise of academic freedom.

C. Severance Pay or Termination Notice i.

If the appointment is terminated, the faculty member will receive severance pay or termination notice in accordance with the following schedule: a.

At least three months if the final decision is reached by March 1 (or three months prior to the expiration) of the first year of probationary service;

b. At least six months if the decision is reached by December 15 of the second year (or after nine months but prior to the expiration of eighteen months) of probationary service;

At least one year if the decision is reached after eighteen months of probationary service or after the faculty member has tenure.

This provision for severance pay or termination notice need not apply in the event that there has been a finding that the conduct which justified dismissal involved moral turpitude as described in paragraph 3 of Section 9, 1970 Interpretive Comments on the AAUP 1940 Statement of Principles on Academic Freedom and Tenure. ii.

XIV.

In accordance with the appeals procedure (see Section II.D) and/or on the recommendation of the President, the Board of Trustees may take into account the length and quality of service of the faculty member in determining what, if any, payments will be made beyond the effective date of dismissal.

ADDENDUM # 1 TO REVISED RANK AND TENURE POLICY - 1987 STATEMENT ON PROFESSIONAL ETHICS (2.4.2, PP. 12-13) (FROM AAUP POLICY DOCUMENTS & REPORTS, 1990 EDITION) A. Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end professors devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry. B. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors. Professors make every reasonable effort to foster honest academic conduct and to ensure that their evaluations of students reflect each student's true merit. They respect the confidential nature of the relationship between professor and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom. C. As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas professors show due respect for the opinions of others. Professors acknowledge academic debt and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution. D. As members of an academic institution, professors seek above all to be effective teachers and scholars. Although professors observe the stated regulations of the institution, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Professors give due regard to their paramount responsibilities with their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, professors recognize the effect of their decision upon the program of the institution and give due notice of their intentions. E. As members of their community, professors have the rights and obligations of other citizens. Professors measure the urgency of these obligations in the light of their responsibilities to their subject, to their students, to their profession, and to their institution. When they speak or act as private persons they avoid creating the impression of speaking or acting for their college or university. As citizens engaged in a profession that depends upon freedom for its

health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.

File Preparation Recommendations for Reappointment, Tenure and Promotion

The following is not SOLES policy but has been used as a guide for candidates putting together files for reappointment promotion and tenure. TABLE OF CONTENTS General 1. Curriculum Vitae  Include current CV. When listing publications, separate refereed, non refereed, manuscripts published, manuscripts in press, and manuscripts in progress Evaluation and Recommendation 2. Dean’s Summary and Evaluation  Inserted by Faculty Candidate prior to submission of file 3. Department Head’s Summary and Evaluation  Inserted by the Dean’s Office after submission of the file to the Dean’s Office 4. ARRT Committee Summary and Evaluation  Inserted by the Dean’s Office after submission 5. Evaluations from Departmental/Program Colleagues  Inserted by the candidate before submission 6. Evaluations from External Reviewers (Tenure & Promotion only)  Refer to policy on External Reviews  Inserted by the Dean’s Office after file submission (Confidential - for review by the Dean, ARRT committee, and President only - removed before return to candidate) 7. Written Reappointment Reviews  Inserted by the Dean’s Office after file submission (Confidential - for review by the Dean, ARRT committee, and President only) First Criterion: Teaching 8. Statement of Teaching Accomplishments, Goals, Strengths, Weaknesses, and Notable Accomplishments  Develop and present a cogent, reflective discussion of your approach to teaching. Candidates may want to consider the following questions in your statement: 1. What are your major goals for teaching at USD? 2. What principles and beliefs guide your approach to teaching? 3. What new or redesigned courses have you developed at USD? 4. What innovative approaches to instruction do you implement (the use of technology, team teaching, accomplishments/projects)? 5. What features are constant across courses? 6. What has worked well for you as a teacher at USD? 7. What challenges have you faced, and what might you change in future semesters? 8. What professional development activities related to teaching have you been involved in and/or plan to get involved with?  Student comments from evaluations may be woven into the narrative to provide some evidence of achievement.



9. 10.

11. 12.

Describe teaching Goals for the next two years (e.g., new course development, new course teaching, team teaching, interdisciplinary, global teaching, participation as a guest lecturer or public lecturer) Record of Courses Taught by Semester  Include the following information: Name of course, semester/year, units/course, number of students/course, and numerical averages from quantitative evaluations. Summary of Student Course Evaluations  Write a narrative reflection on your course evaluations  Include all quantitative evaluation sheets  Include all narrative evaluations NOTE: You might put some information in a separate binder. Make references in your text to where the reader will find information, if in a separate binder. Arrange either by semester or by successive semesters of the same course, depending on your point – improvement over time in the same course or changes in the course in future semesters in response to feedback. If applying for tenure and/or promotion, the Provost will review only the maximum 70 page blue folder – separate binders are not allowed. Peer Review Reports of Class Visitation  Please see SOLES policy on peer evaluation Other evidence of Excellence in Teaching  Include letters from colleagues (different than peer review), awards, nominations for awards, grants related to instructional innovations, others?  Compensated and non-compensated work on masters and doctoral committees  Include evidence of excellence in teaching from other universities

Second Criterion: Scholarship When describing your achievements in the area of Scholarship, please refer to the USD and SOLES tenure and promotion policies, specifically the SOLES definition of scholarship, which can be found in the SOLES Faculty Handbook. 13.

14.

15. 16.

Statement on Current Status and Future Development of Scholarship  Describe your past, present and future work, including your major areas of research, writing, and conference presentations. Demonstrate a coherent trajectory of your work, showing the growth and development of your ideas. You may want to consider the following questions in your statement: 1. What theories and bodies of research inform your scholarship? 2. What are you major goals for your scholarship? 3. What are the themes of your work? What are the major goals and outcomes of each? 4. What projects are you currently pursuing? 5. What has been your role on collaborative projects? 6. What are the linkages between your scholarship, teaching, service and mission? 7. What direction will your work take in the future? Why?  Provide examples of publications and conference presentations Statement on Quality and Selectivity of Journals  Provide a summary statement on each journal/press that has published your work or that is currently reviewing one of your manuscripts. Include information such as acceptance rates and target audience. External Funding and Its Contribution to Scholarship  Discuss grants you have received and/or are pursuing Other Evidence of Excellence in Scholarship

Third Criterion: Service 17. Evidence of Contribution to Student Advising  Provide number and type of student advisees  Include description of independent studies  Describe committee work related to advisement forms and/or guidelines  Uncompensated membership on masters and doctoral committee  Portfolio advising and reading, preparing and assessing comprehensive exams, doctoral exams, mid-point and final portfolios in the credential, others 18. Evidence of Service to USD  List University wide committees (e.g., Senate, Budget, Calendar, Commencement), include length of time on committee and describe contributions to committee  List SOLES committees, include length of time on committee and describe contributions to committee. Program development and accreditation work can be described here  List program/department committees and activities, include department/program coordination, accreditation work, conference organization, guest lecturing for colleagues, admissions, others. 19. Evidence of Service to Community and Profession  Describe involvement in local and professional community. For example, offices in professional organizations and civic organizations related to profession, reviewer for research meetings; editing work, consulting (indicate if pro bono), and guest speaker for organizations Fourth Criterion: Mission 20. Evidence of Support for Mission and Goals of USD  Describe how you actualize the mission and goals of USD. 21. Evidence of Good Colleagueship  Address the ways in which you participate in and support the development of community in SOLES and USD. Letters from colleagues giving evidence of these contributions can be included. Conclusion 22. Concluding Statement by Candidate

CRITERIA FOR PROMOTION TO FULL PROFESSOR Approved by Faculty on May 13, 2009 (SOLES Monthly Meeting)

Advancing from Associate Professor to Full Professor is never automatic or based solely on years of service. Rather, it represents a significant promotion that requires that the candidate meet challenging criteria in the areas of scholarship, teaching, service, and mission, the same areas that are used throughout the promotion and tenure process. The ARRT committee will review applications for promotion to the rank of full professor holistically; it is expected, however, that the candidate’s file will include the following types of evidence: Teaching 1. Evidence that the candidate has an exemplary teaching record. The evidence here most likely would be evaluation data from students and written commentaries by peers who observed and reviewed the candidate’s teaching.

2. Evidence that the candidate has strived to improve her or his teaching and has been committed to on-going professional growth in the area of teaching. This evidence might include syllabi that illustrate major modifications that incorporate new research/scholarship and/or respond to student feedback, as well as reflective essays that describe changes in teaching strategies and the reasons why changes were made. 3. Evidence that the candidate has contributed to the changing needs of SOLES at a department and/or program level. The evidence here could include syllabi for new courses developed by the candidate; descriptions of the candidate’s role in developing entirely new programs or programmatic initiatives within existing programs; or materials the candidate prepared for an accreditation team visit. Scholarship:  Evidence that the candidate has made a significant professional contribution to her or his field of study at a national and/or international level. This might include such things as service on editorial boards, as peer-reviews, as dissertation committee members at other national and international institutions.  Evidence that the candidate has an extensive record of scholarly publications that illustrates sustained and focused contributions to his or her field. Typically, this would include a published book; articles in peer-reviewed journals; presentations at major academic conferences; and an identifiable line of scholarly inquiry that is likely to be pursued and extended after the candidate has become a full professor. Service  Evidence that the candidate engages in service-related activities nationally and internationally. This evidence might include lists of service in leadership positions or on committees in research and/or professional associations and, ideally, essays or letters that provide accounts of the contributions that the candidate made while serving in at least some of the listed positions.  Evidence that the candidate has contributed in significant ways to the program area or department, SOLES and the University. The evidence here might include descriptions (written by both the candidate and others) of contributions made in a variety of SOLES positions and on different committees on which the candidate has served.  Evidence that the candidate mentors junior faculty. The evidence here could include letters from junior faculty members or such things as jointly authored publications. Mission  Evidence that the candidate has worked in a manner that has been consistent with the stated mission of the university and has contributed in some way to achieving that mission. The evidence here might be a personal essay detailing, in specific terms, some of the things the candidate has done and how they link to the university’s stated mission.  Evidence that the candidate consistently has acted in a professional and collegial manner.. The evidence, here, most likely would be letters from colleagues both within and outside of the candidate’s department or program.

PROFESSOR EMERITUS DESIGNATION AND ELIGIBILITY CRITERIA

Approved by Faculty 5/13/09

The emeritus designation for retiring SOLES faculty members can be considered for individuals who have served USD and the School of Leadership and Education Sciences at the rank of professor with distinction for an extended time. Emeritus status recognizes tenured faculty who have excelled in the areas of teaching, research, service, and support of USD throughout their careers at the University. The award is intended as special recognition for individuals who have made outstanding career contributions to SOLES and who have a record of professional conduct that indicates support of the mission and values of the University of San Diego. SOLES Procedure: A recommendation for the rank of professor emeritus for an eligible candidate is submitted by the relevant department or program for initial consideration. A positive recommendation from the program or department is then forwarded to the Dean. This recommendation should include a brief summary of the candidateâ&#x20AC;&#x2122;s distinguished record and qualifications for emeritus status. Nominations must be made no sooner than one year before and no later than one year after the date of retirement. After nomination, the Dean will inform the ARRT committee and the candidate will be asked to provide a current CV and a statement summarizing his or her qualifications in support of the nomination for emeritus status. Qualifications should be summarized in relationship to the SOLES ARRT criteria for promotion and tenure. The ARRT committee shall have the right to request any additional information that is deemed necessary to make an appropriate decision, and will solicit input from the SOLES faculty. The ARRT committee will review the request and all input and will make a recommendation to the Dean. The Dean will forward positive recommendations to the University Cabinet through the appropriate university process. The Dean will communicate the ARRT committee recommendation to the nominee. A candidate who is awarded emeritus status will be recognized at an appropriate SOLES event. Eligibility requirements: - The individual must have been tenured at USD and have attained the rank of Professor. - The individual must have had at least ten years of full-time service at USD. - The individual must be fully retired from USD before the title of emeritus can be bestowed. - Posthumous awards may be considered.

ARRT Appeals Process

*Taken from USD Policies and Procedure Manual: http://www.sandiego.edu/legal/upolicies.php SECTION NO.

HUMAN RESOURCES 2.4.6 CHAPTER DATE ISSUED DATE REVISED FACULTY RIGHTS AND RESPONSIBILITIES Senate 4/93 Cabinet 5/93

P.A.C. 2/99 SUBJECT Senate 5/05 APPEALS FROM ARRT DECISIONS PAGE 1 OF 6 These rules govern faculty grievances that relate to the University's decisions concerning faculty reappointment, promotion, tenure, and dismissal. These rules are to be interpreted in light of the University's policy to resolve such grievances whenever possible within the school or college participating in the process by which the University's decision is made. A. ARRT Decision Defined For purposes of these rules, an ARRT decision is a final decision made by the President of the University with respect to: a faculty member's reappointment, rank, or tenure; a faculty member's dismissal from and/or termination of employment, the criteria and procedures for which are governed at least in part by (a) the Policy for Reappointment, Rank and Tenure of the University of San Diego College of Arts and Sciences, School of Business Administration, School of Education, and School of Nursing ("Rank and Tenure Policy"), (b) the University's policy governing dismissal for serious cause for schools or colleges other than the School of Law, or (c) the University's retrenchment policy. If an ARRT decision denying tenure or promotion is meant to be final for the year for which the decision is made, then it is a "final decision" for purposes of these rules. An ARRT decision denying a promotion without denial of reappointment will only be reviewed in exceptional cases, since the normal recourse for the affected faculty member is to reapply. When an ARRT decision is made, the President and/or the dean of the school or college in question will apprise the affected faculty member, promptly and in writing, of the decision, of the reasons for the decision, and of these appeals rules and procedures. B. ARRT Appeals Panel and Committee Faculty grievances with respect to ARRT decisions, the resolution of which are governed by these rules, are determined by an ARRT Appeals Committee acting in an advisory fact-finding and recommending capacity. An ARRT Appeals Committee is selected from the University's ARRT Appeals Panel. 1. ARRT Appeals Panel. The ARRT Appeals Panel ("Panel") consists of two members of the University's tenured faculty from each of the University's schools or college covered by the Rank and Tenure Policy. a.

Selection of ARRT Appeals Panel Members. Before April 1 of each year, the fulltime faculty of each school or college covered by the Rank and Tenure Policy will elect two of its members and alternate(s) to serve one-year terms on the Panel.

b. To the extent possible, no member of the Panel may also be a member of a school's or college's ARRT Committee in the calendar year in which the ARRT decision was made. c. No member of the Panel who has a conflict of interest or believes himself or herself to be biased with respect to a grievance or faculty grievant may be a member of the ARRT Appeals Committee that is to determine that grievance. The faculty grievant

[see Section E of these rules, second paragraph] may challenge an ARRT Appeals Committee member or members to the Provost for cause. i. If a Panel member of a school or college is disqualified from serving on an ARRT Appeals Committee, then the other Panel member from the disqualified member's school or college will be a member of that Committee. ii. If the disqualified Panel member is from the faculty grievant's school or college, or if both Panel members of a school or college are disqualified from serving on an ARRT Appeals Committee, then an alternate will be selected; and, if all alternates are disqualified, then the faculty grievant and the dean of the pertinent school or college will select, by agreement, another tenured member or members of that school or college to serve as a member of the Committee that will determine the grievance in question. 2. Composition of the ARRT Appeals Committee. The ARRT Appeals Committee has five members. Two of its members will come from the faculty grievant's school or college; the other members will come one each from other schools or colleges covered by the Rank and Tenure Policy. a.

Except as provided in Section B.1.c, the Provost will select by lot the members of the ARRT Appeals Committee who are not from the faculty grievant's school or college.

b. An ARRT Appeals Committee member may not be absent or abstain from any of the Committee's proceedings or determinations. If illness or other unforeseen event prevents a Committee member from participating fully in the Committee's proceedings, then he or she will be deemed disqualified and replaced as provided in Section B.1.c. 3. Advisory Nature of ARRT Appeals Committee Decisions. Findings and decisions of the ARRT Appeals Committee are advisory only, and are made in the form of a recommendation to the President in a determination to (a) the President and Provost, (b) the program, department, school, or college that has participated in the ARRT decision in question, and/or (c) the faculty grievant who has appealed the ARRT decision. 4. Confidentiality of ARRT Appeals Committee Proceedings. Proceedings before the ARRT Appeals Committee are not public in character. To the extent permitted by law, every effort must be made by the Provost, by the ARRT Appeals Committee and its members, and by participants in proceedings before the ARRT Appeals Committee to maintain the non-public character and confidentiality of those proceedings and their resolutions. C. Who May Appeal; When to Appeal 1. The following persons are entitled to appeal ARRT decisions as defined in Section A of these rules: a.

Reappointment and Tenure: by the faculty member who has finally been denied reappointment, or who has been offered reappointment on conditions other than those on which his or her original appointment was made.

b. Promotion: by the faculty member who has been denied a promotion. c.

Dismissal: by the faculty member who has been dismissed due to retrenchment or for serious cause.

2. Time Within Which to Appeal. All appeals must be commenced [see Section E.1] within 45 days of the date on which the ARRT decision is made. D. Grounds for Appeal; Burden of Proof The ARRT Appeals Committee's advisory jurisdiction over ARRT decisions is limited to the determination whether or not the ARRT decision was properly made. The ARRT Appeals Committee’s authority does not extend to, and it shall not consider, evidence of the grievant’s activities (teaching, scholarship, etc.) that originated after the ARRT decision was made. The ARRT Appeals Committee will deem an ARRT decision to have been improperly made if, and only if, either of the following grounds is proved: 1. The procedure that, according to the applicable rules, should have been followed for the ARRT decision in question was not in fact followed. 2. The ARRT decision does not reasonably follow from the evidence presented to the person or body (generally the rank and tenure committee and/or the dean of the grievant’s college or school) whose recommendation formed the basis of the ARRT decision as defined in Section A, first paragraph of these rules. The ARRT Appeals Committee is to presume that the contested ARRT decision was properly made, and the faculty member(s) bringing the appeal must prove at least one of these grounds in order to prevail. The ARRT Appeals Committee should not consider evidence that the college of school’s rank and tenure committee did not receive, whether created or produced prior to or after the latter committee’s recommendation was made. Instead, the ARRT Appeals Committee should either ignore the additional evidence or suspend the appeal and return the matter to the latter committee for reconsideration of its decision in light of additional evidence. E. Appeals Procedures Faculty members who are entitled to appeal according to Section C of these rules are responsible for commencing these appeals procedures after a final ARRT decision. A "faculty grievant" for purposes of these rules is the faculty member who commences these appeals procedures. In commencing an appeal, the faculty grievant waives, in relation to the Provost, President, and ARRT Appeals Panel, any entitlement to the confidentiality of a prior ARRT decision and its underlying proceedings. 1. Commencement of Appeal. The faculty grievant commences an appeal when the faculty member communicates in writing to the Provost the grounds for the appeal (Section “D”) and the related rationale or rationales for reversing the ARRT recommendation. 2. The Provost forms the Appeals Committee, convenes its first meeting, and provides the Committee with a copy of the grievant’s appeal and the documents of the ARRT Committee on the case. The Provost also transmits a copy of the grievant’s appeal to the dean, the chair of the ARRT Committee that made the recommendation, and to the grievant’s immediate supervisor, if not the dean. 3. The Appeals Committee selects its Chair, review materials supplied to it by the Provost, and decides by majority vote whether to:

recommend to the Provost that the grievant’s appeal appears to lack sufficient merit to proceed with further Appeals Committee deliberations; or

b. gather more information in writing in a timely manner from one or more of the following: dean, chair of the ARRT Committee, grievant, or other parties who may have perspective of utility to the Appeals Committee. 4. If ‘3.b’ is engaged, the Appeals Committee will re-convene to deliberate and decide to recommend one of the following: a.

The appeal lacks sufficient merit to require reconsideration;

b. The appeal may have sufficient merit and should be directed to the original ARRT Committee for reconsideration; c.

The appeal is convincing in that the negative decision may have been improperly made, and the President and Provost should create an ad hoc faculty panel to review the merits of the case which will include faculty who are from the academic unit or units represented in the ARRT Committee but not necessarily from the ARRT Committee which made the original recommendation.

5. The ARRT Appeals Committee will forward its recommendation to the President and Provost with copies to the grievant, ARRT Committee members who made the original recommendation, and to the dean of the academic unit. The recommendation may include separate statements from ARRT Appeals Committee members. 6. The President will make a decision within 45 days of receipt of the Appeals Committee recommendation; and 7. If a negative decision ensues from engaging options ‘4.b.’ or ‘4.c.’ above, this Appeals policy and procedure will not be available for further appeals.

6.3 Appointment, Support, and Evaluation of Part-Time Faculty Appointment of Part-time Faculty Part-time faculty members are identified in a variety of ways. 1) Professionals contact the dean’s office and inquire about part-time opportunities. Part-time opportunities are listed on the SOLES website (homepage: “Positions”). Applicants are encouraged to submit paperwork electronically to the attention of the person listed in the announcement. Once a person’s application packet has been received, it is routed to the appropriate chair/director. It then becomes the responsibility of the director/chair to follow up with the applicant. When an unsolicited vitae is submitted, the chair or director will respond to the applicant in writing. Samples of form letters are available from the program’s administrative assistant.

2) A second avenue for identifying part-time faculty is through nomination by full time faculty. The chair/director will inform faculty of courses needing a part-time professor and faculty will be encouraged to make nominations. Each director/chair maintains a copy of the vita of possible part-time faculty. When the director/chair needs to employ a part-time person, an interview is arranged. Once the faculty is selected, the chair/director informs the Budget and Operations Manager. The Budget and Operations Manager is responsible for sending the contract, a copy of the Part-time Faculty Handbook (also available on the SOLES website “Faculty Resources” page), and other materials as required by Human Resources. Orientation and Support for Part-Time Faculty Orientation procedures for new, part-time faculty vary by program. Once a part-time faculty member is hired, the chair/director either provides a small group or individualized orientation. Or, the part-time faculty member is assigned to a full time faculty member. Either method of orientation includes a review of the Part-time Faculty Handbook. Either the chair/director or a faculty member serves as a mentor to any new part-time faculty. This means that the person meets with, and orients the new instructor, and is available to support this part-time person throughout the semester. The chair/director or his/her designee will attend one class of each new part-time faculty in order to evaluate his/her teaching during the first semester in SOLES. The chair/director will create an action plan if any areas needing attention are identified. Most part-time faculty members have been with SOLES for several years and are kept informed of events in the following ways: 1) included in the weekly electronic updates from the dean’s office; and/or, 2) included in the department/program list serve. Evaluation and Feedback All part-time faculty are evaluated by students at the end of each course. Copies of evaluations are summarized by an outside organization (the University of Washington). The director/chair reviews all part-time faculty evaluations each semester. Once the evaluations have been reviewed, one copy is placed in the chair/director’s files and one copy is then given to the part-time instructor. If assistance and further support are needed, it is the responsibility of the director/chair to ensure that feedback is given and support is provided. Dean’s Cabinet Revised and Approved April 2006 NCATE Accreditation 10/04

Attendance at SOLES and Department/Program Meetings Faculty attendance at SOLES and department or program meetings is required. Faculty who must miss a SOLES meeting should notify the Dean’s office in advance of the meeting. Faculty who must miss a departmental or program meeting should notify the department chair or program director in advance of the meeting.

Budget Process The decision-making period for budget preparation occurs from September--December each year. Program Directors/Department Chair consult with faculty regarding needs and submit a program area recommendation which is clearly prioritized and with rationales. The need for new faculty in particular must be well documented, and directors typically consult with the Dean informally prior to submission of new faculty requests. Special expenses increases (eg., telephones and supplies) must have strong rationales with particular attention to needs that support instruction. Renovation requests must be discussed with the Dean early, and directors submit these proposals in earlySeptember. Directors receive instructions on budget preparation in August with an early September due date to the Dean. The Dean reviews the recommendations and makes decanal recommendations to the Provost in mid-September. The Dean and a faculty representative represent the School of Leadership and Education Sciences at University Budget Committee (UBC) meetings in late October and November. The UBC is cochaired by the Provost and Vice President for Finance and Administration and has a variety of administrative, faculty, staff, and student representatives. The UBC rarely examines program specific expenditures but rather gives direction to the Vice Presidents and Deans regarding parameters (eg., should new personnel or financial aid be more or less important than merit pay?). A budget hearing open to the entire USD community occurs in November after the UBC completes its work and prior to submission of the proposed budget to the Trustees at their December meeting. Decisions on renovations and capital expenditures frequently occur after the beginning of the Spring semester since these recommendations substantially depend on the health of the current year budget. Program areas are informed of new personnel additions by no later than November, but advertising of new and replacement faculty can begin earlier with the Dean's approval. Affirmative action policy must be adhered to in each instance. Program Director/Department Chair learn about other budget increases during January and February and should consult the Dean regarding reasons for unsuccessful requests and suggestions for future recommendations.

Center for Educational Excellence Through the Center for Educational Excellence (CEE)the university offers a variety of professional development opportunities aimed at improving teaching for part-time and full-time faculty. Please visit their website (www.sandiego.edu/cee) in order to see what programs are offered each semester. CEE is often seeking faculty to deliver workshops. If you are interested in doing so, please contact CEE Director, Dr. Sandra Sgoutas-Emch, at ext. 4005. The Center for Educational Excellence is located in Serra Hall, Room 112.

School of Leadership and Education Sciences and University-Wide Committee Assignments School of Leadership and Education Sciences SOLES-Wide Committee Assignments 2009-2010 DRAFT (August 2009) 1.

Faculty Status:

Donmoyer (2nd of 2) (Chair), Galloway (1st of 2), Lattimer (1st of 2)

ARRT:

Ammer (1st of 2) (Chair), Cordeiro (Dean), Edwards (2nd of 2), Hubbard (2nd of 2), Monroe (1st of 2), Rowell (2nd of 2) Non-Tenured Reps: McDonald (1st of 2), Spencer (2nd of 2)

Curriculum:

Gelb (Chair), I. Martin (1st of 2), McDonald (1st of 2), Patterson (1st of 2), Spencer (2nd of 2)

University Professorship:

Donmoyer (Chair), Patterson, Quezada

SOLES Global Center:

Dews, Edwards (Chair), Hetherington, Inoue, Krist, Nash, Martinez, Perrakis

6. Deanâ&#x20AC;&#x2122;s Advisory Cabinet:

Dews, Edwards, Gelb, Getz, Johnson, Krist, Mantle, Neiger, Rowell, R. Stein and Morrice

SOLES ADVISORY BOARD SUBCOMMITTEES 1.

Alumni Relations/Remarkable Leaders

Neiger

Digital Media and Learning

Ammer, Devers (Co-Chair), Inoue, Johnson, Mandell, Woolley

3. Marketing

Dews, Neiger

School of Leadership and Education Sciences University-Wide Committees 2009-2010 DRAFT (August 2009) 1. 2. 3. 4. 5.

University Professorship Oversight: Commencement Committee: Academic Calendar Committee: Academic Program Review: Institutional Review Board:

TBD Dews McDonald Hubbard Zgliczynski, Galloway Barnes (Alt) Estrada, Galloway, Zgliczynski (Alt.) Stein Johnson Dews, Edwards

6. ARRT Appeals: 7. 8. 9. 10.

Parking and Transportation: Academic Integrity: International Center Advisory: Instructional Space & Resources/ Instructional Technology: 11. Senate: 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

Senate Executive Committee: Senate: Honorary Degree: Senate: Budget: Senate: Faculty Status: Center for Educational Excellence: SON ARRT Committee: Budget & Treasury: Faculty Grievance Panel: WASC – Steering Committee WASC – Learning Resource Group Graduate Assembly: Service Learning Committee: Library Committee: President’s Advisory Board for Inclusion and Diversity (PABID): 26. Social Issues Committee: 27. Student Affairs Committee of the Board of Trustees:

Ammer Ammer (1st of 2), Quezada (2nd of 2), Williams (1st Alt.), Gonzalez (2nd Alt) Ammer ? TBD TBD Ammer Reed Ammer TBD Donmoyer, Hansen Krist Krist (Co-Chair) Gelb, Getz TBD TBD Getz Getz Quezada

Structure and Responsibilities of the

Curriculum Committee University of San Diego School of Leadership and Education Sciences Revised 4/13/09 As a committee of the faculty of the School of Leadership and Education Sciences, the Curriculum Committee's charge is to make recommendations to the faculty for action on issues regarding curriculum matters. The committee will also provide a formalized body that supports the development of curriculum and instruction. Membership of the Curriculum Committee 1.

Membership of the Curriculum Committee shall include the Associate Dean and a faculty member representing each program area.

Faculty members are elected during the Spring semester.

Faculty members will serve a two-year term.

The Associate Dean is the Chair of the Committee.

General Functions of the Curriculum Committee 1.

Support communication, coordination and development of curriculum and instruction across the School of Leadership and Education Sciences (e. g. reviews and disseminates information that impacts more than one program within the School of Leadership and Education Sciences).

Review and evaluate proposals for curriculum changes.

Consider curriculum-related matters, which the Dean and/or faculty asks the committee to study (e. g., developing SOLES draft policy regarding curriculum and instruction.)

Duties of the Curriculum Committee 4.

Review and evaluate proposals for new courses.

Review and evaluate proposals for course revisions. A course revision will be reviewed only if the intent is to substantially change the description of a course.

Review and evaluate proposals to eliminate courses and/or programs.

Review and evaluate proposals for new programs.

Make recommendations to the faculty for approval.

Participate in special curriculum-related projects at the request of the faculty and/or Dean.

The Duties and Responsibilities of the Chair are to 1.

Convene the committee for meetings.

Appoint one member to take minutes each meeting.

Insure that the composition of the committee is correct according to the membership guidelines.

Announce committee meeting dates and submission deadlines to the full faculty.

Communicate actions taken by the committee and the reasons for such actions to the Program Directors/Department Chair and the Dean. If problems arise relative to program course requests, these should be explained to the program director/ chair and resolved.

Communicate the committee's recommendations to the full faculty.

Prepare end of the year committee report.

Role of the Members of the Curriculum Committee The Curriculum Committee will meet monthly during the academic year, or on call of the chairperson. Meeting times will be announced by October 1 for the fall semester, and December 15 for the spring semester. The responsibilities of the members are: 1.

Attend all scheduled meetings.

Communicate with faculty concerning curricular matters.

Make professional judgments and informed decisions that are in the best interest of the faculty and students of SOLES.

Procedures for the Submission of Course/Program Proposals 1. All proposals must be reviewed and approved by the faculty of the originating program/department and signed by the program director/department chair. 2. If the proposal has significant budgetary implications, it should be discussed with the Dean prior to approval by the program. 3. The Course/Program Action Sheet must be completed and forwarded electronically, along with supporting materials, to the curriculum committee, by the deadlines posted by the curriculum committee (usually 1 week prior to when the curriculum committee meets). 4. Following review of the proposal, the committee may decide to (1) recommend approval by the full faculty; or (2) send the proposal back to the program director/chair with requests for modifications and/or additional information. 5. Approved proposals are forwarded to the Dean for budgetary review. 6. Dean signs off on Course/Program Action Sheet, and returns it to the curriculum committee chair. 7. Signed proposals are then sent to full faculty for approval / discussion at the following SOLES meeting.

8. If approved by full faculty, copies of the Course Action Sheet and supporting materials are forwarded to the Deanâ&#x20AC;&#x2122;s office for the purpose of record keeping. Course Proposals Proposals to add, drop, or change courses are initiated by completing the following format: I.

Procedures for New Course Proposals and Proposals to Significantly Change the Intent of Existing Courses. A.

Completion and electronic submission of the Course Action/ Program Sheet. This form can be found on the Faculty Forms and Policies website: http://www.sandiego.edu/soles/faculty/forms_and_policies.php

Completion of a Course Proposal (also submitted electronically). The proposal should include the following: 1.

Course Title (both current and proposed)

Course Description

Course Goals/Learning Objectives (minimum of 3-4)

Tentative Outline of Course Topics

Required Space, Instructional Technologies, Materials, Etc.

Other Comments and Additions

NOTE: The course proposal is a brief document (2-3 pages) that characterizes the essence of the proposed course. It is not necessary to include a detailed syllabus or bibliography in this proposal. II.

Course Drops A.

Completion of the Course/Program Action Sheet Programs affected by the drop should be consulted since it may be necessary for them to revise their program.

III.

Experimental Course Guidelines A.

Introduction Courses numbered 579 are to be utilized by programs for experimental purposes. These numbers allow programs to: 1.

Assess student interest in a particular area before instituting formal course application, and

Offer courses that are of a non-recurring nature or which have somewhat transient relevance.

Policies and Procedures 1. 2. 3. 4. 5. 6. 7.

Experimental courses must be approved by program/department faculty and Director/Chair. (Program faculty should discuss student needs, faculty load issues, impact on other course enrollments, etc.) Experimental courses are submitted to the committee using the Course Action/Program Action Sheet. Experimental courses are submitted to the curriculum committee for informational purposes only, and forwarded to the Dean for budgetary review. Experimental courses with the same content may be offered twice only under the 579 rubric. After two offerings, the course must be submitted to the program/department faculty as a permanent course, to be offered again. Program Director/Chair re-submits the course to the curriculum committee (using Course Action Sheet) for review. Curriculum Committee reviews course following the regular procedures for new course submissions.

Completion of the Course/Program Action Sheet Submit a Course/Program Action Sheet and a Course Proposal to the Curriculum Committee Chair for communication to the faculty. Experimental courses are not formally reviewed by the committee until submitted as a permanent course.

Program Proposals Proposals to add, drop, or significantly change a program are initiated by completing the following process, in the format described: I.

Procedures for New Program Proposals and Proposals to Significantly Change the Intent of Existing Programs. A.

Completion (electronically) of items 1-12 on the Course/ Program Action Sheet

Completion of a Program Proposal (also submitted electronically). The proposal should include the following:   

   

Program title – or description of the significant change(s) Rationale for program / change List of all courses to include: o Proposed instructors o Units o Description for graduate bulletin and website (100 wd max/course) External funding – describe (if applicable) Admission criteria if different from existing program Exit requirement: brief description Other program requirements not included on course list (for example in counseling, students are required to receive 25 hours of personal counseling, and in MFT, extension courses are required.)

C. Other requirements a. All new programs and/or substantive changes within the program/department, (such as degree change, or new credential or program area) must be approved by program/dept faculty, curriculum committee, Dean and appropriate university and accrediting bodies where applicable. b. Program/dept faculty, curriculum committee and Dean must approve specialization changes. Faculty and Program Director / Chair should confer with appropriate accrediting bodies (if applicable) to insure compliance.

Dissertation Credit Beginning in fall 2009, the faculty load in the Leadership Studies Department changes from 3/3 to 2/3 (or 3/2). Thus, beginning September 1, 2009 no faculty member will be able to receive credit or compensation for serving on dissertation committees. Faculty can still cash out or use any units they have accumulated from the past, as long as they are within the 3-year time limit. This also pertains to faculty members in other SOLES departments and programs. Faculty in other programs and departments are welcome to continue to serve on committees, and this service should be included in your Annual Faculty Planning and Evaluation document that is used to award merit pay.

Evaluation of Supervisors All University personnel involved in the supervision of student teachers, practica, field placements, and internships shall be formally evaluated by the student(s) at the conclusion of the experience. These evaluations shall be submitted to the appropriate Program Director/Department Chair, and shared with the faculty member in the same manner as regular course evaluations. University personnel who serve as supervisors for student teaching, practica, field placements and internships, will informally evaluate the students’ site supervisors (non-University personnel). Such evaluations, which may include student feedback, shall be reported to the appropriate Program Director/Department Chair. Reports need not be in writing, and are to be used solely for the purpose of future student placement.

Faculty Research Grants I.

DEFINITION For the purpose of awarding faculty research grants, the sine qua non of research/scholarship is the creation of a substantial scholarly product that is intended for dissemination beyond the School of Leadership and Education Sciences. Therefore, publication is understood to be the aim of research/scholarship. However, “to publish” is understood in the very broad sense of “to make publicly or generally known.” The School of Leadership and Education Sciences recognizes that faculty members may legitimately choose to disseminate their work through any number of traditional or non-traditional channels, depending upon the audience with whom they wish to communicate.

Examples of activities that, in themselves, do not qualify for faculty research grant awards include writing or rewriting program documents for credentialing, working to obtain licenses or credentials, revising course syllabi, developing new courses, preparing documents for accreditation agencies, or any other activities that do not culminate in a substantial scholarly product that is imbued with intellectual ambition and intended for an audience beyond the School of Leadership and Education Sciences. II.

ELIGIBILITY Only tenured and tenure-track faculty members in the School of Leadership and Education Sciences shall be eligible for faculty research grant awards. Each faculty member may only submit one proposal per year.

III.

PROPOSAL GUIDELINES 1. Cover sheet: The cover sheet must contain your name; title of proposal, running heading that reflects the intent of the project (in upper right corner of every page). Also include on the cover page the amount of assigned time and/or funds requested and the semester in which you plan to do the research. 2. Previous FRG Award Status Sheet: On a second sheet stapled to the cover sheet, list the semester and year of your last two FRGs. Describe the dissemination results of each of your last two research awards (this can be the one page report required under Section V. Reporting/Disseminating). If less than two FRGs have been received, so indicate on the sheet. This information is kept with the Deanâ&#x20AC;&#x2122;s Administrative Assistant and it is not attached to the material disseminated to the Faculty Status Committee during the review process. The cover sheet and previous FRG status sheets are used as part of the oversight process after the recommendations for rank order of proposals have been forwarded to the Dean. 3. Proposal Summary Sheet: On a separate page entitled Proposal Summary Sheet answer the following questions: 1) Title of proposed faculty research grant proposal 2) Type of credit/amount of unit release requested 3) If you are requesting course release, please indicate the semester and year during which you would use the release time 4) Rationale for award: Complete a brief statement (100-200 words) explaining why you think your project merits an award. Indicate ways the project might lead to professional dissemination of your research, including publications or conference proceedings that might be generated from your findings 5) Have you received an FRG within the past three years? If so, during what semesters/years? 6) Is your FRG Proposal ___A New Project or Initiative ___A work in progress not previously funded by a FRG ___A work in progress or continuation of a project previously funded by an FRG 7) What is the word count of your proposal (excluding references?) 4. Length and formatting of the proposal: The abstract should contain no more than 150 words. The proposal itself should not be more than 3000 words (excluding references). Proposals that exceed specified lengths will not be considered for awards. Proposals should be double spaced and a clear and consistent formatting

style should be used throughout the proposal. Because proposals will be blindly reviewed, no identifying information should be included in the body of the proposal 5. Content of proposal: The body of the proposal should consist of the following: a. Abstract b. Statement of the Problem and its Significance: This section should establish a need for the project that is being proposed. The need could be practical and/or theoretical. Appropriate citations should be used in framing the problem that the project will address and in demonstrating its significance. c. Purpose of the Project (and, if the project is a research study, the research questions): In this section, the proposal writer should indicate how the project relates to the problem articulated in the prior section. d. Procedures: This section should describe in specific terms the procedures – qualitative, quantitative, or organizational in the case of writing done after analyses are complete - that will be used in the project, as well as a rationale for using these procedures. If what is being proposed is a piece of a larger and longer-term initiative, this section should provide an overview of the overall procedures that have been or will be employed and a more in-depth discussion of the procedures that will be used in the portion of the project for which support is requested. If the proposal writer has received other Faculty Research Grants to support work on other aspects of the larger initiative, copies of the proposals for these initiatives (minus any information that would reveal the identity of the faculty member) should be appended to this proposal. e. Tentative Timeline for Project Completion. f. A Dissemination Plan g. A Discussion of Human Subject Issues h. A List of References (As noted above, the reference list will not be counted in the 3,000 word limit.) 6. Submission of FRG Proposal: All FRG proposals are to be submitted to the Dean’s Administrative Assistant by the end of the workday as announced by electronic mail by the Chair of the Faculty Status Committee. A total of four copies will be submitted. One copy will include the cover page and previous FRG Award Status Sheet; the other three will include ONLY the Proposal Summary Sheet and proposal. The deadline date will be established once the University sets the allocations and deadlines for the academic year. 7. Document Submission: The cover page and previous FRG Award Status Sheet should be stapled together and attached to One copy of the. Proposal summary sheet and actual proposal with no indication of submitter should be stapled together as a separate document. Both documents should be paper clipped together and submitted to the Dean’s Administrative Assistant. 8. Coding: The Dean’s Administrative Assistant will code the proposals and remove the 2 cover pages. IV. CRITERIA FOR SELECTING BETWEEN COMPETING FACULTY REQUESTS FOR RESEARCH GRANTS 1. Fidelity to SOLES’ definition of research and scholarship. 2. Demonstration that the project requires the amount of reassigned time or funding that is requested. 3. Scope and significance of the project. 4. Appropriateness of plans for completing the project.

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5. Evidence that completion of the project is likely. Within a month after the Spring cutoff date, and after the Faculty Status Committee validates inter-rater reliability, proposals will be blindly and separately reviewed and ranked by each committee member. Following discussion, the committee will jointly rank all proposals and submit their ranked list to the dean. Ultimate discretion for awarding FRGs rests with the dean. RUBRIC TO BE USED IN ASSESSING FACULTY RESEARCH GRANT PROPOSALS The Problem and its Significance  10 Points: The author clearly articulates a problem and establishes its significance by developing a convincing argument and citing appropriate literature.  6 Points: The author attempts to identify a problem and demonstrate its significance, but either the description of the problem is not as clear as it should be or the argument about its significance is not as convincing as it could have been.  2 Points: The author attempts to identify a problem and demonstrate its significance, but the description of the problem is not as clear as it should be and the argument about its significance is not as convincing as it could have been.  0 Points: It is virtually impossible to understand the author’s problem and/or the author’s argument about its significance. The Purpose (and, if Appropriate, the Research Questions)  10 Points: The author clearly articulates a purpose for the project that is (and, in the case of research studies, articulates research questions that are) consistent with and respond to the problem that was identified.  6 Points: The author attempts to articulate a purpose (and, when appropriate, research questions), but the discussion of the purpose either is not as clear as it should be or the purpose articulated does not directly respond to the problem identified.  2 Points: The author attempts to articulate a purpose (and, if appropriate, research questions) but the discussion is neither clear nor directly responsive to the problem that was identified.  0 Point: The purpose section of the proposal is virtually impossible to understand. The Procedures  10 Points: The author clearly articulates procedures to be used in executing the project and also presents a convincing rationale for using the identified procedures, a rationale that, among other things, links the procedures with the identified purpose.  6 Points: The author attempts to articulate procedures but either there is not enough detail for the reviewer to picture what the author will actually do or the rationale for using the identified procedures is not adequate.  2 Points: The author attempts to articulate inquiry procedures, but there is not enough detail for the reviewer to picture what the proposal will do and the rationale for using the identified procedures is inadequate.  0 Points: It is virtually impossible for the reviewer to even imagine what the proposal writer intends to do, much less to understand the rationale that supports the procedures. Language and Formatting Issues  10 Points: The proposal is written in the format specified, is easy to understand and generally free of technical errors (e.g., typos).

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

6 Points: The proposal is mostly easy to understand, but sometimes less than precise language and/or other technical errors require(s) the reader to reread sentences and/or whole sections of the proposal.  2 Points: The proposal is often difficult to understand because of the author’s less than precise language and/or other technical errors.  0 Points: The proposal is often incomprehensible because of problematic writing. The Scope of Work  10 Points: The scope of work is consistent with the resources requested. In other words, the work described is clearly executable within the amount of time requested (e.g., 3 unit release equivalent to 51 hours of actual time spent on named project)  6 Points: The scope of work seems either too large or too small for the resources requested.  2 Point: The scope of work is totally unrealistic, given the resources that have been asked requested.  0 Points: It is virtually impossible to determine the scope of work from the proposal. Dissemination Plan  10 Points: The dissemination plans described are comprehensive, specific and realistic.  6 Points: Either the dissemination plans are not specific or they do not appear to be realistic.  2 Points: The dissemination plans are neither specific nor realistic.  0 Points: Dissemination plans are not discussed in the proposal. V.

REPORTING/DISSEMINATING The faculty member is to file a one-page report (see appendix) no later than October 1 of the subsequent year with the Associate Provost and one copy with the Dean. If the project has not been completed by the end of the fiscal year, the faculty member will file a progress report by October 1st; this report will include a section on the use of the funds allocated. At the beginning of each academic year, the chair of the Faculty Status Committee will be given a list of the previous year’s grantees. The committee will then decide upon an appropriate forum to allow award recipients to share their work with colleagues. Such a forum will be held at a faculty meeting sometime each fall and spring semesters and will be convened by the Faculty Status Committee. Each award recipient is responsible for committing to and presenting the results and or progress of the work they completed with the FRG they were awarded. Failure to make this presentation may impact future grant awards to faculty members.

VI.

LETTERS OF AWARD When awards are made, an award letter will be issued by the Dean with a copy to the Provost, specifying the amount and nature of the award (or incorporating by reference the proposal which has been approved), and notifying faculty of the procedures and time deadlines. Non-expendable equipment remains the property of the University. Requests for funds, purchase requisitions, etc., should be finalized by June 1st, so as to be processed before the close of the fiscal year. There may be June payments, but these will have been authorized in advance. If special circumstances require June check requests, purchase requisitions, or the like, specific arrangements with the Dean must be made in advance.

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SOLES Global Faculty Grants The purpose of the SOLES Global Faculty Grants program is to help SOLES internationalize the curriculum by promoting collaborative research on international themes and/or by exposing faculty to different cultures and languages. The committee will evaluate proposals on the strength of their connection to SOLES’ internationalization goal and to the perceived benefit towards increasing faculty members' research programs or language fluency. The committee will consider how the proposed project will strengthen the faculty member’s scholarship and build a scholar's long-term international research agenda. Selection Criteria 1. Quality and significance of the proposal; 2. Thoughtfulness given to its applicability to research and publication on international themes and/or from various cultural perspectives. 3. The proposal should show evidence that the faculty member will deepen his/her understanding of their field of study within other cultural contexts and/or about international and/or language and culture issues. Guidelines for SOLES Global Faculty Grants All proposals submitted must deal with either international topics in your field of teaching and scholarship, or language/culture learning. International research implies that the scholarship you undertake will examine practices within that particular context or from the perspective of that context; this might mean research in another country or about another country Priority is given to proposals for:   

International research with colleagues in at least one other nation or culture; International research with at least one SOLES student involved; Travel to another nation with the primary purpose being to improve language skills or language lessons offered in San Diego.

Possible Evidence to be submitted once the project is completed and before another grant is awarded (only one may be selected):        

Refereed article accepted for publication ($5,000). If submitting an article with multiple authors from SOLES, proposal must indicate how funds are to be distributed. Non-refereed article accepted for publication ($1,000) Book contract with publisher ($2,500) Book chapter accepted for publication ($1,500) Editor of special issue of journal ($1,500) Creation of a new syllabus or thoroughly revised existing course syllabus ($500) Evidence of increased language fluency ($2,000) Working paper presented to faculty and students and posted on SOLES Global web site ($500)

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Steps:    

Complete the application: “SOLES Global Grant Proposal Form” (page 2) Once the proposal is approved by the Global Grants Committee, be sure to keep the approved copy of the proposal form. Once the project is completed, submit appropriate evidence. Monetary award will be made.

SOLES Global Faculty Grant Proposal Form This grant proposal application may be connected to a FRG application. If you plan to include student(s) in your project, your proposal can include how you will use the monetary award to support the student. Faculty Member’s Name: Today’s Date: Anticipated Completion of Project Date: (this date should reflect when you estimate you will be able to provide the appropriate evidence of completion) 

Describe the project you hope to accomplish. Be sure to include what country(ies) are involved and the name(s) of other(s) involved, if appropriate. Include your anticipated project outcomes. (Please do not exceed two pages).



Using the list of possible evidence provided*, describe what type of evidence you will eventually submit for this project.

(Possible evidence includes: refereed article, non-refereed article book contract, book chapter, editor of special issue of journal, creation of a new or thoroughly revised course syllabus, evidence of increased language fluency, working paper *If you have submitted a proposal for language study, please inform the committee as to what evidence you will provide at the completion of this project. (e.g., letter from the language school stating your incoming language level and exiting language level; language level test scores, etc.).

Grant Preparation Pre-Award The Dean’s office recognizes the importance of securing grants for research and for program development and is committed to supporting SOLES faculty and administrators in developing and obtaining grants. Also, the USD Office of Sponsored Programs (OSP) is not only a source for obtaining institutional forms, but also for identifying funding sources; assisting with proposal preparation; and reviewing proposals as well as obtaining signatures for signing off on proposal submittal. Please visit the OSP website (http://www.sandiego.edu/sponsored-programs/preaward/). If there is additional information needed in regards to submitting grants, please to contact the OSP office at 619-260-6825.

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Grant Preparation The Dean’s office recognizes the importance of securing grants for research and for program development and is committed to supporting SOLES faculty and administrators in developing and obtaining grants. Importance of Early Coordination It is very important for Principal Investigators to recognize the advantages of early feasibility discussions with the appropriate Chair/Dean to ascertain initial information as to whether a proposed program is consistent with the University’s mission, size and resources. This is particularly true for proposed programs that will require any costs, space, equipment or other services to be provided by USD. The Dean’s Office and the Office of Sponsored Programs (OSP) can assist in budget preparation and review guidelines with Principal Investigators to point out any obstacles to be dealt with early in the process (cost sharing requirements, consortial or subcontract documentation, etc.). Where appropriate, the OSP will provide applicable Facilities and Administration rates, Fringe Benefit rates, or other applicable rates as well as other basic information needed in the proposal. As a further note, Principal Investigators should be aware that if other individuals, including those employed at USD, and/or outside organizations will be included in the proposed research, it is the Principal Investigator’s responsibility to obtain their agreement to participate as well as the approval of their respective departments or organizations. Doing this as early in the process as appropriate, and communicating these requirements to the OSP from the beginning, will better enable the proposal submission deadlines to be met in a timely manner. Department Chairs The Department Chair reviews and approves the proposal being submitted to verify that the Principal Investigator can effectively manage the program given other academic and administrative commitments, as well as to confirm that proposals and programs are in accord with department/school objectives. The Chair assesses the adequacy of the budget and how it will impact departmental finances and reviews for any additional space or cost sharing requirements given the scale of the program. In signing a grant routing form, the Chair also accepts financial responsibility for the department for any eventual overruns and/or cost disallowances. The Chair also approves certain expenses or actions related to the program such as stipend payments, tuition, new hires, and cost sharing commitments. Where possible, the Chair provides departmental assistance in preparing and submitting appropriate documentation for financial and other administrative transactions. Dean The Dean’s Office reviews the proposal to verify that the faculty member is eligible to be a Principal Investigator and can effectively manage and properly conduct the proposed program. The Dean’s Office also reviews budgets, gives official approval to any cost-sharing commitments or provisions for additional resources, and confirms that proposals and programs are in accord with department/school objectives. The Dean’s Office will accept financial responsibility for any eventual overruns and/or cost disallowances, and will often provide local administrative support for the program once funded. Routing of preliminary grant documents and proposals: Letter of inquiry A “Letter of Inquiry” is a general presentation of a program idea designed to elicit feedback from a

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potential sponsor. No commitments should be made in the letter. Letters of inquiry do not require Dean’s office and OSP review and no formal routing is required, providing that no commitments are made. Concept papers The prospective sponsor may request concept papers. Concept papers tend to be approximately twoto-four pages in length, and they highlight key features of the anticipated proposal. Normally, these are sent to the program officer after telephone conversation requesting permission to submit a concept paper. The program officer may comment on areas to highlight, what should be avoided, and activities that should be included. Generally, in shortened form, these would include: Project title; Statement of need - with relevance to sponsor's mission; Goals and objectives - overall goal, specific objectives, quantifiable; Methodology - related to objects, anticipates questions, objections, snags; Resources and personnel; Generalized budget - with cost sharing (if required) and F&A, which should be coordinated with OSP to verify that it does not commit the University and the information is accurate. Letter of intent A “Letter of Intent” expresses the intention to submit a proposal in response to a particular program announcement or request for proposals. Letters of Intent to form a consortium are often required for submissions to NIH where USD will be a partner with the lead university. Agencies generally require that such letters present only a general statement of the intended program theme. If the letter of intent contains budget estimates or representations, it must be reviewed and approved by the Dean’s office and OSP prior to submission. The Provost will sign the letter as an indication of the institution’s concurrence with the planned submission. Preliminary proposals (pre-proposals) Preliminary proposals, like letters of intent, are generally solicited by the sponsor. A preliminary proposal usually includes a one- to five-page program description. It may also require a draft budget and some indication of USD’s willingness to support the program through a commitment of resources. Any document that mentions budget figures or commits USD personnel, facilities, and/or other resources requires Dean’s office, OSP review and institutional signature approval before the proposal is submitted.

External Grants from Public and Private Organizations If you are interested in federal and state grant information contact the office of Sponsored Programs (OSP) or visit www.sandiego.edu/sponsored-programs/ . You can be added to an electronic list serve that notifies you of grant opportunities in your areas of interest. Gary Neiger, Director of Development and Alumni Relations, can assist you if you are interested in identifying possible grant opportunities with private foundations. Please note that university policy requires that you first contact Ms. Kettner's office before applying to a private foundation. Similarly, if you are applying for a state or federal grant, then OSP will assist in writing the grant and obtaining the appropriate signatures (department chair, dean, and provost).

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The Federal Educational Rights and Privacy Act (FERPA) General Privacy Provisions The Federal Educational Records Privacy Act (FERPA) limits the distribution of educational records in order to protect the privacy of students. Educational records are divided into two categories: directory information and non-directory information. Directory information may be released to anyone unless the student requests the information be kept confidential. At USD, directory information consists of the following six items: name, e-mail address, major field of study, dates of attendance, participation in officially recognized activities and sports, plus degrees, honors, and awards received. All other personally identifiable information is non-directory information, which may not be released to anyone outside USD without the student’s written permission. An exception exists for parents of dependent students, who must be allowed access to any information that the student would have access to. At USD, all undergraduate students are assumed to be dependents of their parents unless the student proves otherwise, while all graduate/law students are assumed to independent of their parents unless the parents prove otherwise. USD employees with a legitimate need to know may access whatever educational records they require in order to perform their job function. (Taken from University of San Diego College of Arts & Sciences Faculty Handbook, 2008-2009) Posting of Grades and Distribution of Graded Material Faculty may not post grades in any manner that could reveal the grade of a particular student. Thus grades may not be posted by name, ID number, or social security number, unless written consent to do so is obtained from the student. Faculty may post grades by codes known only to each student provided that the grades are not posted in alphabetical order. Faculty may not leave graded materials in places where they are accessible to students. This includes leaving stacks of laboratory reports or student papers outside one’s door for student pick-up, passing back a homework assignment by sending out all the papers in one stack for the students to look through, or any other method where a student sorts through other students’ work in order to find his or her own materials. (Taken from University of San Diego College of Arts & Sciences Faculty Handbook, 2008-2009) FERPA Training & Certification All SOLES employees must become familiar with the law and must demonstrate that they have such familiarity. To aid employees in gaining this familiarity, as well as to enable USD to show that its employees are knowledgeable regarding FERPA, a website has been created that contains information about and a tutorial on FERPA. The URL of the website is http://www.sandiego.edu/registrar/ferpa/ Please go to the website noted above and become familiar with its organization. Note that in the light blue column on the left, there is a table of contents. Please read the entire main section and the sections for students, parents, faculty, and staff for a comprehensive overview of the law. You will see, in the blue column, a reference to a Tutorial. Once you have read through the materials at this website thoroughly, you will need to take the Tutorial. There are questions that must be answered correctly throughout the Tutorial in order for you to move to the next screen. Incorrect answers will not allow you to progress. This is why you need to read through the full website before taking the Tutorial with its embedded questions. At the end of the Tutorial, there is a form which you will need to complete. Once you have passed and completed the Tutorial, you will be automatically registered as having successfully completed the necessary training in matters relating to FERPA as amended. You may print out a copy of your completion certificate for your records if you wish.

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In order to comply with the federal mandate, ALL employees who function as “school officials” MUST complete the Tutorial. Please do so at your earliest convenience. The Provost’s Office is responsible for assuring compliance with the law, and persons who do not complete the tutorial will be contacted and asked to do so. Employees must also have a current USD email address which must be used for all student and university-related correspondence. (*To create a USD email address & account please see the following website: http://mail.sandiego.edu/) Please contact Dr. Thomas Herrinton, Associate Provost, at x4553 if you have any questions.

Institutional Review Board (IRB) Proposals IRB Proposals from SOLES faculty and students are facilitated through the doctoral programs office. Once your proposal (or your student’s proposal) is complete and the Proposal Cover Sheet is signed by the researcher and faculty sponsor (if necessary), you can submit it to the Executive Assistant in the doctoral programs office. S/he will then facilitate and track the progress of the remaining approvals needed, first by the SOLES’ IRB Representative and then by the Dean. Finally, the proposal will be hand delivered to the incumbent Chair of the IRB for review. Proposals for exempt review and expedited review are handled on an ongoing basis by the Associate Provost and IRB Administrator. The Institutional Review Board meets monthly to review proposals for full review. You will then be notified of approval directly from the Provost’s office. Please refer to the website: http://www.sandiego.edu/administration/academicaffairs/irb/ for details regarding proposal requirements and the IRB meeting schedule.

IRB Proposal Preparation Guide Institutional Review Board (IRB) Document for the School of Leadership and Education Sciences Lee Williams, PhD

Revised 5-19-2008 Purpose: The purpose of this document is to aid faculty and students in preparing their proposals for review by the Institutional Review Board (IRB). This material is intended to supplement (but not replace) the materials provided by the University of San Diego IRB, which can found at (http://www.sandiego.edu/administration/academicaffairs/irb/irb_policy.php) and in the policy manual (6.0.2). This document also presumes that you have done the necessary training and are familiar with ethical guidelines for conducting research. Step One: Determine if your project qualifies as research. Federal regulations (45 CFR 46) provide the following definition for research – “Research means a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.”

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Based on this definition, the following would NOT be considered research, and therefore would NOT require IRB approval. 1.

Classroom assignments where students conduct research projects with the sole purpose of learning the research method technique. If the sole purpose were to learn research method techniques, then the assignment would not meet the definition of contributing to generalizable knowledge. The instructor should insure that any research project conducted by students follows ethical principles and that there is only minimal risk to participants.

Projects that are used to evaluate instructional practice for an individual teacher (with no intention of generalizing the findings to other teachers) would not qualify as research. In a similar manner, projects used to evaluate the professional practice of an individual administrator, counselor, or therapist would not qualify as research provided the findings would not generalize to others.

Projects that are used to evaluate instructional or administrative practices within a specific program or organization would not qualify as research (provided that the results are not anticipated to generalize to other programs or organizations).

Projects that evaluate the needs, attitudes, or opinions regarding the function of a specific program or organization would not qualify as research (provided that the results are not anticipated to generalize to other programs or organizations).

Based on the definition provided in 45 CFR 46, the following would be considered research and would potentially require IRB oversight: 1.

Any project required for a master’s thesis or doctoral thesis. Findings from a thesis are made available to others, and thus would be considered as contributing to generalizable knowledge.

Any project that is conducted with the intent or potential of sharing the findings with other individuals (e.g., publications, presentations, etc.) would qualify as research since it could contribute to generalizable knowledge.

Any research project conducted through a class where the results are expected to be shared with others beyond the instructor (e.g., publication, presentation), or there is a reasonable expectation that the project findings could result in a publication or presentation (or some other form of dissemination). In this particular case, the projects could be seen as contributing to generalizable knowledge.

Any research project assigned by a program where the results are expected to be shared with others beyond the student’s advisor and/or committee (e.g., publication, presentation), or there is a reasonable expectation that the project findings could result in a publication or presentation (or some other form of dissemination). In this particular case, the projects could be seen as contributing to generalizable knowledge.

Any research project conducted in a class or program that is a pilot study for another study that is expected to contribute to generalizable knowledge. In this particular case, the research is “designed to develop or contribute to generalizable knowledge.”

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The above examples are not meant to fully include or exclude all possibilities for each category, but are intended to clarify the most common situations that may be encountered. Step Two: Determine if your research must be reviewed by the IRB. After determining if your project qualifies as research, the next step is to determine if your research needs to be reviewed by IRB. If the research falls into any one of the categories below, then it must be submitted to IRB for review: A. The project is supported, in whole or in part, by funds or equipment provided by the Federal government, a State government, or any Federal or State governmental agency.

The project encompasses research over which a Federal Department or Agency has specific responsibility for regulating as a research activity.

The project involves human subjects taking part in biomedical or clinical research, or in behavioral research where the research activities reasonably could be expected to place participants at risk of physical or psychological harm. The determination of risk lies with each individual researcher.

The project includes members of vulnerable populations who are relatively or absolutely incapable of protecting their interests. These populations include: 1) children; 2) individuals with questionable capacity to consent; 3) prisoners; 4) fetuses and pregnant women; 5) the terminally ill; 6) students and employees of USD; and 7) comatose patients.

The project targets (not simply includes) a particular religious, racial, ethnic, or sexualorientation population. (This criterion is included to ensure the equitable distribution of the benefits and burdens of research according to the justice principle of the Belmont report.)

The project is a type that the responsible University unit has specified to require IRB review and approval.

The external funding source for the project has required that it be submitted for IRB review and approval.

Step Three: Determine which type of review category the research will fall under. The three categories are exempt, expedited, or full review. Exempt Category: It is important to note that research that qualifies as exempt must still be reviewed by the IRB. Research under the exempt category, however, requires only a brief proposal (see guidelines below). In general, the exempt category applies to analysis of pre-existing data that has been cleansed of all identifiers, or analysis of public records. According to federal regulations, research must meet one of the following conditions to fall into the exempt category: (1) Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (i) research on regular and special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods.

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(2) Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior, unless: (i) information obtained is recorded in such a manner that human subjects can be identified, directly or through identifiers linked to the subjects; and (ii) any disclosure of the human subjects' responses outside the research could reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation. (3) Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures, or observation of public behavior that is not exempt under paragraph (b)(2) of this section, if: (i) the human subjects are elected or appointed public officials or candidates for public office; or (ii) federal statute(s) require(s) without exception that the confidentiality of the personally identifiable information will be maintained throughout the research and thereafter. (4) Research involving the collection or study of existing data, documents, records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects. (5) Research and demonstration projects which are conducted by or subject to the approval of department or agency heads, and which are designed to study, evaluate, or otherwise examine: (i) Public benefit or service programs; (ii) procedures for obtaining benefits or services under those programs; (iii) possible changes in or alternatives to those programs or procedures; or (iv) possible changes in methods or levels of payment for benefits or services under those programs. (6) Taste and food quality evaluation and consumer acceptance studies, (i) if wholesome foods without additives are consumed or (ii) if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture. Items 1 through 4 are most likely to apply to research conducted through SOLES. Expedited Review: The majority of research proposals will qualify for expedited review. To qualify for expedited review, the research must present no more than minimal risk to participants. According to federal regulations, â&#x20AC;&#x153;minimal risk means that the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.â&#x20AC;? Any research involving prisoners, even if presenting only minimal risk, is required to go through full review. Full Review: Any research that presents more than minimal risk will be required to go through full review. In addition, any research involving prisoners is required to go through full review.

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Step Four: Complete the Cover Sheet for the Proposal The IRB application can be downloaded as a WORD document. The first part of the application is the cover sheet, which must be completed for all IRB projects (see attached sample). Filling out the cover sheet is generally straightforward. Under the review category (item 3), be sure to include under what category the research qualifies for either exempt or expedited review. The categories for exempt review are listed above under Step Two. The categories for expedited review are listed in the attachment entitled Categories of Research That May Be Reviewed by the Institutional Review Board (IRB) through an Expedited Review Procedure. For most research conducted through SOLES, category 7 will be the likely category under which it qualifies for expedited review. Step Five: Complete the RESEARCH PLAN for the Proposal Exempt Reviews: Write a succinct description of the proposed research. Be sure to include the following in your description: 1 – Who are the subjects and how will you recruit them? 2 – What will subjects do or how will you interact with the subjects? 3 – What steps will you take to assure that participation is voluntary? 4 – Exempt reviews must also include one copy of each of the following: a) Consent form (if applicable) b) Copies of all brochures, flyers, advertisements for recruiting (if applicable) c) Research questionnaire(s)/survey(s) (if applicable) d) Experimental stimuli (if applicable) Expedited and Full Reviews: Complete the Research Plan portion of the application that can be downloaded as a Word document (see attached sample). The document provides guidelines for completing each of the sections, and should be followed carefully. I would like to offer the following guidelines to supplement those already offered on the application: 5 c – What steps will you take to assure that participation is voluntary? In addition to the guidelines stated in the document, it is important that the researcher address dual relationship between the researcher and participants. For example, a boss asking his or her subordinates to participate in research may create a situation where the individuals may feel hesitant to say no due to the position of power that the researcher/boss has over them. In a similar manner, students may be reluctant to say no to the researcher if he or she is also in a position of power over them as a teacher. Every effort should be made to avoid these dual relationships. If the dual relationship cannot be avoided, the proposal should make explicit why this is essential to the design, and what steps have been made to address this concern. 6 - Statement of Risk/Benefit Ratio. In addition to stating yes or no, be sure to give an explanation as to why the benefits outweigh the risks. In your explanation, be explicit in stating potential benefits to the research participants (if any). If there are none, explicitly say there are none. 7 – Protection of Confidentiality. It is important to note that in qualitative research, the use of pseudonyms may not be sufficient to protect confidentiality. With the small number of participants

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in a study, the content of a quote or description could potentially reveal an individual’s identify. Therefore, the proposal should include a statement to the effect that the content of the quotes or descriptions will be reviewed (and changed if necessary) to make certain they do not inadvertently reveal the identity of the participant. 8 – Informed Consent/Assent. Several issues must be addressed in writing the consent form and the section on informed consent. They include the following a.

Is the consent form written in clear and appropriate language? For example, is the consent form free of jargon or academic terms that may not be understood by the reader? Is the consent form at a reading level appropriate for the intended research participants?

If the study is likely to include individuals who do not speak English as their primary language, how will this be handled in terms of consent? Will consent forms in their language be provided? Or, will they be excluded from the study?

Does the consent form address all the important ingredients for informed consent? Guidelines and Required Elements of Informed Consent is attached, and is also available on the USD IRB website. In addition, a Sample Consent Form Template is also attached and available on the USD IRB website. Following the template will help assure that all the necessary ingredients to consent have been addressed. However, I have changed the last line of the second paragraph to begin as follows, “If you decide not to participate or decide to quit, nothing….” In addition, if you are going to audiotape or videotape interviews or other research interactions, be sure to make this explicit in the consent form. The Sample Consent Form does not include this.

If minors are included in the study, does the proposal include both a consent form (signed by parents/guardians) and an assent form (signed by minors)? Is the assent form written so that is understandable by minors?

Does the proposal clearly state how individuals will signify consent? For example, how will the researcher obtain informed consent where the researcher does not have face-to-face contact with the participant (making it more difficult to get a signed consent form)?

If you are going to use an anonymous survey (e.g., questionnaire, web-based survey like Survey Monkey), then the first question of the survey should ask if the individual has read the informed consent and consents to participate in the survey. This makes it explicit that the participant agrees to participate in the study.

Appendices. The research plan specifies various materials (e.g., surveys, letters of support, consent form) that should be included as attachments. Please make sure the proposal is complete by including all the necessary appendices: Expedited reviews must include one copy of each of the following: a) Consent form (if applicable) b) Copies of all brochures, flyers, advertisements for recruiting (if applicable) c) Research questionnaire(s)/survey(s) (if applicable) d) Letters of support (if applicable) e) IRB approval from other institution(s) (if applicable)

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Full reviews must include one copy of each of the following: a) Consent form b) Assent Form (must be included within the proposal if research subjects are 17 years of age or younger and must be written in age-appropriate language) c) Copies of all brochures, flyers, advertisements for recruiting (if applicable) d) Research questionnaire(s)/survey(s) (if applicable) e) Letters of support (if applicable) f) Permission from the research facility (if applicable) g) IRB approval from other institution(s) (if applicable) Step Six: Assemble Proposal and Necessary Documentation In addition to the formal application (cover sheet and research plan), be sure to include all the other necessary documentation. This includes the Institutional Review Board (IRB) Investigator Checklist (completed and signed) and copies of the signed Investigator Training Certificate. The Institutional Review Board (IRB) Investigator Checklist is part of the IRB proposal that can be downloaded as a Word document. There must be an Investigator Training Certificate for each researcher on the project. The Investigator Training Certificate does not need to be included if the researcher has one already on file with the IRB (from a previous proposal). Step Seven: Obtaining approval of proposals. The following steps should be followed in terms of getting IRB approval: 1.

For students doing research, have your faculty advisor review, approve, and sign the proposal.

Submit the proposal to Aimee Heytvelt (heytvelt@sandiego.edu, 619-260-7475). She will log the proposal in and make sure it is forwarded to the appropriate individuals for approval within the School.

The SOLES IRB representative will be the first individual to review the proposal. The SOLES representative will contact you directly if he or she has any questions or requested revisions.

After the SOLES IRB representative has signed off, it will be forwarded to the Associate Dean (Dr. Steve Gelb) for approval as the Deanâ&#x20AC;&#x2122;s representative. The Associate Dean will contact you directly if any changes are required.

After the Associate Deanâ&#x20AC;&#x2122;s signature, proposals that qualify for exempt and expedited review will be automatically forwarded to the Provost Office (Dr. Tom Herrinton) for final approval. You will hear directly from the Provost Office as to whether or not your research has been approved or requires any modifications. If your proposal requires full review, then you will need to make 16 copies of the proposal and deliver them to the Provost Office by 5:00 pm of the submission deadline. The IRB website posts the deadlines and meeting times for full reviews. Please note that the committee has traditionally not met during the month of August, so researchers should plan accordingly when submitting a full review during that time.

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Categories of Research That May Be Reviewed by the Institutional Review Board (IRB) through an Expedited Review Procedure1 Applicability (A) Research activities that (1) present no more than minimal risk to human subjects, and (2) involve only procedures listed in one or more of the following categories, may be reviewed by the IRB through the expedited review procedure authorized by 45 CFR 46.110 and 21 CFR 56.110. The activities listed should not be deemed to be of minimal risk simply because they are included on this list. Inclusion on this list merely means that the activity is eligible for review through the expedited review procedure when the specific circumstances of the proposed research involve no more than minimal risk to human subjects. (B) The categories in this list apply regardless of the age of subjects, except as noted. (C) The expedited review procedure may not be used where identification of the subjects and/or their responses would reasonably place them at risk of criminal or civil liability or be damaging to the subjects= financial standing, employability, insurability, reputation, or be stigmatizing, unless reasonable and appropriate protections will be implemented so that risks related to invasion of privacy and breach of confidentiality are no greater than minimal. (D) The expedited review procedure may not be used for classified research involving human subjects. (E) IRBs are reminded that the standard requirements for informed consent (or its waiver, alteration, or exception) apply regardless of the type of review--expedited or convened--utilized by the IRB. (F) Categories one (1) through seven (7) pertain to both initial and continuing IRB review. Research Categories (1) Clinical studies of drugs and medical devices only when condition (a) or (b) is met. (a) Research on drugs for which an investigational new drug application (21 CFR Part 312) is not required. (Note: Research on marketed drugs that significantly increases the risks or decreases the acceptability of the risks associated with the use of the product is not eligible for expedited review.) (b) Research on medical devices for which (i) an investigational device exemption application (21 CFR Part 812) is not required; or (ii) the medical device is cleared/approved for marketing and the medical device is being used in accordance with its cleared/approved labeling. (2) Collection of blood samples by finger stick, heel stick, ear stick, or venipuncture as follows:

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(a) from healthy, nonpregnant adults who weigh at least 110 pounds. For these subjects, the amounts drawn may not exceed 550 ml in an 8 week period and collection may not occur more frequently than 2 times per week; or (b) from other adults and children2, considering the age, weight, and health of the subjects, the collection procedure, the amount of blood to be collected, and the frequency with which it will be collected. For these subjects, the amount drawn may not exceed the lesser of 50 ml or 3 ml per kg in an 8 week period and collection may not occur more frequently than 2 times per week. (3) Prospective collection of biological specimens for research purposes by noninvasive means. Examples: (a) hair and nail clippings in a nondisfiguring manner; (b) deciduous teeth at time of exfoliation or if routine patient care indicates a need for extraction; (c) permanent teeth if routine patient care indicates a need for extraction; (d) excreta and external secretions (including sweat); (e) uncannulated saliva collected either in an unstimulated fashion or stimulated by chewing gumbase or wax or by applying a dilute citric solution to the tongue; (f) placenta removed at delivery; (g) amniotic fluid obtained at the time of rupture of the membrane prior to or during labor; (h) supra- and subgingival dental plaque and calculus, provided the collection procedure is not more invasive than routine prophylactic scaling of the teeth and the process is accomplished in accordance with accepted prophylactic techniques; (i) mucosal and skin cells collected by buccal scraping or swab, skin swab, or mouth washings; (j) sputum collected after saline mist nebulization. (4) Collection of data through noninvasive procedures (not involving general anesthesia or sedation) routinely employed in clinical practice, excluding procedures involving x-rays or microwaves. Where medical devices are employed, they must be cleared/approved for marketing. (Studies intended to evaluate the safety and effectiveness of the medical device are not generally eligible for expedited review, including studies of cleared medical devices for new indications.) Examples: (a) physical sensors that are applied either to the surface of the body or at a distance and do not involve input of significant amounts of energy into the subject or an invasion of the subject=s privacy; (b) weighing or testing sensory acuity; (c) magnetic resonance imaging; (d) electrocardiography, electroencephalography, thermography, detection of naturally occurring radioactivity, electroretinography, ultrasound, diagnostic infrared imaging, doppler blood flow, and echocardiography; (e) moderate exercise, muscular strength testing, body composition assessment, and flexibility testing where appropriate given the age, weight, and health of the individual. (5) Research involving materials (data, documents, records, or specimens) that have been collected, or will be collected solely for nonresearch purposes (such as medical treatment or diagnosis). (NOTE: Some research in this category may be exempt from the HHS regulations for the protection of human subjects. 45 CFR 46.101(b)(4). This listing refers only to research that is not exempt.) (6) Collection of data from voice, video, digital, or image recordings made for research purposes. (7) Research on individual or group characteristics or behavior (including, but not limited to, research on perception, cognition, motivation, identity, language, communication, cultural beliefs or practices, and social behavior) or research employing survey, interview, oral history, focus group, program evaluation, human factors evaluation, or quality assurance methodologies. (NOTE: Some research in 116

this category may be exempt from the HHS regulations for the protection of human subjects. 45 CFR 46.101(b)(2) and (b)(3). This listing refers only to research that is not exempt.) (8) Continuing review of research previously approved by the convened IRB as follows: (a) where (i) the research is permanently closed to the enrollment of new subjects; (ii) all subjects have completed all research-related interventions; and (iii) the research remains active only for long-term follow-up of subjects; or (b) where no subjects have been enrolled and no additional risks have been identified; or (c) where the remaining research activities are limited to data analysis. (9) Continuing review of research, not conducted under an investigational new drug application or investigational device exemption where categories two (2) through eight (8) do not apply but the IRB has determined and documented at a convened meeting that the research involves no greater than minimal risk and no additional risks have been identified. An expedited review procedure consists of a review of research involving human subjects by the IRB chairperson or by one or more experienced reviewers designated by the chairperson from among members of the IRB in accordance with the requirements set forth in 45 CFR 46.110. 2 Children are defined in the HHS regulations as "persons who have not attained the legal age for consent to treatments or procedures involved in the research, under the applicable law of the jurisdiction in which the research will be conducted." 45 CFR 46.402(a). Source: 63 FR 60364-60367, November 9, 1998. 1

International Course Proposals For SOLES Global course proposals, please view the procedures on the SOLES Global Center Website: http://www.sandiego.edu/soles/centers/global_center/resources/faculty_resources/creating_a_proposal.php

Load Forms At the beginning of each semester, you will be asked to complete a Faculty Load Form which can be found, with complete instructions, on the web at: http://www.sandiego.edu/academics/soles/forms/facultyload.htm. You can submit the form online or print out and submit a hardcopy. The form should be completed by the end of the first week of the semester.

Masters Thesis/Action Research Project Credit A full-time or part-time faculty member who serves as chair of a Masters thesis committee or a capstone action research project will receive 1/2 unit of credit, payable the semester following the successful completion and defense or public presentation of the thesis or project. For faculty to receive credit students must have enrolled in either an independent thesis course or capstone seminar. A faculty member who is a member of a thesis committee or action research project will receive no compensation. a)

A thesis or action research committee consists of the chair and an additional committee member. The chair needs to be a SOLES faculty member with a terminal degree and the other member should be a faculty member at USD also with a terminal degree. The committee could

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c) d)

g) i)

invite an outside expert/practitioner to the committee as a voting or non-voting member/reader depending on the needs of the committee. A faculty member who chairs a thesis or action research committee will be awarded 1/2 unit of load credit in the semester following the student’s successful defense of the thesis. The halfunit compensation is available only if the student was enrolled in one or more units of an independent thesis or capstone seminar class before the defense date or public presentation date. The committee chair is responsible for guiding and mentoring the student through the planning, research and writing processes as well as IRB approval (when necessary). A faculty member who serves as a committee member will receive no unit compensation; the official role of the committee member is to provide feedback to the student at the final draft stage. In the event that the committee chair is replaced before the successful defense of the thesis or public presentation of an action research project, the new committee chair will receive the compensation as stated in “b)” above. If the replacement occurs before the successful defense or public presentation the original committee chair receives no compensation for that committee work. Compensation for committee work can be requested as monetary compensation at the per unit rate paid for the session in which the thesis or action research project was successfully defended or publically presented. For example, if a student successfully defended or presented in Spring 2009 and Dr. Jones claims monetary compensation in Fall 2010, Dr. Jones will be paid at the per unit rate of the 2009/2010 Academic Year. This compensation cannot be awarded until the student successfully defends or publically presents the work. A faculty member who leaves the university before claiming all earned thesis/action research committee work credits may receive monetary reimbursement as explained above if the required paperwork is completed prior to the departure. Faculty members can accrue units for up to six semesters. If the faculty member does not claim the allowed units within six semesters of the date of the thesis defense, those units will be forfeited.

No faculty member will be compensated for chairing a thesis/action research committee that was defended or presented before the policy was in effect. Committee Chair Load Faculty members are permitted to chair up to a maximum of 6 thesis and/or action research committees at any one time due to the demands of mentorship and close guidance of students’ research projects. However, individual program situations will be taken into account. Claiming Credit Record keeping is the responsibility of the thesis/action research chair. When you wish to receive payment or load credit for units that are earned, complete and turn in the “Masters Thesis/Action Research Committee Credit” form (see appendix B) to the Associate Dean. The form allows you to claim credits for faculty load or compensation, or both. The signature of your program director of department chair is necessary as verification of the committee work completed, and, when load for credit is being claimed, to assure that the director or chair is aware of and approves the application of the units toward your load in the semester you requested.

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Merit Pay Process The Dean makes recommendations to the Provost in January after reviewing the Annual Faculty Planning and Evaluation Reports and after examining relative School-wide performance of faculty members so that inequities do not arise among faculty members with similar historical patterns of achievement. A percentage system has been used in the School with an explicit, targeted range for each recommending category, (e.g. 2-3% for average/satisfactory and 3-4% for above average). This is dependent on the universityâ&#x20AC;&#x2122;s approved annual percentage increase. The first criterion, teaching, is key to our mission and is prominent in support of a strong merit pay recommendation. With regard to service to the program or department, the Dean will seek input from the Department Chairs or Program Directors. Please note: USD does not have an automatic cost of living increase. A review of recommendations the last several years suggests the following profile for "typical" performance in the two following categories: 1. Average/satisfactory: The faculty member was an organized and effective instructor, accessible to students, and continued to be current in teaching fields. The faculty member had an active research agenda. Service in the program was reliable, and attendance at program meetings was regular; the faculty member may have served on a School or University-wide committee or two or been involved in community service activities or professional associations. Support of the University mission and a sense of responsibility were in evidence. 2. Above average: The faculty member was a demanding instructor with high intellectual standards, a demonstrated ability to motivate students, and a creative/adaptable pedagogy. The faculty member had one or more scholarly or research accomplishments that reached an audience of peers beyond the University. Leadership in faculty governance, program administration or professional associations was demonstrated; significant community service activities also may have been noted. Clear support of the University mission and a sense of responsibility were in evidence. The above profiles were developed inductively. Some faculty may receive no merit increase or well below average, below average or well above average recommendations, but no attempts are made to infer patterns from these smaller number of cases. The description above of "typical" performance is not designed to determine merit decision-making; there are a myriad of variations, and there are factors-such as being a new faculty member or on leave-that can affect substantially how judgments are made regarding annual performance. The above profiles have, then, mostly heuristic value. Of primary importance in the merit pay process is the development of recommendations which are fully cognizant of the four criteria and which are supported by rationales and evidence.

Mileage Reimbursement Faculty members who perform off-site supervision are eligible for mileage reimbursement. Please go to the Procurement Website to access the Expense Report form at: http://www.sandiego.edu/administration/financeadmin/procurement/forms.php. (Scroll down to see the mileage reimbursement segment of the form). Under â&#x20AC;&#x153;Travel Description,â&#x20AC;? note the names of the school visited and the student supervised. Requests must be submitted no later than 60 days after the supervision was performed.

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New Academic Initiatives Academic initiatives which are consonant with the University of San Diego and SOLES’ mission are encouraged. In order to maintain academic standards and avoid administrative surprises and difficulties, all new academic programs must be reviewed and approved my various offices on campus. Please see the Appendix for more details and visit the Provost’s website for the most current Academic Program Approval Form.

Non-tenured faculty Voting in SOLES Meetings Benefits-based non-tenure track positions with curriculum related responsibilities, as well as Center Directors, will be eligible to vote on curriculum issues. These positions will be listed at the beginning of every school year in the Faculty Handbook. This policy will remain in effect as long as the designees do not make up more than 25% of those eligible to vote. For the 2009-2010 Academic Year the Positions Are: Chair, Department of Learning and Teaching (Judy Mantle) Director of Center for Educational Policy and Law (Scott Himelstein) Director of COMPASS (Moises Baron) Director of ELDA (Melinda Martin) Director of Field Experiences, Counseling and Leadership Studies (Peggy Hetherington) Director of Nonprofit Initiatives (Pat Libby) Director of American Humanics and Leadership Studies Minor (Teresa VanHorm) Professor in Residence (Frank Kemerer)

Practicum & Fieldwork Compensation Counseling COUN 588P (Sec. 01, 02) (3 units) (School practicum) (min. 3 / max 5 students per section) COUN 589P (Sec. 01, 02) (3 units) (Adult practicum) (min. 3 / max 5 students per section) COUN 590F (3 units) (Fieldwork in School Settings – limit 10 students) COUN 504 (Practicum in Counseling Techniques) (3 Units) COUN 587P (Clinical Mental Health Practicum) (3 Units) COUN 597F, 598F (Clinical Mental Health Internship I &II) (3 Units) Instructor for seminar – 1.5 units Seminar plus supervision of 6 students - 3 units Individual Supervision: ¼ instructional unit/student or .25 or 4 students = 1 unit

Department of Learning and Teaching EDUC 490/590, 491/591 (12 units) (student teaching MS, SS) EDUC 592, 593 (6 units) (externship MS, SS) 3/4 instructional unit/student or .75 or 4 students = 3 units

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EDUC 598P (2 Units) (field placement – Character Education) 1/10 instructional unit/student or .1 or 10 students = 1 unit EDSP 490P/590P, 491P/591P, 492P/592P (1-6 units) (student teaching, practicum, internship) 3/4 instructional unit/student or .75 or 4 students = 3 units EDSP 593F, 594F, 595F, 596F, 597F (1 unit) (field based instruction) 1/5 instructional unit/student or .2 or 5 students = 1 unit

Leadership Studies EDLD 590, 593 (Masters internship) EDLD 590, 593 (American Humanics internship) EDLD 591, 592 (Doctoral internship) 6/10 instructional unit/student or .6 or 5 students = 3 units EDLD 597P, 598P (Practicum in School Administration I &II) (3 Units) 3/4 instructional unit/student or .75 or 4 students = 3 units

Marital and Family Therapy MFTS 595P, 596P, 597P (5 units) (practicum) Instructor for seminar (didactic) – 1 unit (for all full-time faculty each semester) Small Group Instruction (max 6) – 2 units Individual Supervision: Full Time Faculty: 1/3 unit/student or .33 or 3 students = 1 unit Part Time Faculty: 1/6 unit/student or .16 or 6 students = 1 unit

Sabbatical Leave Please see Appendix B for the complete Sabbatical Leave Policy as it appears in the USD Policies and Procedures manual, available at http://www.sandiego.edu/legal/upolicies.php.

Standards for Graduate Students The standards below were drafted as part of a “Statement on Graduate Students” by a subcommittee of the Association’s Committee C on College and University Teaching, Research, and Publication and approved for publication by Committee C in October 1999. 1.

Graduate students have the right to academic freedom. Like other students, “they should be free to take reasoned exception to the data or views offered in any course or study and to reserve judgment about matters of opinion, but they are responsible for learning the content

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of any course of study for which they are enrolled.”1 Moreover, their advanced education particularly requires faculty to encourage their freedom of “discussion, inquiry and expression.”2 Further, they should be able to express their opinions freely about matters of institutional policy, and they should have the same freedom of action in the public political domain as faculty members. Graduate students’ freedom of inquiry is necessarily qualified by their being learners in the profession; nonetheless, their faculty mentors should afford them latitude and respect as they decide in how they will engage in teaching and research. 2.

Graduate students have the right to be free from illegal or unconstitutional discrimination, or discrimination on a basis not demonstrably related to the job function involved, including, but not limited to, age, sex, disability, race, religion, national origin, marital status, or sexual orientation, in admissions and throughout their education, employment and placement.3 They should be informed of the requirements of their degree programs. When feasible, they should be told about acceptance, application, and attrition rates in their fields, but it is also their responsibility to keep themselves informed. If requirements are altered, students admitted under previous rules should be able to continue under those rules. Institutions should help students make progress toward their degrees in a timely fashion. They should provide diligent advisers, relevant course offerings, adequate dissertation or thesis supervision, and clear communication of their progress. Students should understand that dissertation or thesis work may be constrained by the areas of interest and specialization of available faculty supervisors. If a student’s dissertation or thesis adviser departs once the student’s work is underway, the responsible academic officers should endeavor to provide the student with alternative supervision, external to the institution if necessary. If a degree program is to be discontinued, provisions must be made for students already in the program to complete their course of study.

Graduate students are entitled to the recognition and protection of their intellectual property rights. This includes recognition of their participation in supervised research and the research of faculty. Standards of attribution and acknowledgement in collaborative settings should be made publicly available.

Graduate students should have a voice in institutional governance at the program, department, college, graduate school, and university levels.

The AAUP’s Recommended Institutional Regulations on Academic Freedom and Tenure protects graduate assistants and assures them of written terms of appointment, due process in the event of proposed dismissal, and the opportunity to invoke “access to the faculty grievance committee.”4 Graduate student employees with grievances, as individuals or as a group, should submit them in a timely fashion and should have access to an impartial hearing committee or, if provided under institutional policy, arbitration. Clear guidelines and

“Joint statement on Rights and Freedoms of Students,” Policy Documents and Reports, 8th ed. (Washington, D.C.: AAUP, 1995). 2 Ibid. 3 “On Discrimination,” Ibid. 4 “Recommended Institutional Regulations on Academic Freedom and Tenure,” Ibid.

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timelines for grievance procedures should be distributed to all interested parties. Individuals or participants in a group grievance should not be subjected to reprisals. Graduate student employees may choose a representative to speak for them at all stages of a grievance. 6.

Graduate student assistants should be informed in writing of the conditions of their employment. Moreover, graduate student assistants should be informed of all academic or other institutional regulations affecting their roles as employees. Good practices should include appropriate training in teaching, adequate office space, and a safe working environment. Departments should endeavor to acquaint students with the norms and traditions of their academic discipline and to inform them of professional opportunities. Graduate students should feel free to seek departmental assistance in obtaining future academic and nonacademic employment. Departments are encouraged to provide support for the professional development of graduate students by such means as funding research expenses and conference travel.

Graduate students should have access to their files and placement dossiers. If access is denied, graduate students should feel free to request that a faculty member of their choice be given access to their files, so that he or she can provide the student with a redacted account at his or her discretion. Graduate students should have the right to direct that items be added to or removed from their placement dossiers.

Like all other campus employees, graduate student assistants should have the right to organize to bargain collectively without discrimination or reprisal from faculty or administrators, as the Association’s Council affirmed in November 1998. Administrations should honor a majority request for union representation. Graduate student assistants must not suffer retaliation because of their activity relating to collective bargaining.

In order to ensure full-time students an opportunity for timely progress toward their degrees, the time spent in teaching or research assistantships or other graduate student employment provided by the institution should be limited in amount – a common maximum is twenty hours per week – and should afford sufficient compensation so as not to compel the student to obtain substantial additional employment elsewhere.

10.

Graduate student assistants, though they only work part-time, should receive essential fringe benefits, and especially health benefits.

Travel Allotment Procedures For the 2009-2010 academic year, all tenure line faculty have up to $1100 for professional travel. New tenure line faculty, (in their first three years of service), are eligible for additional support for up to two additional conferences in which they are presenting. Check requests and travel expense forms are available on USD’s website under Finance/Admin/Procurement Forms. (http://www.sandiego.edu/administration/financeadmin/procurement/forms.php). The budget year begins on July 1 and ends on June 30. Department Chairs (Leadership and Learning and Teaching) and Program Directors (Counseling and MFT) are eligible for additional travel monies due to their programmatic responsibilities. Additional travel support requires prior written permission from the dean. Please send requests to the dean and she will respond to you and to business manager Rondi Stein.

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Faculty Presenting with Students at Conferences Faculty should apply to the Enhanced Faculty Student Interaction grant (EFSI) in the provost ‘s office for up to $500 to support student-faculty groups to present at a professional conference. Please see the Provost’s office website for details. The Graduate Student Association (GSA) also provides support for students to travel to conferences. Before seeking support from the SOLES Dean’s office, students must first apply to GSA for support. Once this application is made, then a student or a group of students, may submit a request to the dean’s office to help support their expenses. The faculty member should be copied on this request. Students should provide an itemized estimate that includes travel and conference expenses, as well as the names and email addresses of all students making the request. Please submit your travel expense forms within 60 days of the completion of your travel. Submittals made after this time frame will not be processed. If your travel is toward the end of the fiscal year, please be sure to turn in your expense form as quickly as possible and no later than the last week of June. If the forms are submitted after the fiscal year closes, the upcoming year’s allocations will be used for reimbursement. Please see the appendix for a summary of requirements for airline travel.

Travel Guidelines (For Student Groups)

General Guidelines: 1.

All events that involve student travel must be approved in writing by the Dean, or the Dean’s designated representative for travel issues.

All vendors conducting business on behalf of the university must sign a contract and provide a certificate of insurance, with an attached endorsement naming USD as the additional insured. There will be no exceptions to this requirement. All contracts and certificates with the attached endorsements should be copied and sent to the Risk Manager in Human Resources.

All USD registered clubs and organizations planning to have an event off campus which involves providing transportation for students must have those students sign a waiver releasing the University from any liability for the student off campus. Waiver forms are available in the Office of Student Affairs on Mondays – Fridays, 8:00am – 5:00pm. Trip applicants may not leave campus unless a signed waiver is received. The signed waivers are to be given to the Office of Student Affairs prior to departure from campus.

A list which includes the name, I.D. number, address and emergency phone number of each student traveling and a copy of the final trip itinerary must be given to the Office of Student Affairs and to Campus Security prior to departure from campus.

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All transportation companies used (chartered buses, rental cars, etc) must carry insurance. A certificate of insurance from the vendorâ&#x20AC;&#x2122;s carrier with an attached endorsement naming USD as additional insured must be given to the Office of Student Affairs prior to departure from campus. If renting a vehicle, be sure to purchase additional comprehensive and collision insurance. Certificates and endorsements should always be attached to vendor contracts, and copies forwarded to the risk manager.

State arrival and departure time clearly on all publicity and tickets sold. Students should be made aware that they are responsible for their own transportation if they are late for the previously stated departure time.

Automobile Transportation: 1.

Use of personal automobiles for transportation exposes the owner and driver to considerable liability. For the protection of all involved, organizations and individuals contemplating auto travel should ensure: A. B. C. D. E. F. G.

Existence of current auto insurance and its applicability if drivers are rotated. The proper licensing and eligibility of all drivers. Observance of all traffic laws, particularly in regards to speed limits. Availability and use of passenger restraints (seat belts). NO consumption of alcohol and drugs, or medicine that would impair the ability to operate a vehicle. The proper maintenance and operating condition of the vehicle, especially for long distances. Availability of basic safety and repair equipment.

Operators of USD vehicles must possess a valid driverâ&#x20AC;&#x2122;s license applicable to the type of vehicle to be driven.

Air Travel: When selecting an air carrier for organizational travel, student organizations should be aware that the University would like them to use carriers which possess $150 million of liability insurance. Major United States airlines carry this insurance and verification is not necessary. In the event a travel agency proposes the services of a charter company, an insurance certificate of $150 million, with an attached endorsement naming USD as an additional insured is required. Bus Travel: Bus travel is often used by student organizations as a means of transportation to and from sponsored activities. Bus travel is permitted on commercial bus companies which possess $5 million of liability insurance and name USD as an additional insured. A current list of bus companies carrying this insurance is available in the Office of Student Affairs.

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Travel Agents: The agent should be made fully aware of all air travel and bus travel guidelines prior to negotiating trip arrangements. The travel agency that the student organization works with should be informed that lodging facilities must be provided by a travel industry rating service (i.e. AAA Travel Guides, etc). If this is not available, the lodging facility must possess $1 million of liability insurance, certification of which must be submitted to the Office of Student Affairs. Under no circumstances should money be sent directly by the student participants to the travel agency. All expenses must be paid by University check, which will be generated and sent to the travel agent once proper documentation and certification has been received and all necessary contracts have been signed. As with all programs, ticket sales should not commence until contracts have been signed. International Travel Guidelines (Faculty) When traveling internationally for work related purposes (conferences, training, research, professional development, teaching, etc.), it is important to notify the Coordinator at the SOLES Global! Center prior to your departure date. The SOLES Global! Center Coordinator must notify the appropriate USD departments to set up your international travel insurance coverage, and to provide you with the appropriate documents (travel insurance card, summary of benefits, claim forms, etc.) to take with you on your international travel. Faculty members need to communicate the following travel information in writing to the Coordinator: Dates of Travel, Destination, Purpose of travel (conference, sabbatical, teaching, professional development, etc.), and your contact information while abroad. This information is also located at the SOLES Global! website under the Faculty Resource Section: http://www.sandiego.edu/soe/instcenter/soeglobal/facultyresources.php International Travel Guidelines (For Student Groups Led by Faculty) In addition to obtaining approval in writing by the Dean for student travel, it is MANDATORY that the students sign the USD Agreement and Release form. This form may be obtained from the SOLES Global Center in MRH 129 or via the website under Faculty Resources: http://www.admin.is.sandiego.edu/hr/study_abroad.html Emergency Procedures: Off Campus: 1.

When an accident occurs involving injuries or major damage, it should be immediately reported to the police agency having jurisdiction in the area of the accident. As soon thereafter as feasible, it should be reported the University Office of Public Safety and to the Risk Manager in Human Resources who will obtain the necessary information required by the insurance company.

If an accident occurs involving minor damages with NO injuries, insurance information must be exchanged between vehicle operators and must include the following information: ď&#x201A;ˇ name ď&#x201A;ˇ address

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    

telephone number driver’s license number and expiration date name of insurance carrier and/or agent and policy number if known make, model and license number of vehicle date and location of accident

As soon as possible, forward all pertinent information regarding the accident to the Risk Manager in Human Resources. 3.

Upon receipt of information concerning an accident involving a USD vehicle, the Risk Manager will forward all information to the University’s insurance representative.

Accidents Involving Rental Vehicles: In the event of an accident involving an uninsured loss with a rental vehicle, either locally or out of the area, the Risk Manager should be notified as soon as possible by telephone. Subsequently, a written report from the operator, as well as a report for the rental agency, including the amount of damages, should be sent to the Risk Manager. The Risk Manager will then process the claim and make payment for damages to the rental agency. Publicity: All registered USD clubs and organizations must follow these travel guidelines. Clubs and organizations who do not follow all scenarios of the guidelines will be subject to having publicly removed and/or scheduling privileges (which promote the event) revoked.

*Agreement and Release of Liability forms can be found in appendix B.

University Professorships

Additional Information about University Professorships can be found on the website: http://www.sandiego.edu/administration/academicaffairs/awards/univ_prof.php Historical Perspective: The University Professorship was established by the Board of Trustees as a

recommendation by Sister Sally Furay, Provost and Academic Vice President of USD. The award was established to recognize outstanding, balanced cumulative career contributions by a tenured Associate or Full Professor who clearly demonstrates the mission and goals of USD. The award carries both a certificate of recognition and a stipend (at present $20,000). Besides peer recognition of cumulative service, the award was also meant to offset the reality that USD does not provide a salary increment to faculty who reach the associate or full professorship rank. The honor is formally announced by the President at the Fall Faculty Convocation. University Professorships for eligible SOLES faculty are awarded every other year,

Present Award Composition: Only faculty who have been awarded tenure are eligible for a University Professorship Award. All SOLES tenure track faculty are eligible to vote for the SOLES Professorship Award recipient(s).

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University Professorship: Recognition for outstanding, balanced cumulative career contributions supporting the mission and goals of USD. (Candidate must be nominated by a tenure track member of the School of Leadership and Education Sciences.)  Process: Nomination by peer(s) by closing date of nominations. Peer provides a letter of rationale for the nomination based on the award criteria stated here. o Candidate may submit additional support material (maximum 5 pages) no later than the last working day prior to voting by the tenure faculty in SOLES.  Timing: Professorship is held for one USD fiscal year (July 1-June 30).  Finances: Flexible use of funds. For example: stipend and/or release time (taxable and benefit charges at the present rate of 5.47%), or other professional expenditures [travel, supplies or equipment (if equipment is used outside of university it is taxable)]. The recipient presents a proposed expenditure budget to the Dean at the beginning of the fiscal year and the expenditures are handled by the Assistant Vice President for Academic Administration.

School of Leadership and Education Sciences Professorship Committee: The Professorship

Award Committee will consist of the recipients of the prior two years Professorship Awards; this is a committee of three. The chair of the committee will be one of the committee members in his/her second year on the award committee.

Guidelines for Submission: A nomination for a Professorship Recognition Award (1 to 2 pages) must be presented to the Dean’s Executive Assistant. A faculty member nominated for a professorship recognition award will be invited to submit additional support materials (maximum 5 pages). Procedures for Review of Documentation & Voting: Review: The documentation for all

professorship recognition based awards will be made available by the Dean’s office. Faculty members are expected to review all documentation to make an informed decision about voting for candidates. Voting: The Dean’s Executive Assistant will conduct the voting procedures. An envelope with the names of the tenure line faculty who are eligible to vote will be signed by each tenure track faculty member as they insert a ballot in a sealed envelope into the signature envelope. All Members of the Professorship Award Committee will jointly count the ballots.

Letters of Award: When awards are made, an award letter will be issued by the Dean with a copy to the Provost, specifying the amount and nature of the award (or incorporating by reference the proposal which has been approved), and notifying faculty of the procedures and time deadlines. Professorships held by faculty members in the School of Leadership and Education Sciences: 1994 – 1995: Edward Kujawa – Recognition 1995 – 1996: Susan Zgliczynski – Project-based* 1996 – 1997: Robert Infantino – Recognition JoEllen Patterson – Project-based* 1997 – 1998: Steven Gelb – Recognition 1998 – 1999: Kathryn Bishop-Smith – Recognition Edward DeRoche – Project-based* 1999 – 2000: Mary Woods Scherr – Recognition 2000 – 2001: Steven Gelb – Project-based* Bobbi Hansen – Project-based* 2001 – 2002: Jerry Ammer – Recognition 2002 – 2003: Lee Williams – Recognition Mary Williams – Project-based*

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2003 – 2004: 2004 – 2005: 2005 – 2006: 2006 – 2007: 2007 – 2008: 2008 – 2009: 2009 – 2010:

Viviana Alexandrowicz – Project-based* Kenneth Gonzalez – Project-based* Bobbi Hansen – Recognition Kathleen Collins – Project-based* Lonnie Rowell – Recognition JoEllen Patterson – Recognition Reyes Quezada – Project-based* Robert Donmoyer – Recognition No Awards in SOLES (Alternate Year with SON)

*Project-Based Professorships are no longer awarded by the University.

University Senate The University Senate Bylaws and Policies can be found in the Policies and Procedures Manual on the University website (http://www.sandiego.edu/legal/upolicies.php) by accessing the online policy manual or the PDF version via the links at the bottom of the page.

University-Wide/General Council Policies

*Please note that the following policies were taken directly from the University’s Policies and Procedures manual on the USD Website: http://www.sandiego.edu/legal/upolicies.php

3.10.2 Family and Medical Leave Policy The University of San Diego will grant family and medical leaves under this policy to eligible employees in accordance with the requirements of the Family and Medical Leave Act (FMLA) and the California Family Rights Act (CFRA). This policy is intended to provide an overview of the university’s and the employee’s rights and responsibilities, but in no way is intended to diminish the obligations set forth under federal and state law, or to increase the obligations set forth under applicable federal and state law except where expressly provided for in this policy. • Employee Eligibility An employee is eligible for family and medical leave if the employee has been employed by the university for a total of at least 12 months, and has worked at least 1,250 hours during the 12-month period immediately preceding the commencement of the leave. The university will grant leave to eligible employees in the following circumstances: (1) for the birth of a son or daughter and to care for the newborn child; (2) for placement with the employee of a son or daughter for adoption or foster care; (3) to care for the employee’s spouse, registered domestic partner, child, child of a registered domestic partner, or parent with a serious health condition; or (4) because of a serious health condition that makes the employee unable to perform the functions of the employee’s job. • Amount of Leave An eligible employee is entitled to up to 12 workweeks of family and medical leave in a 12-month period. The university calculates the amount of leave entitlement by using a rolling 12-month period measured backward from the date the employee uses any family and medical leave. Under certain circumstances, an eligible employee may take family and medical leave on an

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intermittent or reduced time basis. Employees must make a reasonable effort to schedule their intermittent leave that is foreseeable based on planned medical treatments so as not to unduly disrupt the university’s operations, subject to the approval of the health care provider. Leave under the FMLA and the CFRA run concurrently, except in the case of a leave taken due to a pregnancy-related disability. When an employee takes a leave due to a pregnancy-related disability, the employee first will be required to exhaust leave entitlements under the California pregnancy disability leave statute, and then will be eligible to commence CFRA leave. The employee’s FMLA entitlement will commence as of the first date of the pregnancy-related disability leave. • Notice If the need for leave is foreseeable, the employee must provide the university with at least 30 days’ advance notice before the family and medical leave is to begin. If, under the circumstances, 30 days’ notice is not practicable, notice of the need for the leave must be given as soon as possible. Notice should be provided to the employee’s supervisor and/or to Human Resources. While written notice is not required, employees are requested to submit a request for leave in writing and to meet with Human Resources prior to commencing the leave where possible. Failure to comply with these notice rules is grounds for, and may result in, deferral of the requested leave until the employee complies with these notice requirements. The employee must notify his or her supervisor and Human Resources of any changes in the status of the leave, the expected start date, or the expected return date. Any such requested changes are subject to approval by the university. • Certification by Health Care Provider When the leave is taken as a result of the employee’s serious health condition, the university will require the employee to submit a certification from his or her health care provider as a condition of taking the leave. The certification must include: (1) the date on which time off from work due to the serious health condition commenced or will commence; (2) a statement that the employee is unable to perform the functions of his or her position; and (3) the probable duration of the absence due to the serious health condition and estimated return to work date. When the leave is taken in connection with the serious health condition of a family member, the university will require the employee to submit a certification from the health care provider of the family member as a condition of taking the leave. The certification must include: (1) the date on which time off from work due to the serious health condition commenced or will commence; (2) a statement that the employee is needed to provide care for the family member and the amount of time that the employee’s care is needed; and (3) the probable duration of the condition and estimated return to work date. The university may require a second or third medical opinion if the initial certification is inadequate. In addition, the university reserves the right to request a subsequent recertification of a serious health condition when it is appropriate to do so under the circumstances. If the need for leave may extend beyond the time covered by a certification, and additional leave is requested, the employee is required to provide the university with an updated certification from his or her health care provider. Certification for the extension shall be submitted prior to the expiration of the current certification. Failure to submit the updated certification in a timely fashion may result in the denial of an extension of the leave and, if the employee fails to return to work, the employee may be considered to have abandoned his or her employment at the university.

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• Return to Work On return from family and medical leave, an employee is entitled to be returned to the same or equivalent position he or she held when the leave commenced. The employee is requested to provide at least two weeks’ advance notice of his or her expected return date whenever reasonably possible. If an employee fails to return from an approved leave on the agreed upon date and fails to obtain an approval for an extension of the leave, the employee may be considered to have voluntarily abandoned his or her employment with the university. If the leave was taken due to the employee’s own serious health condition, the university will require certification from the employee’s health care provider of the date the employee is able to resume work and limitations, if any, on the employee’s ability to perform his or her job duties. The return-towork certification must be provided to the university on or before the date of employee’s return to work and is a condition of reinstatement. • Compensation During Leave / Substitution of Accrued Paid Time Off Family and medical leave is unpaid by the university, except where expressly stated otherwise in this policy. Eligible staff employees are required to use any accrued paid vacation for any part of the family and medical leave. If the leave is taken due to the employee’s own serious health condition, the staff employee will be required to use any accrued paid sick time during the leave. If the leave is taken due to the serious health condition of another person, the staff employee may use accrued paid sick time during the leave in a manner consistent with the university’s Sick Leave Policy. For leaves taken for other reasons, the staff employee and the university may agree to permit the employee to use accrued paid sick time during the leave. Use of any accrued paid sick or vacation time is subject to coordination with any applicable state benefits as provided below. An eligible administrator will be paid his or her regular salary for a period of up to 12 workweeks in any 12-month period if the leave is taken due to the employee’s own serious health condition, subject to the coordination with any applicable state disability benefits as provided below. In all other instances, eligible administrators are required to use any accrued paid vacation for any part of the family and medical leave. Once all accrued paid vacation is used, any remaining family and medical leave will be unpaid by the university. An eligible faculty member will be paid his or her regular salary for a period of up to 12 workweeks if the leave is taken due to the employee’s own serious health condition, subject to the coordination with any applicable state disability benefits as provided below. In all other instances, the leave will be unpaid by the university. As a condition of receiving payment from the university during family and medical leave, an employee must apply for any applicable state-provided disability or family care insurance benefits. The university will coordinate the use of any accrued paid sick or paid vacation time during an employee’s leave with any state disability or family care insurance benefits provided to the employee. For eligible administrators and faculty who take a leave due to the employee’s own serious health condition, the university will pay to the employee the difference between any state disability insurance payment to the employee and the employee’s regular salary for up to 12 workweeks. • Benefits During Leave The university will maintain health benefits for an employee on family and medical leave for up to 12 workweeks. Health benefits will be maintained on the same basis as they would have been if the employee had been continuously employed during the leave period.

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Any share of the premium which had been paid by the employee prior to taking the leave must continue to be paid by the employee during the leave. If premiums are raised or lowered while the employee is out on leave, the employee will be required to pay the new premium contribution rates. An employee’s failure to pay his or her share of the premium may result in discontinuation of benefits. Upon an employee’s return from family and medical leave, the university may collect from the employee any unpaid portions of the premium. Other benefits (including but not limited to paid vacation and retirement contributions) will not accrue and holidays will not be paid during any portion of the family and medical leave that is unpaid by the university. • Discrimination and Retaliation Prohibited The university prohibits discrimination or retaliation against an employee who has exercised his or her right to request or take family and medical leave under applicable law. Any employee who believes that he or she has been discriminated or retaliated against in violation of this policy should direct his or her complaint to the employee’s supervisor, Human Resources, or the appropriate vice president. A complaint need not be made to the supervisor if the supervisor is the individual accused of engaging in the improper conduct. The university will investigate the complaint and take appropriate corrective action based upon the findings of the investigation. Engaging in discrimination or retaliation in violation of this policy will result in appropriate disciplinary action, up to and including termination of employment. • Administration of the Policy Applicable law and regulations will govern the interpretation of this policy and provide for certain exceptions to the university’s obligations in connection with the leave. Questions regarding family and medical leave or other applicable leaves of absence should be directed to Human Resources. (May 22, 2008)

2.2.6 Individual Conflicts of Interest

1. Introduction The University of San Diego expects its employees to maintain the highest ethical standards whenever the interests of the university are involved. To that end, employees of the university must not allow a personal or outside interest to interfere with their duties and responsibilities to the university. Employees must not use their positions or knowledge gained at the university to influence decisions improperly for their personal advantage or for the advantage of their relatives, household members, or friends. Even the appearance of a conflict of interest should be avoided. Any arrangements or relationships that may pose a potential, actual or perceived conflict of interest of an employee must be disclosed, reviewed and managed pursuant to the requirements of this policy. Individual departments or schools may implement written standards or procedures in furtherance of and in accordance with this policy. Any such standards or procedures must be submitted to the Vice President for Finance and Administration and disclosed to the affected employees. 2. Key Definitions a. “Conflict of Interest” A conflict of interest refers to a situation in which (1) the employee’s personal interest may affect, or may reasonably have the appearance of affecting, the employee’s judgment in performing a university-related responsibility; or (2) the employee has the opportunity, or appears to have the opportunity, to influence the university’s decisions in ways that could lead to personal advantage to the employee or the employee’s relative or household member.

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b. “Personal Interest” Personal interest is broadly construed to mean an employee’s personal financial, business or professional interest, or interest in a familial or other interpersonal relationship. Constitution and By-Laws of the University of San Diego Senate Policy 1.5 Page 2 of 5 c. “Personal Advantage” Personal advantage means a financial, status or other benefit that is either direct or indirect, and either actual or potential. d. “Financial Interest” A financial interest is broadly construed to include (1) the receipt of wages, payment or other consideration of any kind for services performed (for example, fees, honoraria, gifts, or in kind payments); (2) intellectual property rights (for example, patents, copyrights, royalty income, or the right to receive future royalties); or (3) ownership or equity interests or entitlement to such interests in a publicly-traded or non-publicly traded business (for example, stock, stock options, partnership interests, and convertible debt but excluding interests in publicly-traded mutual funds or other investment vehicles where the individual investor has no control over the selection of the holdings). e. “Relative” and “Household Member” For the purpose of this policy, an employee’s relative includes for example an employee’s spouse, registered domestic partner, parent, child, sibling, grandparent, grandchild, stepparent, step-child, parent-in-law, sibling-in-law, aunt, uncle, niece, nephew or first cousin. A household member includes any person who lives in the same household with the employee. 3. The Obligation to Disclose Conflicts of Interest An employee must disclose a conflict of interest in advance of becoming involved in any situation that may create or may have the appearance of creating a conflict of interest or immediately upon discovery of current or recent involvement in such a situation. a. Conflicts Subject to Disclosure Whether a conflict of interest is present often depends on careful consideration of the facts and circumstances of the particular situation. The employee is expected to recognize situations that may create or may have the appearance of creating a conflict of interest in order to ensure that the university is able to review and manage such situations. Although not an exclusive list, examples of possible conflicts of interest that should be disclosed under this policy include: •

Participating in any negotiation or transaction between the university and an entity in which the employee or the employee’s relative or household member has a personal, managerial or financial interest.

• Conducting business for or on behalf of the university with an individual or entity in which the employee or the employee’s relative or household member has a personal, managerial or financial interest. • Maintaining a paid external consulting, business or employment relationship with a supplier or vendor of the university. • Competing with the university for business, whether as an individual or as an employee of another entity. • Competing with other external vendors for university business, whether as an individual or as an employee of another entity. • Accepting personal gifts or special favors from third parties (either individuals or

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entities) that provide, or seek to provide, services or supplies to the university. This does not include occasional gifts of nominal or modest value or isolated invitations to lunch or dinner. • Soliciting personal gifts or special favors from third parties (either individuals or entities) that provide, or seek to provide, services or supplies to the university. • Endorsing or authorizing the endorsement of any product or service on behalf of the university. • Conditioning an actual or potential business relationship with the university on a charitable gift or contribution to the university. • Supervising or evaluating the work of a relative or household member, or participating or otherwise being involved in the performance evaluation of or a personnel decision or recommendation regarding a relative or household member. • Teaching a class in which a relative, household member or employee who is supervised by the teacher is a student; serving as an academic advisor to a relative or household member; or participating or otherwise being involved in admissions, financial aid, or other academic or service-related decisions relating to a relative, household member, or an employee who is supervised by the individual. • Conflicts of interest in research. The university maintains a separate policy that governs the disclosure, review and management of significant financial conflicts of interest in sponsored research. Research-related conflicts of interest that do not fall within the scope of that policy will be handled under this policy. For more information, please contact the Office of Sponsored Programs. • Unauthorized use of university resources outside of the scope of the individual’s employment. For more information, please see the university’s policy governing the use of university resources. Employees are expected to use their good judgment to determine when a conflict of interest exists that should be disclosed. Any doubt should be resolved in favor of disclosing the conflict of interest under this policy. Constitution and By-Laws of the University of San Diego Senate Policy 1.5 Page 4 of 5 An employee may report a possible conflict of interest of another employee under this policy. Any such report should be made in good faith. The university prohibits retaliation against an employee who makes a report in good faith of another employee’s possible conflict of interest under this policy. b. Process for Disclosure In the absence of a departmental procedure to the contrary, the employee should disclose the conflict of interest to the employee’s immediate supervisor. In the alternative, the employee may disclose the conflict of interest to a department manager, a dean, a vice president, or Human Resources. The disclosure should be sufficiently detailed and timely to allow accurate and objective evaluation before making commitments or initiating activities that create conflicts of interest. The information provided in the disclosure must be accurate and must

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not be misleading. All disclosed conflicts of interest should be reported by the recipient of the employee’s disclosure to the vice president of the division in which the employee is employed and to the Vice President for Finance and Administration or their designees. In the case of a disclosed conflict of interest involving a vice president, the disclosed conflict of interest should be reported to the president. 4. Review and Management of Conflicts of Interest Employees are expected to cooperate in the review and management of all conflicts of interest. With the approval from the Vice President for Finance and Administration, the vice president of the division in which the employee is employed shall take the necessary action to review and manage the conflict of interest. In the case of a conflict of interest involving a vice president, the president shall take the necessary action to review and manage the conflict of interest. A vice president may delegate authority to one or more individuals to handle some or all of the vice president’s responsibilities under this section. In reviewing a conflict of interest, a situation will be determined to be: • Permitted as is, because the disclosed information does not represent a conflict of interest; or • Prohibited due to the nature of the conflict of interest and/or the inability to appropriately manage the conflict of interest; or • Permitted, contingent upon the implementation of one or more recommendations to manage the conflict of interest. Recommendations to manage a conflict of interest may include, among other things: • Appropriate disclosure of the conflict of interest to the parties involved in the transaction. • Recusal from participating in certain negotiations, recommendations, decisions or transactions. • Recusal from managing or supervising particular employees or from other aspects of the employee’s employment relationship with the university. • Recusal from managing, overseeing, or other involvement in specified business relationships or transactions. • Severance of an outside relationship that poses a conflict of interest. • Appropriate monitoring and oversight by university management. The appropriate vice president (or designee) should document the review and management of the conflict. Where a situation that involves a conflict of interest is permitted contingent upon the implementation of one or more recommendations to manage the conflict, the appropriate vice president (or designee) is responsible for monitoring the situation as necessary to ensure adequate management of the conflict.

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5. Non-Compliance Failure to comply with this policy, or with approved department or school standards or procedures governing conflicts of interest, may result in corrective action, as appropriate under the circumstances. Failure to comply includes but is not limited to failure to disclose conflicts, failure to review and manage conflicts as required under this policy, and failure to abide by any condition imposed in managing a conflict. The corrective action may range from verbal warnings up to and including termination from employment. If termination of a faculty member is contemplated, the applicable rules governing dismissal for serious cause will be followed. (April 25, 2008)

3.10.1 Pregnancy Disability Leaves and Transfers The University of San Diego will grant pregnancy disability leaves and transfers to eligible employees in accordance with the requirements of applicable law. This policy is intended to provide an overview of the university’s and the employee’s rights and responsibilities, but in no way is intended to diminish the obligations set forth under federal and state law, or to increase the obligations set forth under federal and state law except where expressly provided for in this policy. • Employee Eligibility for Leaves or Transfers A female employee who is disabled by pregnancy, childbirth or a related medical condition is eligible to take a pregnancy disability leave. Time off needed for prenatal care, severe morning sickness, doctor-ordered bed rest, childbirth, and recovery from childbirth are all covered by a pregnancy disability leave. If a female employee is pregnant or has a related medical condition, the employee is eligible to transfer to a less strenuous or hazardous position or to less strenuous or hazardous duties, if the transfer is medically advisable and if the transfer can be reasonably accommodated by the university. • Amount of Leave A pregnancy disability leave is for any period(s) of actual disability caused by pregnancy, childbirth, or a related medical condition up to four months per pregnancy. The pregnancy disability leave does not need to be taken in one continuous period of time, but can be taken intermittently or on a reduced time basis when medically advisable, as determined by the employee’s health care provider. • Notice The university requires that the employee provide at least 30 days advance notice of the need for a leave or transfer, if the need for the leave or transfer is foreseeable. If 30 days advance notice is not practicable, the university requires that notice be given as soon as possible. The employee shall consult with her supervisor and make a reasonable effort to schedule any planned medical treatment or planned medical supervision so as to minimize disruptions to the operations of the university. Any such scheduling shall be subject to the approval of the employee’s health care provider. Notice should be provided to the employee’s supervisor and/or to Human Resources. While written notice is not required, employees are requested to submit a request for leave in writing and to meet with Human Resources prior to commencing the leave where possible. • Certification by Health Care Provider An employee must submit a certification from her health care provider of her pregnancy disability or the related advisability for a transfer. The certification in connection with a leave should include (1)

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the date on which time off from work due to the employee’s pregnancy disability commenced or will commence; (2) the probable duration of the period(s) of disability and the expected return to work date; and (3) a statement that, due to the disability, the employee is unable to work at all or to perform any one or more of the essential functions of her position without undue risk to herself, the successful completion of her pregnancy, or to other persons. The certification in connection with a requested transfer should include (1) the date on which the need to transfer became or will become medically advisable; (2) the probable duration of the period(s) of the need for the transfer; and (3) a statement that, due to the employee’s pregnancy, the transfer is medically advisable. If the need for leave or transfer may extend beyond the time covered by a certification, and additional leave or transfer time is requested, the employee is required to provide the university with an updated certification from his or her health care provider. Certification for the extension shall be submitted prior to the expiration of the current certification. Failure to submit the updated certification in a timely fashion may result in the denial of an extension and, if the employee fails to return to work, the employee may be considered to have abandoned her employment at the university. • Return to Work On return from a pregnancy disability leave or upon the completion of the transfer, an employee is entitled to be returned to the same position she held prior to the leave or transfer, or where the law permits, to a comparable position. If an employee fails to return from an approved leave on the agreed upon date and fails to obtain an approval for an extension of the leave, the employee may be considered to have voluntarily abandoned her employment with the university. As a condition of an employee’s return from a pregnancy disability leave or transfer, the university requires that the employee submit a release from her health care provider that she is able to resume her original job duties and identifies limitations, if any, on the employee’s ability to perform her job duties. The return-to-work certification must be provided to the university on or before the date of employee’s return to work. • Compensation During Leave / Substitution of Accrued Paid Time Off Pregnancy disability leave is unpaid by the university, except where expressly stated otherwise in this policy. The university will require the use of any accrued paid sick time to be used during a pregnancy disability leave. At the employee’s option, the employee may use any accrued paid vacation during the pregnancy disability leave. As a condition of receiving payment from the university during pregnancy disability leave, an employee must apply for any applicable state-provided disability insurance benefits. The university will coordinate the use of any accrued paid sick or paid vacation time during an employee’s leave with any state disability insurance benefits provided to the employee. For eligible administrators and faculty who take pregnancy disability leaves, the university will pay to the employee the difference between any state disability insurance payment to the employee and the employee’s regular salary for up to 12 workweeks during each 12 month period. Where the employee also is eligible for and takes family and medical leave, the salary supplement shall be provided for a total of 12 workweeks during the combined pregnancy disability leave and family and medical leave.

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• Benefits During Leave The university will maintain health benefits for an employee on pregnancy disability leave, provided the employee continues to receive pay from the university that is sufficient to cover the employee’s share of the applicable premiums. If the pregnancy disability leave is unpaid by the university, or if the employee’s pay from the university is not sufficient to cover the employee’s share of the premium, the employee will be converted to COBRA coverage. Where the employee is eligible for family and medical leave, benefits provided during the leave will be governed by the university’s family and medical leave policy. Other benefits (including but not limited to paid vacation and retirement contributions) will not accrue and holidays will not be paid during any portion of the pregnancy disability leave that is unpaid by the university. • Discrimination and Retaliation Prohibited The university prohibits discrimination or retaliation against an employee because of her pregnancy or because she has exercised her right to request or take a pregnancy disability leave or a pregnancyrelated transfer under applicable law. Any employee who believes that she has been discriminated or retaliated against in violation of this policy should direct her complaint to the employee’s supervisor, to Human Resources, or the appropriate vice president. The complaint need not be made to the supervisor if the supervisor is the individual accused of engaging in the improper conduct. The university will investigate the complaint and take appropriate corrective action based upon the findings of the investigation. Engaging in discrimination or retaliation in violation of this policy will result in appropriate disciplinary action, up to and including termination of employment. • Administration of the Policy Applicable law and regulations will govern the interpretation of this policy and provide for certain exceptions to the university’s obligations in connection with the leave or transfer. Additional leave time may be available to employees who are eligible to receive family and medical leave. Questions regarding pregnancy disability leaves, pregnancy-related transfers, and other applicable leaves of absence should be directed to Human Resources. (May 22, 2008)

3.10.3 Medical Leave Policy The University of San Diego will grant medical leaves under this policy to eligible employees in accordance with the requirements of applicable law. This policy does not apply to or govern leaves that are provided for under other applicable university policies, including but not limited to policies governing family and medical leaves and pregnancy disability leaves. This policy is intended to provide an overview of the university’s and the employee’s rights and responsibilities, but in no way is intended to diminish the obligations set forth under federal and state law, or to increase the obligations set forth under federal and state law except where expressly provided for in this policy. • Employee Eligibility An employee who requires a medical leave as a reasonable accommodation for his or her own certified disability or other medical condition is eligible for medical leave under this policy.

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• Amount of Leave An eligible employee may take medical leave for the period of certified disability, provided that the university can reasonably accommodate the request for leave. The duration of a requested leave will be approved by the university on a case-by-case basis. Approval of a leave or an extension of a leave is conditioned on the existence of a reasonable expectation that the employee will be able to return to work. While no particular duration for a leave is guaranteed, the maximum total leave period may not exceed one year (inclusive of all related leave taken by the employee, including but not necessarily limited to family and medical leave and pregnancy disability leave.) Applicable provisions of the university’s relevant rank and tenure policy will apply where a faculty member has exhausted all available medical leave. • Notice If the need for leave is foreseeable, the employee must provide the university with at least 30 days’ advance notice before the medical leave is to begin. If, under the circumstances, 30 days’ notice is not practicable, notice of the need for the leave must be given as soon as possible. Notice should be provided to the employee’s supervisor and/or to Human Resources. While written notice is not required, employees are requested to submit a request for leave in writing and to meet with Human Resources prior to commencing the leave where possible. Failure to comply with these notice rules is grounds for, and may result in, deferral of the requested leave until the employee complies with these notice requirements. The employee must notify his or her supervisor and Human Resources of any changes in the status of the leave, the expected start date, or the expected return date. Any such requested changes are subject to approval by the university. • Certification by Health Care Provider The university will require the employee to submit a certification from his or her health care provider as a condition of taking the leave. The certification must include: (1) the date on which time off from work due to the disability or other medical condition commenced or will commence; (2) a statement that the employee is unable to perform the functions of his or her position; and (3) the probable duration of the absence due to the disability or other medical condition and estimated return-to-work date. The university may require a second or third medical opinion if the initial certification is inadequate. In addition, the university reserves the right to request a subsequent recertification of a disability or other medical condition every 30 days or otherwise when it is appropriate to do so under the circumstances. If the need for leave may extend beyond the time covered by a certification, and additional leave is requested, the employee is required to provide the university with an updated certification from his or her health care provider. Certification for the extension shall be submitted prior to the expiration of the current certification. Failure to submit the updated certification in a timely fashion may result in the denial of an extension of the leave and, if the employee fails to return to work, the employee may be considered to have abandoned his or her employment at the university. • Return to Work The employee is requested to provide at least two weeks’ advance notice of his or her expected return date whenever reasonably possible. The employee’s reinstatement rights are governed by applicable law. The university will make reasonable efforts to reinstate the employee into the same or

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an equivalent position upon the employee’s return from the leave. However, the university reserves the right to deny reinstatement for reasons of business necessity or where reinstatement would pose an undue hardship to the university. If an employee fails to return from an approved leave on the agreed upon date and fails to obtain an approval for an extension of the leave, the employee may be considered to have voluntarily abandoned his or her employment with the university. The university will require certification from the employee’s health care provider of the date the employee is able to resume work and limitations, if any, on the employee’s ability to perform his or her job duties. The return-to-work certification must be provided to the university on or before the date of employee’s return to work and is a condition of reinstatement. • Compensation During Leave / Substitution of Accrued Paid Time Off Medical leave is unpaid by the university, except where expressly stated otherwise in this policy. Eligible staff employees are required to use any accrued paid sick time and vacation for any part of the medical leave, subject to the coordination with any applicable state disability benefits as provided below. For administrators and faculty in benefit-based positions who take medical leave, the university will pay to the employee the difference between any state disability insurance payment to the employee and the employee’s regular salary for up to 12 workweeks during each 12 month period. Where the employee also is eligible for and takes family and medical leave or pregnancy disability leave, the salary supplement shall be provided for a total of 12 workweeks during the combined leaves of absence. For administrators in benefit-based positions, should the leave exceed 12 workweeks, the administrator is required to use any accrued paid vacation for any part of the medical leave. Once all accrued paid vacation is used, any remaining medical leave will be unpaid by the university. For faculty in benefit-based positions, should the leave exceed 12 workweeks, any remaining medical leave will be unpaid by the university. As a condition of receiving payment from the university during the medical leave, an employee must apply for any applicable state-provided disability insurance benefits. The university will coordinate the use of any accrued paid sick or paid vacation time during an employee’s leave with any state disability insurance benefits provided to the employee. • Benefits During Leave The university will maintain health benefits for an employee on medical leave, provided the employee continues to receive pay from the university that is sufficient to cover the employee’s share of the applicable premiums. If the medical leave is unpaid by the university, or if the employee’s pay from the university is not sufficient to cover the employee’s share of the premium, the employee will be converted to COBRA coverage. Benefits (including but not limited to paid vacation and retirement contributions) will not accrue and holidays will not be paid during any portion of the medical leave that is unpaid by the university. Medical Leave Policy Policy 3.10.3 Page 4 of 4 • Discrimination and Retaliation Prohibited The university prohibits discrimination or retaliation against an employee who has exercised his or her right to request or take medical leave under applicable law. Any employee who believes that he or

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she has been discriminated or retaliated against in violation of this policy should direct his or her complaint to the employeeâ&#x20AC;&#x2122;s supervisor, Human Resources, or the appropriate vice president. A complaint need not be made to the supervisor if the supervisor is the individual accused of engaging in the improper conduct. The university will investigate the complaint and take appropriate corrective action based upon the findings of the investigation. Engaging in discrimination or retaliation in violation of this policy will result in appropriate disciplinary action, up to and including termination of employment. â&#x20AC;˘ Administration of the Policy Applicable law and regulations will govern the interpretation of this policy and provide for certain exceptions to the universityâ&#x20AC;&#x2122;s obligations in connection with the leave. Questions regarding medical leave or other applicable leaves of absence should be directed to Human Resources. (May 22, 2008)

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SECTION 4:

COURSE AND STUDENT POLICIES AND INFORMATION

2009-2010 SOLES FACULTY HANDBOOK

Course Information Canceled Classes 1.

If you foresee the necessity of canceling a class, please notify the students the week before. Notify by phone or e-mail any student not present at the time you notify the class of the expected cancellation. These classes should be rescheduled for another date. The cancellation of one class may amount to the loss of a full week of instruction for the students who are paying considerable tuition.

If an emergency arises so that you unexpectedly must cancel a class, ask your program area administrative assistant to contact the students. It is a great inconvenience to those who travel a considerable distance to arrive only to learn that the class has been cancelled.

Whenever a class is to be cancelled or has been cancelled, please notify your Program Director/Department Chair, indicating what arrangements have been made for the make-up of the class.

Changes in Assigned Classrooms If a change in classrooms is deemed necessary, please submit your request to the Office of Budget and Operations explaining why you need to change rooms, as well as your course name, number, and enrollment. If you will not be in class and/or have a speaker or substitute, the Program Director or Department Chair should be notified. If for any reason your class is not meeting in the scheduled classroom, your Program Director, or Department Chair, and administrative assistant must be notified. This includes finals.

Children of Faculty in Classes Because faculty membersâ&#x20AC;&#x2122; first responsibility when teaching is to students, children of faculty are not permitted to attend class or course activities except in the case of a last-minute, unforeseen emergency. SOLES offers family oriented activities throughout the school year and encourages faculty to participate with children in these extra-curricular events.

Children of Students in Classes SOLES provides a supportive environment for parents attending SOLES programs and classes. However, children of students are not permitted to attend class or course activities except in the case of a last-minute, unforeseen emergency. SOLES offers family-oriented activities throughout the school year and encourages students to participate with children in these extra-curricular events.

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Early Final Examinations There can be no changes from the examination schedule without the prior written authorization of the Program Director/Department Chair.

Obtaining Course Information Online For information regarding your courses, including course rosters, log into your MySandiego account with your USD username and password (http://my.sandiego.edu). The Faculty Dashboard located on the “Teach/Advise” tab will list all the courses you are scheduled to teach in the current and/or coming semester(s). Click on each course to view information such as meeting time, location, units, etc. To view the roster of students who have enrolled in the course, click on “Enrollment” under “Enrollment Counts.” CE6 (WebCT/Blackboard ) CE6 (WebCT/ Blackboard) is an integrated set of course management tools that enable faculty members to easily design, develop and manage web based enhanced courses. Once you have created a new course through CE6, students who register for the class and have a valid USD email address will be given access to CE6 within 24-48 hours of registering (you do NOT have to upload your roster). For more information about CE6, including training schedules and course activation requests, visit http://www.sandiego.edu/its/idt/CE6/faculty/. Remember: A valid USD student email account is required before students can be given access to a CE6 course via the roster upload process. If a student does not yet have an account established or has forgotten his/her USD email access information, they will need to go to Serra 205 or UC 117 to obtain an account.

Student Course Evaluation Procedures 

All courses (including weekend, 5 week or other non-traditional courses), fieldwork, and student teaching supervision will be evaluated by students each semester.



Each instructor will receive a packet of evaluation forms approximately one week before the last day of class from the administrative assistant for his or her program. Each instructor may provide the Director and/or the Dean with additional results from any other evaluation instrument he/she may wish to use.

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The instructor must complete the instructor information sheet, prior to distributing it to students.

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The instructor will assign a student who will administer the instruments to fellow students for completion during the last class. Faculty must leave the room during the time students are completing the evaluation to ensure confidentiality. The assigned student will collect the forms, place them in the envelope, and take them to the Dean's office. All responses will be anonymous. Please note: The student must seal the envelope and write his/her name over

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the seal. Directions to the student will be attached to the packet. Students must turn in the envelope to the appropriate program or department office. 

The Dean will review evaluations for part-time faculty members and then send each course evaluation to the Program Director/Department Chair. The Director/Chair will, after his/her review, return the summary of evaluations to the faculty member within one month after the last day of class.

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Please do not have students mail in evaluations.

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Off-campus courses follow a different procedure. Please see the Program Director/Department Chair.

Syllabi All faculty are required to file a syllabus within the first two weeks of each semester for every course

he/she teaches. You must submit your syllabi by e-mail to the administrative assistant for your program. Please refer to the sample course template in appendix. The following should be included in the syllabus: a. b. c. d. e. f. g. h.

Instructor contact information (phone and email address) Office Hours Course description Course Objectives – Aligned with SOLES, department/ program learning objectives Course Outline of topics Assignments and methods of evaluation Required and recommended readings and websites. Statements about grade of incomplete and requests for accommodation

All syllabi must include the following statements: Grade of Incomplete: The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent “F.” Requests for Accommodation: Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in considering specific accommodations.

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Student Information School of Leadership and Education Sciences (SOLES) Graduate Student Association (SGSA) Address:

SOLES Graduate Student Association School of Leadership and Education Sciences University of San Diego 5998 Alcalรก Park San Diego, CA 92110-2492

Fax Number: (619) 260-6835

http://sandiego.edu/academics/soles/currstudents/gsa Web Site: ____________________________________________________________________________

Executive Council Lauren Johnson

President

ljohnson@sandiego.edu

Khalia Ii

Communications Director

kii-10@sandiego.edu

Kell Dorey

Special Events Director

kdorey-10@sandiego.edu

Kate Sheridan

Financial Director

ksheridan@sandiego.edu

Currently Vacant

Graduate Student Council Rep

Representatives Megan Grady

Counseling

mgrady@sandiego.ed

Elizabeth Castillo

Leadership

ecastillo-10@sandiego.edu

Currently Vacant

Learning and Teaching

Currently Vacant

Doctoral

Laura Sudano

Marital and Family Therapy

Currently Vacant

First Year Representative

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lsudano-08@sandiego.edu

Graduate Student Policy Handbook All Graduate Student Policies can be found in the 2009-2010 Graduate Student Policy Handbook found in Appendix D of this handbook, or on the following website: http://www.sandiego.edu/soles/documents/handbooks/Graduate_Student_Policies.pdf *Please Note: All forms related to the policies listed below can be found on the SOLES Faculty Forms and Policies Page: http://www.sandiego.edu/soles/faculty/forms_and_policies.php

Add/Drop Procedures Students who wish to change their registration must do so on the appropriate form within the stipulated time period. Students are allowed to add and/or drop courses during the pre-registration period at the Registrar’s Office. During the Fall and Spring semesters, courses may be added during the first eight days of class (advisor's signature required), dropped until the tenth week of the semester (advisor’s signature not required), and withdrawn until the tenth week of the semester (advisor’s signature not required). Courses officially dropped between the last day to add classes and the last day to withdraw from classes will receive a grade of “W” (not included in GPA). After the withdrawal deadline the student will receive a grade for the course. Withdrawal after the deadline (with a “W”) is only granted when there is written documentation of a major injury, serious illness or similar factor beyond the student’s control which precludes her or his continuing in the class. Students who discontinue class attendance and neglect to withdraw (“drop”) officially from the course are subject to failing the class. Registered students who withdraw from the University (i.e., terminate all courses in progress) must officially drop their courses by filing a Notice of Withdrawal form in the Graduate Records Office, Founders Hall, Room 106. The same drop policies and deadlines apply to students who withdraw from the University as for those who drop only one course. Tuition is fully or partially refundable only when a student officially withdraws. The date of withdrawal for refund purposes is considered the date the “Notice of Withdrawal” form is received and date stamped in the Graduate Records Office. Students must secure all required signatures prior to submitting the form to the Graduate Records Office. For deadlines and tuition refund policies during Summer and Intersession, see the relevant Summer and Intersession bulletins. Condensed or abbreviated sessions (e.g. five week, one week, weekend…etc.) also require that students register by the posted deadlines in the relevant Summer or Intersession bulletin. Read semester course schedules carefully. Posted deadlines may differ for undergraduate and graduate students. Students who receive any form of financial aid must consult with the Office of Financial Aid if their registered units drop below the required number of units for continuation of aid. Students withdrawing from their current classes will lose eligibility for Federal financial aid, and depending on the time of their withdrawal, will be required to return either all, or part, of the Federal financial aid they received for that semester.

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Change of Program Graduate students who have been accepted into a specific program or area of specialization within a program who wish to change to another specialization within the same program area must complete the USD graduate students’ “Change of Program Petition.” A sample of this form is available in the appendix. Students wishing to change their program area must complete a separate admissions application for the program area they wish to transfer to. Admission to one program in the School of Leadership and Education Sciences does not guarantee admission to another program area in the school. A sample form can be found in appendix C.

Grade Grievance Procedure Grading criteria, course content, assignments and other requirements are set by instructors and provided to students in writing. The presumption is that students have been given ample opportunity for clarification of class requirements, including assessment, at the beginning of a given course. The instructor's judgment regarding assessment and grading is presumed to be correct. Therefore, the burden of qualifying a grievance rests with the student. At every level in the grievance procedures all participants should understand this presumption. A student has the right to question a final grade given by a faculty member. 1. Any student may at any time consult her or his instructor about a grade. The exercise of this right does not require a fixed procedure nor is it subject to procedural conditions. 2. If a student feels that she or he has been given an unjust grade, the student should first approach her or his instructor to resolve the difficulty. However, if the student believes she or he has reason not to approach the instructor, the Department Chair/Program Director (or her or his delegate) shall be the judge of the advisability or inadvisability of making this first step. 3. In cases where the Department Chair or Program Director has ruled that direct consultation with the instructor is inadvisable, the student may present her or his case, along with any graded work, to the Chair or Director. The student may request that the instructor provide the student with a copy of the work in question. The Chair or Director shall review the disputed grade in consultation with the instructor. After this review, the instructor may decide to change the original grade or not. The Chair or Director will communicate the instructor’s decision to the student. 4. If the matter is not satisfactorily settled at number “3” above, the student may present his/her case to the Associate Dean for review. 5. If the efforts described in steps “2” through “4” do not resolve the dispute, the student may formally challenge the assigned grade. The policy regarding a formal challenge of a grade in the School of Leadership and Education Sciences is as follows: a) An academic grade may only be formally challenged on grounds that it reflects other than appropriate criteria as stated on the course syllabus. b) Students may only challenge grades when they claim to have earned a grade at least one full letter higher than the grade assigned by the instructor (e.g., the student is assigned a grade of C+ and alleges that the actual grade should have been B+ or higher). c) A written petition presenting evidence concerning step “5.a.” must be submitted to the School of Leadership and Education Sciences Associate Dean no later than the end of the seventh full week of instruction in the semester following that in which the grade was given. 6. The procedure following submission of the petition by the student is as follows:

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a) On receipt of the petition, the Associate Dean will promptly appoint a committee consisting of two faculty members and one student. The student and at least one of the faculty members will be associated with the student’s program. The committee’s membership is privileged information. b) The committee will promptly decide whether the evidence presented by the student warrants an investigation. If it does not so find, the committee will take no further action on the case and the student will be so notified. If the committee so finds, it will conduct an investigation. c) During the investigation, the committee must provide a fair proceeding for instructor and student, including information as to the character and object of the proceedings, knowledge of the allegations and evidence produced by the student in making out her or his case, and an opportunity for both parties to respond in writing and/or orally. d) If, during the course of this investigation, the instructor voluntarily decides to change the original grade assigned the instructor will report this decision to the student and the Associate Dean, and the committee will take no further action. e) If no agreement is reached, the committee must decide whether the grade reflected criteria other than those stated on the syllabus, and if so, the criteria that were reflected. f) Their conclusions shall be made in the form of a preliminary written report, copies of which are to be sent to the Associate Dean, the instructor and the student. The instructor and the student will have the opportunity of submitting written responses to the committee within ten days of receipt of the preliminary report. The committee will review the written responses, if any, before issuing its final report to the Associate Dean. g) Submission of the final written report to the Associate Dean will be the final action taken by the committee. NOTE: All other student academic appeals in SOLES will follow a similar process.

Incompletes, Withdrawals, Change of Grades 1.

The grade of Incomplete is available only when the requirements for the course have been substantially completed; the reason for an Incomplete is legitimate only if a small fraction of work remains, and the progress of the student in the course gives promise of a passing grade upon completion.

The Incomplete grade is not counted in the computation of GPA for the semester for which the Incomplete grade was authorized.

A student who receives a grade of Incomplete must complete all missing work by the end of the tenth week of the next regular semester; otherwise, the Incomplete grade remains in the record permanently, with the same effect on the Grade Point Average as if it were an F.

W for Withdrawal is the allowable designation until the end of the tenth week of a semester; after that date, there is no possibility of withdrawal; the student will receive a grade for the course.

A faculty member assigning a grade of Incomplete must file a signed “Notice of Grade of Incomplete” form (please see sample form in appendix C) with the Dean’s office, indicating the reason for the Incomplete grade and attach it to the grade sheet.

The student is ineligible for honors or awards until the work for the semester in question is completed, at which time “honors” may be applied retroactively.

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When the work is completed, a Removal of Incomplete or Change of Grade form (please see sample form in appendix C) must be completed and signed by the instructor and the Dean. One copy is then placed in the studentâ&#x20AC;&#x2122;s file and the original is sent to the Registrar.

Internationalization Requirement See Appendix C For Form

All SOLES degree students are required to complete an international experience as defined by their respective programs. Please see student handbooks for details and Appendix C for the form to be completed.

Leave of Absence Upon matriculation, students are expected to register in at least 3 units of coursework every fall and spring semester until all degree requirements have been completed. Doctoral students who have completed 60 units of credit must continue to enroll in at least one unit of dissertation every fall and spring semester until the dissertation is completed. Master degree candidates working on a thesis must also enroll in one unit of independent study each fall and spring semester. Students are not required to enroll during intersession or summer, although some courses may only be taught during those sessions. Students who are unable to maintain continuous enrollment need to complete a Leave of Absence form. The advisor, Program Director/Department Chair, and the School of Leadership and Education Sciences Dean must approve the leave of absence. Failure to maintain continuous enrollment may result in suspension from the program and students must apply for readmission unless this form is on file and current. Leaves may be granted for up to one year, and only under extreme circumstances will a student be granted a second leave of absence. Students in the dissertation or thesis stage are not eligible to take a leave of absence. In extreme cases, students may need to withdraw from current classes by completing a Notice of Withdrawal form. If they wish to remain in the program, they must also file a Leave of Absence form (see appendix C). Students withdrawing from their current classes will lose eligibility for federal financial aid, and depending on the time of their withdrawal, will be required to return either all, or part, of the federal aid they received for the semester.

Participation in Graduation POLICY ON PARTICIPATION OF AUGUST GRADUATES IN THE MAY COMMENCENCEMENT STUDENTS WHO MAY PARTICIPATE: Of the graduate students scheduled to receive their degrees in August, only those with nine or fewer units of remaining work and whose work falls in the following categories will be allowed to participate in the current yearâ&#x20AC;&#x2122;s May commencement ceremony. a.

Coursework, one or two courses.

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b. Practicum, fieldwork or student teaching. c. Internship. As in the case of undergraduate students, these August graduates will be required to take their remaining summer work at USD. They must register for the course in the Special Sessions Office (Founders 108), and pay in full by May 1. ____________________________________________________________________________ STUDENTS WHO MAY NOT PARTICIPATE THIS YEAR: Graduate students scheduled to graduate in August and whose remaining program requirements include any of the following will not be allowed to participate in the current year’s May Commencement, but will be invited to attend Commencement in the following year. a. b. c. d. e.

Independent study. Foreign language or comprehensive exam. Final project, portfolio, or integration paper. Master’s thesis.* Doctoral dissertation.

*Students advised under any previous policy should discuss this matter with the Dean prior to May 1.

Probationary Graduate Students The following are the procedures for dealing with probationary students each semester: 1.

The Registrar determines which students are to be considered for probation and which students could be dismissed.

The Office of the Registrar sends to the School of Leadership and Education Sciences a list of probationary students and their grade reports.

Once the Assistant Dean receives this list and the grade reports, she may consult with the appropriate Program Director/Department Chair to discuss an appropriate course of action.

The Assistant Dean, upon consultation, determines whether probationary status is appropriate. If the case is clearly a probationary one, she informs the student, the advisor, the Program Director/Department Chair, the Registrar’s office, and the Graduate Records office by letter, placing a copy in the student’s file. Consideration will be given to GPA, unusual circumstances, recommendations from instructors, and the influence of the “I” grade.

Students who remain on probation for more than one semester may be dismissed from the School of Leadership and Education Sciences.

SOLES Student Disciplinary Procedures The majority of our students are fine people, and discipline is not something that requires our attention. However, there are situations when students exhibit behavior that is problematic. This seems to be more of an issue with our undergraduate students, but we have had similar problems with graduate students. In these situations, we recommend the following action be taken to avoid more severe problems in the future:

150

At the beginning of class, communicate with all your students what you expect of them. Be very clear about your expectations for student conduct in your classroom.

If there is a problem, communicate privately with the student what your concerns are regarding his or her behavior. Work with the student to assist in modifying his or her behavior, if possible.

If the behavior does not change, meet with the student outside of class and document (in writing) the behavior that you feel is inappropriate. Let the student know that your written observation of his or her behavior will be placed in his or her student file. Send a copy to the Program Director/Department Chair of any written documentation placed in the student’s file.

If the behavior still does not change, notify your Program Director/Department Chair. He or she will work with you to solve the problem. He or she may do one of the following (depending on the particular events surrounding the situation):   

Meet with the student to discuss the nature of the concern. Have a meeting with you and the student to discuss the behavior. Have a meeting with the student and the Dean to discuss the situation and future action.

The Program Director/Department Chair or Dean will communicate with you following any meeting in which you are not present. At this point, if there is no change, the Dean’s office will be notified, and the situation will be handled accordingly.

Student Progress It is the responsibility of each faculty member to inform the appropriate Director about students whose progress should be reviewed. This includes any student who receives a “C” grade during any semester.

Mid-Term Grades for Undergraduate Students If you have undergraduate students in any of your classes you will need to submit these grades via WebGrades on My.Sandiego.edu at midterm. You can access WebGrades by logging into My.Sandiego and clicking on the “WebGrades” link on the Teach/Advise tab.

Summary on Academic Integrity Complete policy available at: www.sandiego.edu/honorcouncil/integrity.php All members of the University community share the responsibility for maintaining an environment of academic integrity since academic dishonesty is a threat to the University. Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or invention of

151

data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e) misappropriation of resource materials; f) any unauthorized access of an instructor’s files or computer account; or g) any other serious violation of academic integrity as established by the instructor. It is the responsibility of the instructor to determine whether a violation has occurred. An act of academic dishonesty may be either a serious violation, or, if unintentional, an infraction (a non-serious violation of course rules). If the instructor determines that an infraction (as opposed to a serious violation) has occurred, the instructor can impose penalties that may include: a) reduction in grade; b) withdrawal from the course; c) requirement that all or part of the course be retaken; and d) a requirement that additional work be undertaken in connection with the course or exercise. Students may formally challenge the instructor’s determination of infraction (see below). Instructors shall report all violations, whether, infractions or serious violations, both to the Dean’s office and the student using the Academic Integrity Violation Preliminary Worksheet. The Associate Dean will contact the student and ensure she or he is aware of the Academic Integrity policy. The Associate Dean will appoint a hearing committee only when: 1) the instructor reports that a serious violation occurred, or 2) the instructor reports that an infraction occurred and the student wishes to appeal the determination of infraction. The hearing committee will include, in addition to the Associate Dean, a faculty member and two students from the School of Leadership and Education Sciences, and a faculty member from outside the School of Leadership and Education Sciences. If the hearing committee determines that a serious violation has occurred it also will determine sanctions to be applied which may include: a) expulsion from the University; b) suspension from the University for up to one year; c) a letter of censure; and d) imposition of a period of probation. If the hearing committee determines an infraction has occurred the penalty imposed by the faculty member will be upheld. If the hearing committee determines that no serious violation or infraction has occurred, it will request the instructor to take action consistent with that determination. If the hearing committee determines that expulsion is the appropriate sanction the student may appeal to the Provost.

Transfer of Credits It is recommended that students petition during their first semester in order to plan their academic program accurately. Transfer petitions for previous work will not be accepted in the student’s final term unless the transfer course is being taken in the final term. Upon matriculation at USD, students must receive approval prior to taking course work outside USD if they plan to transfer it into a degree program. Immediately upon completion of the course, the student must request that an official transcript be sent to the USD Graduate Records Office. Students may petition the Associate Dean in the School of Leadership and Education Sciences for an exception to these regulations, but should do so only after consulting with the advisor and director/coordinator of the graduate program, whose recommendations must appear on the Petition for Transfer of Graduate Credit. The student must also request that an official transcript of the course be sent to the Graduate Records Office if the transcript was not included among the admissions documents. When both the petition and transcript are on file they will be reviewed in the Graduate Records Office for conformity to USD policies. Grade(s) awarded by the issuing institution will not be calculated in the student’s overall grade point average or taken into account during probationary review.

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Students may petition to transfer credit from another university under the following conditions: 1. Credit must be from an accredited, USD-approved university. 2. Credit must be at the graduate-level at the university of origin. The student is responsible for submitting acceptable supporting documentation. 3. Credit must be relevant to the USD degree program and be approved by the program director/coordinator. 4. Transfer courses cannot repeat essentially the same content of work taken at USD. 5. Credit may not be used (or have been used) toward any other degree. 6. Credit earned more than five (5) years prior to matriculation at USD will not be accepted. 7. A grade of “B” or higher must have been earned (grade of “Pass” or “Satisfactory” ordinarily is not acceptable). 8. Students must supply satisfactory documentation regarding course content for independent study or self-directed courses. 9. The number of credit hours transferred will be based on USD’s semester credit system rounded down to the nearest full or half unit (multiply the number of quarter hours by .67 and round down). For example, four (4) quarter-hours x .67 = 2.68 which will be recorded as 2.5 USD semester-hour units). It is the student’s responsibility to make up the difference if the total number of degree credits falls short of the requirement for the degree. The amount of USD credit awarded may not exceed the equivalent amount on the originating transcript. 10. Although transfer credit from other universities will be posted on the USD transcript, grades will not be posted or computed in the USD grade point average for probation/disqualification review. 11. See table below for the maximum number of non-USD credits allowed: Maximum Number of Program Semester Units Transferable 6 30-44 unit Master’s 9 45-53 unit Master’s 12 54-63 unit Doctorate Exceptions to these limits require written permission of the Associate Dean. Courses Taken After Enrollment at USD USD students planning to take a degree requirement or elective at another university must process the transfer petition as described above prior to taking the course. Immediately upon completion of the course, the student must request that an official transcript be sent to the USD Graduate Records Office. A grade of “B” or better is required in order to receive credit (units only) when transferring a course from another institution. Grade(s) awarded by the issuing institution will not be calculated in the student’s overall grade point average. After the petition and transcript are on file they will be reviewed by the Graduate Records Office for conformity to USD policies.

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APPENDICES

2009-2010 SOLES FACULTY HANDBOOK

APPENDIX A Office and University Information 

Out of Office Form



Faculty Directory Information Form



Outside Employment Form



Special Order Request Forms



Supervisor’s Report of Work Injury

Print Form

OUT OF THE OFFICE FORM Date: To:

Program Administrative Assistant

From: Out of the office from:

returning on Day / Date

Day / Date

Purpose:

Lodgings: Location: Phone No.: Contact Person(s): Name

Hm/Wk Phone

Name

Hm/Wk Phone

Name

Hm/Wk Phone

School of Leadership and Education Sciences 5998 Alcalá Park, San Diego, CA 92110-2492 Phone (619) 260-4540 • Fax (619) 849-8195 • www.sandiego.edu/soles

AH 10/27/08

Please note: Both sections of this form must be filled out each semester and returned to your program assistant. Do not cut white or pink copy in half.

FACULTY DIRECTORY INFORMATION

Semester & Yr: ___________

CHECK HERE__________IF ADDRESS INFORMATION HAS CHANGED SINCE LAST SEMESTER (Changes must also be reported to Human Resources) SCHOOL OF LEADERSHIP AND EDUCATION SCIENCES

FACULTY DIRECTORY

Name: ________________________________________________________________________________ Last

First

M.I.

Address: ______________________________________________________________________________ ______________________________________________________________________________ City

State

Zip

Home Phone: _________________________________ Work Phone: _____________________________ Email: ________________________________________________________________________________ Emergency Contact: _____________________________________________________________________ Check one: Phone number _______________Address____________May be given to students. Phone number________________Address____________May NOT be given to students!! ------------------------------------------------------------------------------FACULTY SCHEDULE Name: ___________________________________

SEMESTER & YR: ____________ ____________________/_____________ Bldg. & Rm. #

Phone Ext.

E-Mail Address: __________________________________________________________________ Course Title, #, Sec.

Bldg. & Rm. #

Monday

Tuesday

Wednesday

Thursday

Friday

Office Hours:

White – SOLES Receptionist

Yellow – Office Door

Pink – Program Assistant Rev. 07/05

OUTSIDE EMPLOYMENT FORM Name: _____________________________________ Year: ____________________ Please report teaching assignments, private practice, consultancies, and other work performed for employers other than the University of San Diego for which you have received, are receiving, or expect to receive compensation (salaries, fees, honoraria) during the currently academic year. If you are not engaged in outside employment, please indicate this and return the form to the Deanâ&#x20AC;&#x2122;s office. Employer(s)

Activities

Time Allocated*

*Specify the number of days per week, per month, or per semester. Eight hours equals one full day. Include in your report fractions of days as well as full days.

Revised 8/24/09 KS

Attachment B

Special Order Request Form The School of Leadership and Education Sciences now has a list of office supplies from Corporate Express that have been approved for ordering for faculty and staff. This list was compiled with cost efficiency in mind and includes less expensive options for basic office supplies. Therefore, when you need to order pens, for instance, we will order from the approved list of pens that have been proven to be more cost effective. This form is for specialty items that do not appear on the approved list of office supplies. If there is an item that you must have, please fill out this form with the required information and obtain a signature of approval from the Deanâ&#x20AC;&#x2122;s office. Be sure to justify why you need the item and indicate what you will use it for. Name of requestor:

Item:________________________

Item:_________________________

Explanation of Item/Use:________ ____________________________

Explanation of Item/Use:_________ _____________________________

____________________________

_____________________________

____________________________

_____________________________

____________________________

_____________________________

Approved/Denied______________

Approved/Denied_______________

Item:________________________

Item:_________________________

Explanation of Item/Use:________ ____________________________

Explanation of Item/Use:_________ _____________________________

____________________________

_____________________________

____________________________

_____________________________

____________________________

_____________________________

Approved/Denied______________

Approved/Denied_______________

Signature of Requestor: Date:

SUPERVISOR’S REPORT OF WORK RELATED INJURY/ILLNESS (TO BE COMPLETED WITH 24 HOURS OF FIRST REPORT OF INJURY) PLEASE PRINT

EMPLOYEE: _____________________________________________DEPT:________________POSITION:_________________ DATE OF INJURY: ____/____/____TIME:________ AM PM DATE OF HIRE: ___/___/___

DATE REPORTED: ___/___/___ TIME: ____________AM PM

FULL TIME: ___ PART TIME: ___

LOCATION OF OCCURRENCE: ___________________________________________________________________________ 1. What was the employee doing at the time of the injury/onset of illness? ____________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ 2. What was the cause or series of causes which led to the injury/illness? ____________________________________________ _______________________________________________________________________________________________________ 3. Was the employee working with another party at the time of the injury: telephone numbers of other persons directly involved in the activity:

No___ Yes___ If “yes” Provide name(s) and

____________________________________________________________________Also injured? Yes ___ No___ ____________________________________________________________________ Also injured? Yes ___ No___ 4. Were there witnesses to the injury: Yes ___ No ___ If “yes”:

Not aware of any at this time: ____

Name: _____________________________________________________ Phone: ________________________ Name: ______________________________________________________ Phone: ________________________

5. Was this activity part of the employee’s normal duties?

Yes____

No ____

IF “NO”: 5a. Was employee instructed to perform this activity? Yes_____ No____ 5b. Explain the circumstances that led employee to be performing this activity: ______________________________ _______________________________________________________________________________________________________ 6. Had the employee performed this activity prior to the injury? Yes ___ No ___

NA ___

7. Had the employee been trained on how to perform this job duty? Yes ___ No ___ Are the training records available for review, if needed? Yes ___ No ___

NA ___

8. Please describe the physical surroundings at the time of Injury. Include description of any conditions or circumstances that may have contributed to the injury and any corresponding warning signs that were in place. For example, if floor was wet, was there a “Wet Floor” sign? _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ (Questions continue on reverse)

RM-SRI/I:3-04

9. Does this activity require the use of Personal Protective Equipment (PPE)? Yes ___ No ___ If “YES” 9a. Was employee correctly wearing the PPE? Yes ___ No ___ 9b. Had the employee received training on the use of the PPE? Yes ___ No ___ 10. Was any equipment, machinery or tool being used by the employee at the time of the injury? Yes ___ No ___ If “YES” 10a. List the equipment, machinery or tool(s). For equipment or machinery, list the manufacturer, make, model and serial number: ________________________________________________________________________________________ 10b. Had employee received training on the use of the above? Yes ___ No ___ Unknown ___ NA ___ If yes, are training records available for review? Yes ___ No ___ 10c. Was the equipment/machinery/tool in good working condition? Yes ___ No ___ Unknown ___ If “No”, explain:___________________________________________________________________________ ________________________________________________________________________________________ 10d. Can the maintenance records be located? Yes ___ No ___ NA ___ 10e. Was the employee correctly using the equipment/machinery/tool? Yes ___ No ___ Unknown ___ If “No”, explain: __________________________________________________________________________ ________________________________________________________________________________________

11. Describe any other circumstances that contributed to this injury/illness:

_______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

12. In your opinion, how could this injury/illness have been avoided? _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

COMPLETED BY:

MANAGER/SUPERVISOR:________________________________________ TELEPHONE:________________ TITLE:_________________________________________________________ DEPARTMENT:___________________________

SIGNATURE:___________________________________________________ DATE:___/___/___

Please use addition pages as needed to provide all pertinent information regarding this employee injury/illness. If you have any questions regarding completion of this report, please call extension 7677. Forward completed report to the Risk Management Program office (CM102).

RM-SRI/I:3-04

APPENDIX B General Policies and Procedures 

Airline Travel Requirements



Faculty Research Grant Reporting Form



Faculty Appointment Policies and Procedures



Faculty Masters Capstone Form



Sabbatical Leave Policies and Procedures



Agreement and Release of Liability Form



Agreement and Release of Liability—Study Abroad

SECTION REVENUE AND ACCOUNTING SERVICES CHAPTER DATE REVISED SUBJECT EXPENSE REIMBURSEMENT

NO. 7.0.4 DATE ISSUED

PAGE

SUMMARY OF REQUIREMENTS FOR AIRLINE TRAVEL

What is required

University’s Travel Agent POETS charge code given verbally to University Travel Agent

Reimbursement for Airline Travel (Includes Payments using Diners Club) Original passenger receipt

Reimbursement for Electronic Airline Tickets (Includes Payments using Diners Club) Original ticketless receipt from the airline

Original boarding pass (last voucher in preprinted ticket package)

Original passenger receipt OR If these items are not available, a copy of the ticketless receipt can be accepted, if it is accompanied by: • Original boarding pass; or • Original baggage claim stubs

What is not accepted

N/A

• • •

Credit card statements as proof of payment Photocopies of the passenger receipt Travel agency receipts

Note: Some of the above items may be obtained by requesting hard copies at the airline ticket counter. • Credit card statements as proof of payment • Photocopies or fax copies of the ticketless receipt from the airline • Travel agency receipts

RESEARCH REPORT GUIDE 6/98 Name:__________________________________ Todayâ&#x20AC;&#x2122;s Date:___________________ School or Department:_____________________ Your rank:______________________ Date of Notification of this award:____________ Amount of award: $______________ Title of Project completed under this award:___________________________________ ______________________________________________________________________ Have you published this material (please circle)?: Y N If yes, where (full citation)?: (If it has been accepted, but only partial citation information is currently possible, please provide that.) ______________________________________________________________________ Have you presented this material orally and/or shown it publicly (for art, theater, etc.)?: Y N If yes, where (full citation)?: ______________________________________________________________________ Have you used the Office of Sponsored Programs to find external support for your project?: YN Provide a one sentence (ONLY) description of your completed project that will be used in an appropriate issue of the Faculty Newsnotes. This sentence is required. ______________________________________________________________________ ______________________________________________________________________ Did this project involve students as co-researchers? If so, please provide the names of students involved and their roles in the project. ______________________________________________________________________ ______________________________________________________________________ Below, please provide a synopsis of your project in no fewer than one full page, but no more than three pages using double-spacing. (In rare instances, research funds mahave gone to purchase equipment, for example, and it would not then be appropriate to provide such a full explanation. In such cases, a shorter statement is acceptable.) A copy of a published paper, or script from an oral presentation will not substitute for the synopsis below, but may be added as an addendum, should you wish. Photos of art or theater productions would be appreciated, but not required. Thank you for your efforts.

School of Leadership and Education Sciences Appointment Policies and Procedures For Tenure-Track Faculty

The goal of the School of Leadership and Education Sciences (SOLES) is to recruit and select highly qualified faculty committed to the mission of the University. Candidates for appointment will display an understanding of the central role of SOLES at USD and an appreciation of the teacher / scholar model. SOLES is committed to University policies regarding equal opportunity in its hiring practices. The hiring of faculty in SOLES encompasses a series of phases that are outlined below. Approval The appointment process begins when the Program Director/Department Chair, in consultation with the program faculty, seeks budgetary support for a new or replacement faculty position. To request a position, the program must show a demonstrated need for the position within the existing program, or for new initiatives within the program. The Program Director/Department Chair completes an “Authorization to Recruit” form; and forwards the form to the dean for approval. Once approved at the school level, the Dean secures the Provost’s signature. Forming the Search Committee After asking for nominations, the Dean, in consultation with the Program Director/Department Chair, appoints a search committee chair. In most cases the chair will be a tenured faculty member in the program. In forming the committee, the Dean and Chair will consider factors such as gender and ethnic diversity, program representation, content expertise, length of service, student representation, etc. A minimum of four people, including the chair, will be invited to serve on the committee. At least two committee members will be tenure track faculty from the program area and one committee member will be from outside the program area. When appropriate, clinical faculty may be asked to serve on a search committee. Recruitment and Application The search committee will prepare a job description and distribute it to all faculty. The search committee chair will review the items provided in the “SOLES Faculty Recruitment Handbook” (e.g. samples of ads, possible publications for ads, samples of letters sent to other universities, etc.). In keeping with SOLES’ commitment to diversity, the chair will review the vita of potential faculty listed in the Minority and Doctoral Directory. The chair will then send a job announcement and an invitation to apply directly to qualified scholars. The chair will work with the administrative assistant for the program to ensure that applications are logged and filed and appropriate letters are sent to applicants (see Faculty Recruitment Handbook for samples of all letters.) The chair will advise all candidates of the status of their application materials (i.e., whether all references and supporting documents have been received in a timely manner.) The search committee will report to the Dean on the qualities of the candidate pool once it has been narrowed to a top group of at least three candidates. Permission to interview finalists will be given by the Dean; usually three finalists will be invited to campus. Prior to the invitation for an interview, every effort will be made by the search committee to call references and, if possible, pre-interview potential finalists. If done at a regional or national conference, the Provost’s office and/or Dean’s

office will fund one member of the search committee to attend the conference. Finalists should be sent: 1) a Graduate Bulletin and Undergraduate Bulletin (if applicable); 2) a copy of Insight; 3) the ‘Teacher Scholar Model’ paper; 4) program brochures; 5) the ARRT policy; 6) information about benefits; 7) information on the cost of living in San Diego; 8) a copy of appropriate program faculty vita. Candidates should also be referred to the USD and SOLES web sites. Interview Phase Interviews and meetings on campus should include at least the following: 1) a classroom presentation to students and faculty; 2) a research presentation to students and faculty; 3) an interview with the Dean who will discuss primarily the ARRT policy and procedures; salary range and start up funds (if applicable); 4) an interview with the Program Director/Department Chair; 5) an interview with the search committee; and, 6) group or individual interviews with faculty.

All individuals involved in interviewing candidates will be asked to complete a “candidate evaluation form” (see Faculty Recruitment Handbook for samples). The committee will include these forms as another data point for selecting and prioritizing candidates for the position. In addition to soliciting written feedback from as many constituent groups as possible, the chair will arrange an open meeting for all SOLES faculty in order to ask questions and voice opinions. Appointment Phase The search committee should attempt to deliver an unambiguous recommendation to the Dean at the conclusion of each search. The recommendation should specify priority order and those finalists not acceptable. The recommendation to the Dean should occur within three working days of the last candidate on campus. The Dean will consult with the Provost and respond to the Committee about the recommendation. Assuming concurrence, the Dean will call the candidate with an offer. If there is disagreement, the Dean will meet with the search committee chair to discuss the varying perspectives and decide upon a course of action. Conditions of appointment for a candidate will be put in writing to the candidate by the Dean at the time of the contract after consultation with the Program Director/Department Chair. It is the expectation of SOLES that new faculty will have a terminal degree at the time of the start of the appointment. In circumstances in which this is not the case, the Dean shall set forth in the letter of appointment a deadline for completion of the terminal degree. The Chair will ensure that all candidates who are not offered the position will be informed that they are no longer candidates. (See Faculty Recruitment Handbook for sample letters.)

If a candidate is eligible to enter at a rank higher than Assistant Professor and/or if tenure is a condition for appointment, SOLES ARRT Committee will vote on these matters. The majority of ARRT must support the recommended rank and tenure level. Faculty grievances with regard to a particular appointment recommendation, or the appointment process as used in a particular case will be addressed initially by the Dean, unless the grievance involves the Dean in which case it will be addressed by the Provost. If the grievances remain unresolved, they will be addressed by the President, who will make a final determination. Approved 2/5/03 Faculty meeting Updated 8/16/08

Masters Thesis/Action Research Committee Credit Claim Sheet Faculty Member Name: ____________________________________ Date: ______________ Semester: _______________________ I am claiming credits for the following students. Studentâ&#x20AC;&#x2122;s Name

Defense Date

Units

Units to be paid as stipend: ________ Units to be claimed as load: ________ for ____________ Semester ___________________________________________ Faculty Signature

________________________ Date

___________________________________________ Department Chair/Program Directorâ&#x20AC;&#x2122;s Signature

________________________ Date

4.7

Sabbatical Leave

1. Faculty Sabbatical Leave With Pay. The sabbatical leave is an investment by the University for the purpose of aiding the faculty recipient to become more productive and more useful to the University as a teacher and scholar. a.

Eligibility. Sabbatical leave with pay may normally be granted to those who have held full-time faculty appointments for at least six full consecutive years at this University.

Request for Sabbatical Leave With Pay. Eligible faculty members who wish to request sabbatical leave must present to the President, October 1 of the academic year prior to the academic year of the requested leave, a formal written proposal setting forth the purpose of the leave and the manner in which it is to be spent. (See "Guidelines for Preparing Sabbatical Requests," section G.3 below.) Sabbatical leave may not used to augment one's income; if employment is contemplated while the primary purpose of the leave is pursued, a clear statement of this plan and conditions of employment must be included in the proposal when requesting leave.

Approval of Request. Each application for sabbatical leave will be reviewed on its individual merits. A decision on the request is made by the President, after consultation with the appropriate administrative officer and with the chair of the department in which the faculty member teaches.

Reapplication in the Event of Denial. The actual granting of sabbatical leaves may have to be curtailed or postponed because of financial considerations, or because of special school or departmental needs. When circumstances have necessitated postponement, curtailment, or denial of the request for sabbatical leave, the faculty member may subsequently reapply and the request will be given priority consideration.

Stipend and Duration of Sabbatical Leave With Pay. (1)

The sabbatical leave may be given for one academic year (two semesters) at half pay, for one semester at full pay, or for a summer term for a normal 6-unit teaching load. The stipend and retirement benefits are to be based on the salary that would be earned were the faculty member performing his or her regular duties during that time.

Sabbatical Leave Policy 4.7 Page 2 of 4

(2)

The University will continue to provide the usual insurance benefits during the sabbatical leave as it would if the faculty member were performing his or her regular teaching duties. In addition, the University will pay its appropriate share of Social Security costs.

(3)

The University will contribute to the retirement benefits program during a sabbatical leave the same percentage it would contribute were the faculty member performing his or her regular teaching duties. The University will withhold from the stipend payments funds sufficient to cover the employee's share of retirement, insurance and Social Security costs.

Return from Sabbatical Leave With Pay. Those granted sabbatical leave are expected to return to the service of this University for at least one additional academic year unless it is mutually agreed to shorten or eliminate the period of subsequent service. In the determination of the salary of a faculty member who returns after sabbatical leave, the time spent on leave will be considered as time spent in the service of the University. Therefore, the new salary will reflect the standard increments awarded others of equivalent rank and tenure.

Report Requirement. Upon completion of the sabbatical leave, the faculty member will be expected to prepare a written report describing the educational and/or cultural activities undertaken, and to submit a copy of such report to the President and the appropriate administrative officers.

2. Sabbatical leave with pay for the President is at the discretion of the Board of Trustees, for purposes in accord with the policy statement of the Association of American Colleges. a.

Eligibility. Sabbatical leave with pay may normally be granted to those administrators with faculty appointments who have held full-time administrative appointments for at least five consecutive years at this University.

Request for Sabbatical Leave. Eligible administrators who wish to request sabbatical leave must present to the President, October 1 of the academic year prior to the academic yar of the requested leave, a formal written proposal setting forth the purpose of the leave and the manner in which it is to be spent. (See "Guidelines for Preparing Sabbatical Requests, section G.3 below.) Sabbatical leave may not be used to augment one's income; if employment is contemplated while the primary purpose of the leave is pursued, a clear statement of this plan and conditions of employment must be included in the proposal when requesting leave.

Sabbatical Leave Policy 4.7 Page 3 of 4

Stipend and Duration of Sabbatical Leave With Pay (1) The sabbatical leave may be given during or after the latter half of the fifth year of consecutive full-time service at the University of San Diego, and may be for five months at full pay or for ten months at half pay. The University shall continue to pay the administrator's appropriate salary and employee benefits. If paid academic employment is approved for the sabbatical period, the salary paid by the University during the sabbatical will be reduced, after due allowance for special circumstances, by the amount of earnings from the paid academic employment. (2) During the twelve months' period in which a leave is granted, the vacation period of the administrator will be reduced from one month to two weeks, with the understanding that the reduced vacation may be added to the leave, if desired, subject to the needs of the University.

Return from Sabbatical Leave With Pay. Administrators with faculty appointments who are granted sabbatical leaves are expected to return to the service of the University of San Diego for at least one additional year, unless it is mutually agreed to shorten or eliminate the period of subsequent service. In the determination of the salary of an administrator who returns after sabbatical leave, the time spent on leave will be considered as time spent in the service of the University. Therefore, the new salary will reflect the standard increments awarded on the same basis as other increments for that year.

Report Requirement. Upon completion of the sabbatical leave, the administrator will be expected to prepare a written report describing the educational and professional activities undertaken, and to submit a copy of such report to the President and the appropriate administrative officers.

Guidelines for Preparation of Sabbatical Requests a.

The faculty member or administrator should review the Board-approved policy in this Handbook on Leave of Absence With Pay, to assure compliance with its terms and conditions.

The faculty member or administrator must submit with the sabbatical proposal a cover letter and memo to the President (with copies to the Provost, Dean and Department Chair, when applicable) which include: (1) Statement of time

Sabbatical Leave Policy 4.7 Page 4 of 4

eligibility; (2) Abstract of the proposal; (3) Brief summary of previous sabbatical proposal and accomplishments resulting from that sabbatical leave. c.

The proposal itself should include but not necessarily be limited to the following information: (1) Purpose(s) of the proposed sabbatical leave. (2) Significance of the proposed sabbatical leave to the applicant, to the applicant's discipline and/or school or college, and to the University. (3) Questions, hypotheses, assumptions to be "tested" or answered during the sabbatical leave, or a detailed outline if the proposal is a book or article to be written. (4) Brief review of the literature and/or research supporting the project for the sabbatical leave. (5) Methods and procedures to be used during the sabbatical leave to accomplish the purposes of the sabbatical. (6) Final summary of expected accomplishments at the end of the sabbatical leave.

The applicant may submit any supporting materials which will enhance the sabbatical proposal. It is the applicant's responsibility to make the request clear, comprehensive, and coherent.

UNIVERSITY OF SAN DIEGO AGREEMENT AND RELEASE OF LIABILITY Please print.

Last Name:

First:

MI:

Street Address: City: Activity:

State

Zip Date(s) of Activity:

I, the undersigned (or parent/guardian, if Participant is under the age of 18) understand that this is a legally- binding Release of the University of San Diego (USD). I/We request permission to participate in the Activity described above. In consideration of being granted this permission, I/We agree as follows: 1. Voluntary Activity I understand and agree that participation in this Activity is purely voluntary and is not required by USD. 2. Release of Liability I/We, on behalf of myself/the Participant, the family heirs, personal representatives, guardians, successors, and assigns (all of whom are referred to as “Releasors”), hereby release USD, its Administrators, Faculty, Trustees, Officers, Directors, Employees, Volunteers, and Agents (all of whom are referred to as “Releasees”) from, and agree not to sue Releasees, for any claims that I/we may have arising from, or in connection with, any physical, emotional or mental injury or property damage that Releasors may suffer as a result of my participation in the Activity from any cause whatsoever, to the extent permitted by law. 3. Acknowledgment of Risk I/We recognize and appreciate the dangers, hazards, and risks of the Activity which could include serious or even mortal injuries and property damage. I/We attest that we have fully considered the risks and hazards, and I/we agree that I have individually assumed the risks involved in this Activity. 4. Fitness to Participate I/We hereby represent that I am physically and mentally able to participate in the above referenced Activity and have no health problems which would present a risk to me in participating in this Activity. I certify the participant has been seen by a healthcare provider within the last year. 5. Emergency Medical Treatment I/We understand and agree that Releasees do not have medical personnel available at the location of the Activity. I/We understand and agree that Releasees are granted permission to transport the participant to and to authorize emergency medical treatment, if necessary and that such action shall be subject to the terms of this agreement. I/We understand and agree that Releasees assume no responsibility for any injury or damage which might arise out of, or in connection with such authorized emergency medical treatment. 6. Insurance I/We represent that I have adequate health insurance necessary to provide for and pay any medical costs that may be attendant as a result of injury. I guarantee payment of all expenses incurred for transportation of participant to and receiving emergency medical treatment. OVER – SIGNATURES(S) REQUIRED

THIS IS A RELEASE OF LEGAL RIGHTS, READ BEFORE SIGNING. I acknowledge that I have carefully read this agreement and fully understand its contents. I acknowledge that I am voluntarily executing this agreement of my own free will. After having the opportunity to consult with legal counsel of my own choosing, I acknowledge and understand that this agreement will release the University of San Diego and its Releasees from any liability in connection with any injury or damages or losses suffered as a result of the Participant’s participation in the above referenced Activity. It is my express intent that this release shall bind the members of Participant’s family, estate, heirs, administrators, personal representatives, or assigns. I acknowledge that I have been made aware of any and all risks of participation in this Activity, and I hereby approve of the Participant’s participation in the Activity. If participant is under age 18, complete the following: I further state that I am the Participant’s ____parent/ ____guardian, and am fully competent to sign this agreement; and that I execute this release for full, adequate, and complete consideration fully intending for myself, for the participant, and for the participant’s family, estate, heirs, administrators, personal representatives, or assigns to be bound by same.

Participant Signature:_________________________________________________________ Date: _____________ (If over age 18) Parent/Guardian Name(please print):_ ___________________________________ Relationship:________________ Parent/Guardian Signature:____________________________________________________ Date:______________

PARTICIPANT:____________________________________ STUDENT NUMBER:_______________ AGREEMENT AND RELEASE USD -- Foreign Programs I, the undersigned (the "Participant"), am an applicant for an educational study abroad program or other program outside the United States including but not limited to experiential learning/volunteer programs (the "Program") arranged by the University of San Diego (hereinafter the University of San Diego, its officers, teachers, trustees, agents and employees are collectively referred to as "USD"). Under some circumstances, I may opt to stay with a host family (the "Host Family") while I am abroad. Under other circumstances, I may choose to live in a dormitory or other type of residence. I understand that, as a condition of permitting me to attend the Program, USD requires me to agree to the following: Personal Property. I understand that neither USD nor the Program, nor the Host Family, nor the landlord, is responsible for my personal property. I understand that I am solely responsible for any lost, damaged or stolen property. Insurance. I understand that USD does not provide health, liability, property or other insurance for me. a. I understand that neither USD, nor the Program, nor the Host Family, nor the landlord, if applicable, is responsible for any medical expenses incurred by me while participating in the Program. I understand that I should obtain medical insurance coverage for the term of my participation in the Program, and that in most cases, I will be required to show proof of medical insurance in order to obtain my student visa. b. I understand that optional personal insurance is made available to me and I acknowledge receipt of information pertaining to the optional personal insurance. c. I understand that neither USD, nor the Program, nor the Host Family, nor the landlord, if applicable, is responsible for any property damaged or destroyed by me or for any liability which results from my activities while participating in the Program. I am responsible for any damage or destruction of property or any injury to any person which I inflict or cause while participating in the Program.

Release of Liability. I hereby release USD, and the Program, the Host Family, and the landlord ("Releasees"), if applicable, and each of them from, and agree not to sue, such persons and entities for any claims arising from, or in connection with, any physical, emotional or mental injury or property damage that I may suffer from any cause whatsoever, including without limitation such injury or damage resulting from the Program, acts of God, strikes, government regulations and restrictions, terrorist activities, delays, weather, or the acts, omissions or errors of USD or any agent of USD. I understand that neither USD, nor the Program, has undertaken any duty to investigate the Host Family as a condition to participate in the Program, and I thereby release USD and the Program from, and agree not to sue USD or the Program for, any claims that arising from, or in connection with, any physical, emotional, or mental injury or property damage that I may suffer for any cause whatsoever arising out of or resulting from the acts or omissions of my Host Family, if applicable, or any member of my Host Family. I hereby agree that the release of claims set forth in this paragraph shall apply to claims that have not yet accrued based on potentially unforeseeable future events and circumstances, and I hereby waive the provisions of, and relinquish any rights under, California Civil Code Section 1542 which states: "A general release does not extend to claims which the creditor does not know or suspect to exist in his favor at the time of executing the release, which if known by him must have materially affected his settlement with the debtor."

PARTICIPANT:____________________________________ STUDENT NUMBER:_______________ 3.

Unsupervised Activities. I understand that USD, the Program, the Host Family, or the landlord, if applicable, shall not have any responsibility to or for me when I am absent from activities in the Program, while I am enrolled in the Program, such as to visit friends or relatives. Some programs may not accept early arrival, and housing accommodations are contracted for the duration of the Program only. Neither USD, nor the Program, nor the Host Family, nor the landlord, if applicable, assume responsibility for me during stay-ahead or stay-behind periods.

Rules and Directions. I understand, am familiar with and agree to abide by USD rules upon acceptance to the Program. I also agree to abide by the rules and directions of my Program, my Host Family, if applicable, or other residence, or USD personnel during my participation in the Program. I understand that failure to do so may result in USD or the Program terminating my participation in the Program. I understand that to disobey such rules or directions is to waive the right to a refund of any part of my Program fee, and that I may then be sent home at my own expense.

Medical Authorization/Illness. I understand that neither USD, nor the Program, nor the Host Family, nor the landlord, if applicable, can be held responsible for my health, safety, or well-being during the Program. If I become ill or incapacitated, USD, the Program, the Host Family, or the landlord, if applicable, may take any action deemed necessary for my safety and well-being, including securing medical treatment, at my own expense and transporting me home at my own expense. I understand that the quality of medical care in a foreign country may differ from the quality of medical care available in the United States, and I knowingly and voluntarily assume all risks associated with this fact. I understand and agree that any physician, dentist, or other health care professional to whom USD or my Host Family may refer me for medical emergencies or other treatment is not an agent of USD or my Host Family. I understand and agree that neither USD nor my Host Family shall be liable in any way for any error, act, or omission of any physician, dentist, or other health care professional, hospital, or other medical facility that may evaluate, diagnose, or treat me during the Program.

Indemnification. I hereby agree to defend, save, indemnify and keep harmless USD against any and all liability, claims, judgments, or demands for financial liability or obligation, property damage and/or bodily injury which I incur, or to others which I cause, except claims or litigation arising through the sole negligence or willful misconduct of USD.

Changes to Program. I understand that USD and the Program have the right to make changes in my Program itineraries and departure dates. The Program has the right to modify possible group transportation arrangements, including the use of substitute airlines.

Changes to Housing and Miscellaneous Fees. I understand that USD and the Program have the right to adjust their published fees when the dollar fluctuates in value.

Travel Documentation. I understand that it is my responsibility to secure travel documents (passport, visa, inoculations and other aspects of international travel) if required.

10.

Photograph Consent. I understand that any likeness taken of me while participating in the Program and any comments or statements I make related to the Program may be used by USD in future materials published by USD with no compensation payable to me.

11.

Effective Date. I understand and agree that this AGREEMENT AND RELEASE shall be effective upon receipt of this waiver by USD and my acceptance by USD as a participant in the Program.

______________________________________________________________________________________9 (619) 260-7443 www.sandiego.edu./soles/globalcenter globalcenter@sandiego.edu

PARTICIPANT:____________________________________ STUDENT NUMBER:_______________ 12.

Cancellation. I understand that USD may cancel my Program and that the Program may cancel any course associated therewith at any time and for any reason. I understand that if I wish to cancel my reservation in the Program, I must do so in writing to the director of my Program at USD on or before the date designated by USD as the last date for cancellation. I understand that each of the Programs covered by this Agreement also sets its own withdrawal and refund policy, and that I may forfeit my confirmation deposit, housing fee, or other fees according to each policy.

13.

Limitation of Liability. In the event that the releases provided in this AGREEMENT AND RELEASE are found to be unenforceable, in whole or in part, and USD is held liable for any reason in connection with my participation in the Program, I understand and agree that USD's liability to me shall be limited to the types and amounts of coverage actually afforded to USD under its liability insurance policy.

14.

Entire Agreement. I understand that this Agreement constitutes the entire agreement between USD and me with reference to the subject matter referenced to herein. This agreement may be amended or modified only in writing.

15.

Governing Law/Arbitration. I understand that this Agreement shall be governed in all respects, and performance hereunder shall be judged, by the laws of the State of California. Any and all claims or disputes between I and USD arising out of or relating to this AGREEMENT AND RELEASE shall be submitted to binding arbitration before the American Arbitration Association, San Diego Office, according to the rules then in effect.

16.

Read and Understand. I understand that my signature below certifies that I have read fully this AGREEMENT AND RELEASE, understand its contents, and agree to be bound by all terms and conditions stated herein.

I acknowledge that I am voluntarily executing this Agreement of my own free will. After having the opportunity to consult with legal counsel of my own choosing, I understand that this release means I am giving up, among other things, rights to sue USD and its Releases for injuries, damages, or losses I might incur. I also understand that this release binds my heirs, executors, administrators, and assigns, as well as myself. I further acknowledge and understand that this Agreement will absolve USD and its Releasees from any liability in connection with any injury or harm suffered as a result of my participation in the Program. I acknowledge that I have been made aware of any and all risks of participation in the Program. THIS IS A RELEASE OF LEGAL RIGHTS. READ BEFORE SIGNING. Participant Name (please print): Participant Signature:

Date:

______________________________________________________________________________________ 10 (619) 260-7443 www.sandiego.edu./soles/globalcenter globalcenter@sandiego.edu

APPENDIX C Course Information 

New Academic Initiatives Policy Statement



Course Syllabi Template



International Requirement Form

NEW ACADEMIC INITIATIVES: POLICY STATEMENT Academic initiatives which are consonant with the University of San Diego’s mission are encouraged. In order to maintain academic standards and avoid administrative surprises and difficulties, all new academic programs must be reviewed by the offices on LIST A (below) and approved by the appropriate academic department/college/school/program, Graduate Council (for graduate programs) and the Vice President and Provost. New academic initiatives must be submitted in the form of proposals which address the issues on LIST B. The completed Academic Program Approval Form should be used as the cover sheet for all such proposals. During the program development stage, proposers are urged to refer to LIST C and to contact all offices which may be affected by the proposed program. After the program has been approved, the Dean(s)/Director(s) proposing the new program should ensure that copies of the Academic Program Approval Form, with the appropriate signatures, are distributed as directed in LIST D. LIST A – OFFICES TO REVIEW ALL PROPOSALS FOR NEW PROGRAM • Information Technology Services • Student Financial Services • Registrar • Financial Aid • Admissions • Office of International Students and Scholars • Controller LIST B – PROGRAM PROPOSAL A copy of the program proposal must be attached to the Academic Program Approval Form. The proposal must include information under each of the following headings: • Description of the Program • Rationale for the Program • Constituency Served/Eligibility Requirements • Marketing Plan • Needs Assessment • Analysis of Competition • Employment Trends • Advertising/Promotion Trends • Personnel (salaried and non-salaried) • Facilities to be Used • Furniture and Equipment • Time Frames/Scheduling • Publicity • Impact on Curriculum/Credit and Grading Issues • Record Keeping • Special Needs and Start-Up Costs • Program Evaluation and Assessment • Resource Checklist Offices Contacted and Responses • Five-Year Budget Projection LIST C – RESOURCE CHECKLIST (offices to be contacted by proposer, as appropriate) • Accounting Office/Controller • Library, Legal Research Center • Information Technology Services • Public Relations • Budget and Treasury • Residence Life • Continuing Education • Student Affairs • Facilities Management • Human Resources • Risk Management International Center • • Public Safety

LIST D – DISTRIBUTION LIST • Vice President and Provost (1 copy) • Vice President for Finance & Administration • Graduate Council, Associate Provost, (graduate programs) • Controller • Office of International Students and Scholars • Admissions, if affected by approved program • Student Financial Services • Registrar • Financial Aid • Information Technology Services • Other offices affected by the approved program

EDUC XXX

Title of Course

(# units)

Instructor Contact Information and Office Hours

Course Description

Course Objectives/Candidate Outcomes

Textbooks/Readings

Course Requirements/Activities List of all activities.

Assessment Plan/Grading Criteria/Rubric

Requests for Accommodation Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate studentsâ&#x20AC;&#x2122; needs, however, performance standards for the course will not be modified in considering specific accommodations. Course Outline Session

Generative Topic(s)

1 2 1

3 4 5 6 7 8 9 10 11 12 13 14 Bibliography

Appendices to EDUC XXXX (if any) Examples: USD Program Themes Process-Portfolio: Performance Categories Levels of Understanding (LT program, Wiske, 1998) Grade of Incomplete: The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent “F.”

SCHOOL OF LEADERSHIP AND EDUCATION SCIENCES INTERNATIONAL EXPERIENCE REQUIREMENT1 APPLICATION FORM SECTION I: This section of the form must be completed before the international experience begins.2 Name:

USD ID:

Advisor:

Degree Program:

Description of proposed experience: Date(s) of experience: Anticipated learning outcomes:

Candidate’s Signature: _________________________________________________________

Date:

Advisor’s Signature: ___________________________________________________________

Date:

SECTION II: This section of the form must be completed after the international experience. Complete documentation of the experience must be submitted to your advisor within one month of the international experience and at least two weeks prior to program completion. Assessment To demonstrate the learning as a result of this international experience, the student completed the following: Electronic presentation

One-on-One conference between student and faculty or class discussion

Global study course assessment Oral presentation (with portfolio or capstone) International Experience paper Written Reflection Participation in symposia on international experiences Other (with permission)

By signing below, the candidate and the instructor or activity coordinator / supervisor confirm the candidate’s participation in the preapproved international experience: Instructor / Coordinator’s signature: __________________________________ Name: Phone / E-mail: Title: Candidate’s signature: ____________________________________________ Date: Note: Each degree program and/or specialization may have specific guidelines that restrict the above choices. Consult your advisor for more information before completing your assessment.

All experiences must meet the International Experience Goals and Objectives set by SOLES, and the candidate’s degree program.

Some variation between the anticipated activity and the actual activity may be expected. However, if there is a significant change in the nature of the activity, this form must be re-submitted to the advisor for approval prior to the start of the international experience.

FOR ADMINISTRATIVE USE Advisor approval: Initial: _______ Date: ________ Program Coordinator/Director/Chair Approval: Initial: _______ Date: ________

REV. 6/4/09