CHAPTER 4B PERSONNEL RULES

SECTION 5: INTERPRETATIONS, GUIDELINES, AND IMPLEMENTATION PROCEDURES FOR PERSONNEL RULES AND POLICIES: ACADEMIC STAFF APPOINTMENT

(To see who has authority to approve changes to this section, please see the Approval of Changes page).

This section interprets, amplifies, and provides procedures for the implementation of UWSP Personnel Rules for Academic Staff, Chapters 1, 9 - 13, and 14. This material follows the approximate order of the Rules.

NOTE. Academic staff are divided into categories according to position responsibilities. Many of the policies, rules, and procedures pertaining to academic staff apply to all categories; others vary for each group.

In cases where materials pertain to all academic staff, they are presented without regard to categories; where there are differences, subheadings divide the materials by the appropriate category.

Teaching Professor

The Teaching Professor Title Series is an instructional academic staff title series described in system policy as follows:

• Teaching Assistant Professor

• Teaching Associate Professor

• Teaching Professor

Minimum Qualifications

The default for Teaching Professor is the approved criteria to hold the equivalent faculty rank. Minimum qualifications for Teaching Professor are the same for the criteria outlined in Chapter 4B.3, Faculty Rank. Exceptions are listed below. Exceptions are approved by the department, dean, and the appropriate governance body.

Recruitment

Teaching professor positions are meant to be ongoing positions, normally hired on a retention notification contract. These positions must be searched, any temporary appointments should use a different instructional academic staff title such as Lecturer.

Job Responsibilities

Teaching professor teaching load is aligned with faculty teaching load which is normally 12 credits per semester or 24 credits per academic year. The expectation is that teaching professors also have additional duties including but not limited to strategic course planning and development, advising, development of teaching and learning scholarly work. The teaching professor titles are to be used in cases where accrediting, licensing, or certifying organizations require credentials of practice that are commonly held independent of academic doctorates (or appropriate terminal degree, or tested experience).

Evaluation

Departments hiring teaching professors must create discipline specific criteria for evaluation for retention and promotion for these titles and place them in their unit’s policy manual.

DEPARTMENTAL/UNIT POLICIES AND PROCEDURES

Wherever UWSP Personnel Rules, policies, or procedures provide for the development of departmental/unit policies and procedures and the approval of those policies or procedures by the chancellor or vice chancellor, approval has been delegated to designees

• for departments/units reporting to a dean, the designee is the dean;

• for departments/units reporting to vice chancellors, the designee is the vice chancellor; and

• for departments/units reporting directly to the provost, the designee is the provost.

ACADEMIC STAFF APPOINTMENTS

TYPES OF APPOINTMENTS.

Academic staff appointments are of 3 types: fixed term, probationary, and indefinite.

Fixed Term.

Definition.

Fixed term appointments are for a definite period of time specified in the letter of appointment, are renewable solely at the option of the university, and carry no expectation of reemployment regardless of how often renewed.

Appropriate Use.

Fixed term appointments are used for academic staff positions when the appointment is

• primarily for classroom teaching and/or coaching; or

• less than half-time; or

• for a term of 1 year or less, to replace someone on leave; or

• funded by non-GPR money; or

• to a designated position determined appropriate for fixed term at the time of the initial appointment according to the provisions of UWSP 10.03 (1)(b) 5 (see 4A.2).

Probationary.

Definition.

Probationary appointments are those which lead to a review and decision on an indefinite appointment.

Appropriate Use.

A probationary appointment is normally used for every position other than one primarily for classroom teaching when the position is funded by tax dollars and the position is anticipated to be ongoing.

Indefinite.

Definition.

An indefinite appointment provides permanent status for an unlimited term.

Appropriate Use.

Indefinite appointments are granted only after appropriate annual review and evaluation. Normally, a person will not be granted indefinite appointment to a particular administrative position.

ACADEMIC STAFF CATEGORIES

TITLE CATEGORIES.

Academic staff titles normally fall within 3 categories.

Category A.

Titles in this group include those in which duties and responsibilities are most similar to those of professional and administrative positions common to institutions of higher education other than classroom teaching. Broadly speaking, personnel in this category at UWSP are primarily involved in support programs.

Category B.

Titles in this group include those in which duties and responsibilities are most similar to the research or instructional functions typical of faculty in the UW System. On this campus, this category consists almost exclusively of classroom teaching academic staff.

Category C.

Titles in this group include those in which duties and responsibilities are most similar to designated professional positions and administrative positions in academic areas. At UWSP, persons in this category are generally at or above the level of assistant dean but the category also includes program directors for academic research units, coaches, consultants, and some limited appointments.

TYPES OF APPOINTMENTS FOR SPECIFIC CATEGORIES

CATEGORY A.

Tax Funded.

Personnel whose position titles are in this group and whose positions are funded by general purpose revenue funds (tax dollars) are normally on probationary appointments.

Program Revenue Funded.

Those personnel in this group whose positions are funded by program revenue funds (funds other than tax dollars) will normally hold fixed term appointments. (In certain circumstances, those funded by non-GPR dollars may be granted indefinite appointment.)

CATEGORY B.

On this campus and regardless of the funding source, Category B personnel are normally on fixed term appointments.

CATEGORY C.

Tax Funded.

Personnel in this group whose positions are funded by GPR funds will normally hold either a probationary or indefinite appointment [or a probationary or tenured faculty appointment] and a limited appointment in the administrative position.

Program Revenue Funded.

Those personnel in this group whose positions are funded by program revenue funds will normally hold fixed term appointments with limited appointments in the administrative position. (In certain circumstances, those funded by non-GPR dollars may have been granted indefinite appointment.)

LIMITED APPOINTMENTS

DEFINITION.

A limited appointment is an appointment to a designated administrative position in which the individual serves at the pleasure of the appointing official. Such appointments are governed by the provisions of Chapter UWS 15.

APPOINTMENT RIGHTS.

Current Academic Staff.

A member of the academic staff granted a limited appointment does not lose existing rights to an academic staff appointment by accepting the limited appointment.

Initial Appointment.

Whenever feasible, an individual granted a limited appointment and not already holding an academic staff [or faculty] appointment shall be given an appropriate academic staff [or faculty] appointment.

Termination.

Termination of a limited appointment is not a dismissal under Chapters UWS 11/UWSP 11 (see 4A.2) and is not otherwise subject to appeal.

Notice.

Whenever possible, an individual holding a limited appointment without another academic staff [or faculty] appointment shall be given notice of termination of the limited appointment at least 3 months in advance of the expiration of the appointment.

SALARY.

The salary for an individual with a limited appointment is determined by an vice chancellor, the provost, or the chancellor, as appropriate. Such salaries are based upon the appointee’s duties and shall be in conformity with the salary structure prescribed in the UW System. Annual salary increases for academic staff holding limited appointments are also determined by the appointing authority.

ACADEMIC STAFF AND LIMITED APPOINTMENT TITLING

Initial Titling.

UW System Administrative Policy 1276: Title Definitions (formerly TC 2: Title Definitions) provides a system-wide framework for title usage of current academic staff and limited employees. Appendix IA provides all Faculty, Academic Staff, and Limited Appointment Title Definitions. Titling is done in accordance with University of Wisconsin System (UWS) UPG 01: Professionals section, pages 6 (Instructional Academic Staff), and 9-10 (Non-Instructional Academic Staff).

The Office of Academic Affairs is responsible for titling instructional staff positions. The Office of Human Resources is responsible for titling non-instructional staff positions.

Escalation of Review/Appeal of Initial Titling

Instructional academic staff

If a supervisor would like to appeal an initial titling, they should notify the Associate Vice Chancellor for Personnel, Budget, and Grants to discuss. If resolution cannot be obtained, the supervisor should request a review by the Chancellor and Vice Chancellors.

Non-Instructional academic staff

If a supervisor would like to appeal an initial titling, they should notify the Chief Human Resources Officer to discuss. If resolution cannot be obtained, the supervisor should request a review by the Chancellor and Vice Chancellors.

Title Changes

UW System Administrative Policy 1257 (formerly UPS Operational Policy HR 8): Title Change provides the system framework for title changes, including promotion and career progression.

To justify a title change, a substantive change in the duties and responsibilities must occur and the change must be qualitative rather than quantitative. The change of duties cannot occur prior to review. Movement is dependent on complexity and expansion of the duties as well as growth in the experience and knowledge base of the position-holder. Depending on the type of changes and title series, certain criteria may be required in accordance with UW System Administrative Policy 1257 (formerly UPS Operational Policy HR 8): Title Change and UW System Administrative Policy 1276: Title Definitions (formerly TC 2).

Escalation of Review/Appeal

If an individual/supervisor would like to appeal a title change decision, within 15 days of the notification for the title change decision, the requester shall first notify the Associate Vice Chancellor for Personnel, Budget, and Grants (for instructional staff) or the Chief Human Resources Officer (for non-instructional academic staff) to discuss for informal resolution. If resolution cannot be obtained, within 20 days of the determination by the Chief Human Resources Officer or the Associate Vice Chancellor for Personnel, Budgets, and Grants, the individual/supervisor should request a review by the Chancellor and Vice Chancellor.

Promotions

Eligibility and Criteria

Instructional academic staff

Individuals holding an Academic Staff B basis (instructional) position are eligible to submit for promotion. Promotion to a specific prefix is dependent upon experience, performance, the professional level criteria within UWS 1276: Appendix 1A (pages 9-21), and departmental guidelines. Departmental guidelines are available from each department chairperson and should include the following:

• Promotion Committees.

o Promotion committees for academic staff shall be as provided for in departmental policies. Such policies shall stipulate that where academic staff are members of promotion committees, normally only those at or above the title of the individual applying for promotion shall be voting members of the committee.

• Committee Chairperson’s Duties.

o The chairperson of each committee shall report the committee’s recommendations to the individual, the department chairperson, and the Dean of the college.

• Department Chairperson’s Recommendation.

o Normally, the department chairperson will submit a separate recommendation to the dean. In the event that the chairperson’s recommendation differs significantly from that of the department, the chairperson shall notify the appropriate departmental committee of this fact and provide to the person under consideration written justification for the action.

• Forwarding Recommendations.

o In any discussion between the dean and the department regarding these recommendations, both the department chairperson and the chairperson of the committee shall be included. The dean shall forward a recommendation along with those of the department and department chairperson to the vice chancellor and shall inform the department chairperson in writing of that recommendation.

• Informing Department.

o In the event that the dean, vice chancellor, or chancellor makes a recommendation contrary to the department’s, that administrator shall inform the individual and the department chairperson in writing, including reasons for the decision, before transmitting the recommendation to the next administrative level.

• Completion of Requirements.

o The required number of years of teaching experience for a particular title shall be completed before the individual is considered for promotion.

Non-instructional academic staff

Individuals holding an Academic Staff A or C basis (non-instructional) position within a promotional series (Associate, No-Prefix, Senior, Distinguished) are eligible to submit for promotion. Academic staff not in a promotional series are not eligible for the promotion process. Promotion to a specific prefix is dependent upon experience, performance, and the professional-level criteria within UWS 1276: Appendix 1A (page 54).

Applying for Promotion

To apply for promotion, follow the promotion processes available through Academic Affairs (instructional academic staff) and Human Resources (non-instructional academic staff).

Timeline

No promotion is acquired solely because of years of service. An employee is first eligible for consideration for promotion from Associate to No-Prefix when 1.5 years of experience have been accumulated by January 1 in the year application for promotion is submitted. An employee is first eligible for consideration for promotion from No Prefix to Senior when 6.5 years of experience have been accumulated by January 1 in the year application for promotion is submitted.

Salary Change Accompanying a Promotion

Promotions approved for progression from Associate to No-Prefix have an adjustment to the minimum of the title range or a 7% increase, whichever is larger.

Promotions approved for a progression from No-Prefix to Senior have an adjustment to the minimum of the title range or a 9% increase, whichever is larger.

Promotion Reconsideration and Appeal

• Reconsideration.

o Where the vice chancellor and/or chancellor conclude(s) the criteria has not been met and the individual/supervisor wishes to pursue appeal, the recommender shall first request reconsideration within 15 days of the promotion denial notification. A reconsideration request should include a reason and any appropriate supplementary material(s).

o Upon receipt of a reconsideration request and review of supplementary materials, if the vice chancellor and/or chancellor continue(s) to believe the criteria have not been met, they will notify the recommender and provide the opportunity to meet with them to attempt to reconcile the differences that continue to exist regarding the promotion.

• Appeal.

o After reconsideration, if an individual/supervisor is dissatisfied with a vice chancellor and/or chancellor’s decision, they have 20 days to file a grievance with the Academic Staff Mediation Subcommittee following UWSP 13.02 (see 4A.2) . Instructional academic staff may elect to take grievances under UWSP 13.02 either to the Academic Staff Mediation Subcommittee or the Faculty Mediation Subcommittee, but shall have access to only one subcommittee for each case. An individual filing a grievance shall simultaneously send a copy of the grievance to the appropriate vice chancellor’s office.

QUALIFICATIONS FOR TEACHING GENERAL EDUCATION COURSES*

Academic staff teaching general education courses must hold a master’s degree or higher in the discipline or subfield. If a faculty member holds a master’s degree or higher in a discipline or subfield other than that in which he or she is teaching, that faculty member should have completed a minimum of 18 graduate credit hours in the discipline or subfield in which they teach.

* Revisions are based on the Higher Learning Commission. March 2016. Determining Qualified Faculty Through HLC’s Criteria for Accreditation and Assumed Practices: Guidelines for Institutions and Peer Reviewers. http://download.hlcommission.org.FacultyGuidelines 2016 OPB.pdf

TESTED EXPERIENCE CRITERIA*

Tested experience includes a breadth and depth of experience outside of the classroom in real world situations relevant to the discipline in which the faculty member is teaching. Each Unit should develop hiring qualifications that outline the minimum threshold of experience and a system of evaluation for tested experience. This experience could include the skill sets, types of certifications or additional credentials. and experiences that would meet tested experience requirements for specific disciplines and programs. Faculty hiring qualifications related to tested experience should be reviewed and approved through the university faculty governance process.

AQUACULTURE AND AQUAPONICS

The Higher Learning Commission guidelines state expectations in determining minimally qualified instructors, which will be enforced beginning September, 2017. According to the HLC, there are three ways to qualify to teach undergraduate courses which are not general education courses:

1. Hold a Master’s degree or higher in the discipline or subfield.

2. Hold a Master’s degree or higher in another field, and complete at least 18 graduate credit hours in the discipline or subfield.

3. Meet a minimum of “tested experience,” as defined by the institution, that “includes a breadth and depth of experience outside the classroom in real-world situations relevant to the discipline.”

Tested Experience Criteria

Tested experience includes a breadth and depth of experience outside of the classroom in real world situations relevant to the discipline in which the faculty member is teaching. Each Unit should develop hiring qualifications that outline the minimum threshold of experience and a system of evaluation for tested experience. This experience could include the skill sets, types of certifications or additional credentials and experiences that would meet tested experience requirements for specific disciplines and programs. Faculty hiring qualifications related to tested experience should be reviewed and approved through the university faculty governance process.

The following is an “Alternative Tested Experience Criteria” description for Aquaculture and Aquaponics instructional academic staff who do not hold a Bachelor’s or Master’s degree or PhD candidacy, yet who have evidence of significant experience working in the fields of Aquaculture and Aquaponics to satisfy this experience. With these credentials, individuals are qualified to teach introductory, technical and applied courses within the Aquaculture and Aquaponic Programs, however, not within the General Education Program (GEP). The following can be used as evidence of significant experience which will be accepted:

• Bachelor’s degree in aquaculture, aquaponics, or related field with coursework specific to aquaculture and/or aquaponics and:

o At least 5 years of related work experience including at least one of the following:

 Presentations at professional conferences.

 Publication of peer-reviewed scholarly articles, books (chapters) and manuscripts.

 Invited lectures in the content area presented to peers or community groups.

 Work experience at a business that has been Certified Naturally Grown, received Organic certification, and/or Hazard Analysis and Critical Control Point (HACCP) certification.

• A High School diploma and:

o At least 10 years of work experience in the fields of Aquaculture, Aquaponics or related field including at least one of the following:

 Presentations at professional conferences.

 Publication of peer-reviewed scholarly articles, books (chapters) and manuscripts.

 Invited lectures in the content area presented to peers or community groups.

 Work experience at a business that has been Certified Naturally Grown, received Organic certification, and/or Hazard Analysis and Critical Control Point (HACCP) certification.

COMPUTING AND NEW MEDIA TECHNOLOGIES (CNMT)

The following define minimum qualifications and tested experience for instructional academic staff teaching non-general education courses in the following programs offered in the department:

Applied Computing:

• Minimum of a Bachelor’s degree in Computer Information Systems, Computer Science, Computer Engineering, Computer Applications, or closely related fields and either passing at least two professional exams with University level computing content or at least five years of related work experience.

• Minimum of a Bachelor’s degree in professional writing and communication with at least five years of related work experience for the professional communication courses in the curriculum ONLY.

Computer Information Systems:

• Minimum of a Bachelor’s degree in Computer Information Systems, Computer Science, Computer Engineering, Computer Applications, and either passing at least two professional exams with University level computing content or at least five years of related work experience.

• Minimum of a Bachelor’s degree in professional writing and communication with at least five years of related work experience for the professional communication courses in the curriculum ONLY.

Data Analytics:

• Minimum of a Bachelor’s degree Computer Science, Computer Information Systems, Data Analytics, Data Science, or Statistics for Data Analytics program and either passing at least two professional exams with University level computing content or at least five years of related work experience.

• Minimum of a Bachelor’s degree in professional writing and communication with at least five years of related work experience for the professional communication courses in the curriculum ONLY.

MS in Data Science:

• Minimum of a Master’s Degree in Computer Science, Computer Information Systems, Data Analytics, Data Science, or Statistics for Data Analytics program.

• Minimum of a Master’s degree in professional writing and communication with at least five years of related work experience for the professional communication courses in the curriculum ONLY.

Web Development:

• Minimum of Bachelor’s in Computer Science, Computer Engineering, Computer Information Systems, Psychology, Web Design, Web Development, Human-Technology Interaction, Human-Computer Interaction either passing at least two professional exams with University level computing content or at least five years of related work experience.

• Minimum of a Bachelor’s degree in professional writing and communication with at least five years of related work experience for the professional communication courses in the curriculum ONLY.

ENGLISH

Lecturer

B.A. in English, plus Master’s degree in a closely-related field, such as Communication or Comparative Literature, and demonstrated professional accomplishment in fields such as Editing, Technical and/or Professional Writing, and composition instruction.

INTERIOR ARCHITECTURE

The following memorandum is an “Alternate Testing Criteria” description for Interior Architecture academic staff who do not hold a terminal degree at a Master’s level, yet who have significant experience working in the field of design and hold a professional credential to signify this experience. With these credentials, individuals are qualified to teach technical and studio related courses within the Interior Architecture Major, however, not within the General Education Program (GEP). The following are the tested credentials which will be accepted.

A. The Council for Interior Design Qualifications (NCIDQ) Interior Designers who hold an NCIDQ Certification includes the following per NCIDQ standards:

1. NCIDQ Certified interior designers must complete a minimum of six years of specialized education and work experience and pass the three-part NCIDQ Exam, which is based on CIDQ’s independent, comprehensive analysis of the profession and the daily practice of interior design in a range of settings. NCIDQ Certification meets legal and regulatory standards for the interior design profession as established by more than half of the states across the U.S. and the provinces in Canada.

2. The exam covers seven areas that capture the core competencies of interior design: building systems, codes, construction standards, contract administration, design application, professional practice and project coordination.

3. NCIDQ Certification is required for the practice of many types of interior design in regulated jurisdictions throughout North America.

4. In addition to the standards of certification above, the division requires maintenance of the certification and/or associated state licensures through yearly Continuing Education Requirements (CEU) per the individual’s state jurisdictional requirements.

B. The National Council of Architectural Registration Boards (NCARB) Architects who hold an NCIDQ Certification or who have passed the Architectural Record Exam Includes the following per NCARB standards.

1. Has Graduated with a B. Arch or M. Arch from an NAAB or CACB (Canadian) Accredited Institution

2. Has Passed the Architectural Record Examination (ARE)

3. Maintains NCARB Membership and/or applicable Certifications.

4. Maintains Continuing Education requirements by professional organizations and/or State License requirements such as the American Institute of Architects (AIA).

C. WRA: Wisconsin Registered Architect. Wisconsin Department of Safety and Professional Services (Published under s. 35.93, Wis. Stats., by the Legislative Reference Bureau- Chapter A-E 2 ) or WRID: Wisconsin Registered Interior Designer

Interior Designers with the State of Wisconsin (Or other Current State License/Registration)

Includes the following standards:

1. Completed required education/experiences for licensure; and/or

2. Successful completion of the NCIDQ examination or the Council for the Qualification of Residential Interior Designers (CQRID) examination; and

3. Maintains current registration with the State of Wisconsin and the requirements therein, including continuing education.

Notes

1. Other state registrations/licenses of equivalent standards are applicable if holds a current and valid registration/license based on tested examination.) s. Effective date of policy, if different than upon the chancellor’s signature:

2. All applicants are required to show evidence of meeting the requirements as listed above and regular maintenance of certifications and/or licenses while under teaching contract.

D. Interior Architecture Compliance with the Intent for Alternate Educational Qualifications:

Per the Higher Learning Commission (HLC): “Tested experience includes a breadth and depth of experience outside of the classroom in real world situations relevant to the discipline in which the faculty member is teaching. Each unit should develop hiring qualifications that outline the minimum threshold of experience and a system of evaluation for tested experience. This experience could include the skill sets, types of certifications or additional credentials and experiences that would meet tested experience requirements for specific disciplines and programs.”

Interior architecture academic staff should either meet the HLC educational qualifications for terminal degree, or meet the tested qualifications above, or have all of the following:

• A minimum of 7 years professional experience;

• Be active in the professional organization of the American Society of Interior Design (ASID) or the International Interior Design Association (IIDA),

• Maintain Continuing Education Units (CEU) per state or professional organization standards,

• Maintain/submit a portfolio of built professional design work

• Provide peer reviewed design assessment/recommendations from at least three professional designers with NCIDQ or other licensure.

MATHEMATICAL SCIENCES

The Higher Learning Commission guidelines state expectations in determining minimally qualified instructors which will be enforced beginning September 2017. According to the HLC, there are three ways to qualify to teach undergraduate courses which are not general education courses:

1. Hold a master’s degree or higher in the discipline or subfield.

2. Hold a master’s degree or higher in another field, and complete at least 18 graduate credit hours in the discipline or subfield (math).

For general education math courses, only instructors satisfying one of the first two items above are allowed by the HLC document.

The following define for the Department of Mathematical Sciences at UWSP the specific, independent minimum qualifications to teach courses in the program. Satisfying any one of the following qualifies an instructor to teach courses which are not general education courses.

1. Master’s degree or Ph.D. in mathematics or a closely related field, such as statistics or engineering.

2. Master’s degree in another field and five years relevant teaching experience.

3. Bachelor’s degree in mathematics or related field, and either passing at least two professional exams with university level mathematical content or at least ten years of related work experience.

4. Master’s degree or higher in another field and at least 18 graduate credit hours in mathematics or mathematics education.

SENTRY SCHOOL OF BUSINESS AND ECONOMICS.

At time of hiring or adoption of these rules, the Instructional Academic Staff (IAS) member must possess the minimum tested experience criteria as listed by discipline below.

Accounting

The Instructional Academic Staff (IAS) member must have a minimum of 3 years of managerial or professional-level experience in business, education, government or the military. The IAS member must also have a completed Master’s Degree in the appropriate teaching field. If the IAS member does not have a Master’s Degree in field, he/she must have additional substantive senior-level professional experience (e.g. active ownership or a senior-level executive position in business, education, government or the military) in the area in which he/she will be teaching in order to be considered as qualified at the Instructional Academic Staff level.

Business Administration

Economics

SCHOOL OF COMMUNICATION SCIENCES AND DISORDERS

Policy for Tested Experience Hiring Criteria:

Hiring Requirements:

1. To teach undergraduate courses - the person must hold a minimum of a Master’s degree in Speech-Language Pathology or Audiology; or a Master’s degree or a license or certification beyond the baccalaureate degree in the specific content area of the course (e.g., sign language).

2. To teach graduate courses - the person must hold a minimum of a Master’s degree in speech-language pathology or audiology, have a license to practice, and/or hold national certification, and have a minimum of 3 years of clinical experience; or have a Master’s degree in an unrelated discipline, and possess a license or certification beyond the baccalaureate degree in the specific content area of the course (e.g., business/practice management).

SCHOOL OF EDUCATION

The School of Education believes that an instructor should hold a master’s or terminal degree in the appropriate field to teach undergraduate courses. Alternative tested experience for a temporary undergraduate instructor must be:

• a bachelor’s degree;

and

• three years of PK-12 teaching experience,

• discipline-specific, state-approved teacher certifications/licenses (past or current),

and/or

• specialized credentials, skill sets, or relevant real-world experience.

SCHOOL OF HEALTH CARE PROFESSIONS

The following define for the School of Health Care Professionals at UWSP the minimum qualifications and tested experience (e.g., skill sets, certifications, additional credentials, experiences) for instructional academic staff teaching non-general education courses in the following programs we offer:

Athletic Training

• A Bachelor’s degree in Athletic Training with national certification from the BOCATC, licensure in State of Wisconsin, and a minimum of 3-years full-time occupational experience as an Athletic Trainer.

• Master’s degree or earned doctorate in Health Care Discipline or “related discipline” area, defined within Diagnostic, Therapeutic, Administrative, Research and Development, and Educational fields (these disciplines include physical, mental, social, and natural science areas, as related to the education of health care professionals).

Hiring Requirements

To teach graduate courses in the Master of Science in Athletic Training (MSAT) program, the person must hold either:

a. A Doctorate of Athletic Training (DAT), possess a current and active license to practice Athletic Training in any jurisdiction in the United States, and a minimum of three (3) full-time equivalent years of clinical experience with the demonstrated post-professional expertise clinical expertise in the content area assigned. Post-professional expertise can be demonstrated by recent continuing professional education in the content area.

b. A Post-professional Master’s degree, possess a current and active license to practice Athletic Training in any jurisdiction in t he United States, and a minimum of three (3) full-time equivalent years of clinical experience with demonstrated post-professional expertise in the content area assigned. Post-professional expertise can be demonstrated by recent continuing professional education in the content area.

c. An entry-level Master’s degree in Athletic Training, possess a current and active license to practice Athletic Training in any jurisdiction in the United States, and a minimum of five (5) full-time equivalent years of clinical experience, and post-professional expertise as demonstrated by additional specialist certifications recognized by the Board of Certification (BOC).

Physical Therapy

Hiring Requirements:

To teach graduate courses in the Doctor of Physical Therapy (DPT) program, the person must hold either:

a. a Doctor of Physical Therapy degree, a current and active license to practice physical therapy in any jurisdiction in the United States, and a minimum of three (3) full-time equivalent years of clinical experience with demonstrated post-professional expertise can be demonstrated by recent continuing professional education in the content area, and/or specialist certification recognized by the American Board of Physical Therapy Specialists (ABPTS);

b. A post-professional Master’s degree, a current and active license to practice physical therapy in any jurisdiction in the United States, and a minimum of five (5) full-time equivalent years of clinical experience and post-professional expertise as demonstrated by current specialist certification recognized by the American Board of Physical Therapy Specialists (ABPTS).

Clinical Laboratory Science

• A Bachelor’s degree in Laboratory Science or “related discipline” area, defined within the Diagnostic, Therapeutic, Administrative, Research and Development, and Educational fields, national certification through the ASCP-BOC and a minimum of 3 years of full-time occupational experience in a clinical laboratory setting.

Health Informatics and Management Technology

• Master’s Degree in Informatics or Health Care Discipline or “related discipline” area, defined within the Diagnostic, Therapeutic, Administrative, Research and Development, and Educational fields, and a minimum of 3-years of occupational experience in a health care discipline or 3-years of teaching experience at the college level.

• Master’s degree or earned doctorate in Informatics, Health Care Discipline, or “related discipline” area, defined within Diagnostic, Therapeutic, Administrative, Research and Development, and Educational fields.

Health Science

• A Bachelor’s Degree in a Health Care Discipline with nationally recognized certification and/or licensing credentials recognizant of mastery in that health care field and a minimum of 3 years of full-time occupational experience in health care OR Master’s Degree in “related discipline” area, defined within the Diagnostic, Therapeutic, Administrative, Research and Development, and Educational fields.

Nursing

• Master’s Degree in Nursing, licensed as a Registered Nurse, and a minimum of 3 years of occupational experience in nursing.

• Master’s degree or earned doctorate in Nursing, Health Care Discipline, or “related discipline” area, defined within Diagnostic, Therapeutic, Administrative, Research and Development, and Educational fields.

SCHOOL OF HEALTH PROMOTION AND HUMAN DEVELOPMENT

The Higher Learning Commission guidelines state expectations in determining minimally qualified instructors, which will begin September 2017.

According to the HLC, there are two ways to qualify to teach undergraduate general education or other “non-occupational” courses:

1. Hold a master’s degree or higher in the discipline or subfield.

2. Hold a master’s degree or higher in another field, and complete at least 18 graduate credit hours in the discipline or subfield being taught.

The following define for the School of Health Promotion & Human Development at UWSP the minimum qualifications and tested experience (e.g., skills, certifications, credentials, professional experiences) for instructional academic staff teaching non-general education courses in the following programs we offer:

Family & Consumer Sciences

• Master’s degree in Education, Human Development, Family & Consumer Sciences, Counseling, or related discipline within the fields of Human Services, Family Studies, or Education as appropriate to the specific course being taught plus the equivalent of 3 years fulltime occupational experience in the profession appropriate to the specific course or teaching licensure in Family & Consumer Sciences.

Food & Nutrition

• Bachelor’s degree in any field and a minimum of 4 years professional hands on culinary experience in a high volume kitchen that includes catering plus 2 years as executive chef or general manager.

• Master’s degree in Health Education, Public Health, Exercise Science, or related discipline within the fields of Health Science, Human Services, Agriculture, Food & Natural Resources, Government & Public Administration or Business Management & Administration as appropriate to the specific course.

Health and Wellness Management

• Master’s degree in Health Education, Public Health, Nutrition, Exercise Science or related discipline within the fields of Health Science, Human Services, Marketing, or Business Management & Administration as appropriate to the specific course.

• Master’s degree in a discipline not related to the above and 5 years fulltime occupational experience in the profession appropriate to the specific course.

Health Promotion and Wellness

• Master’s degree in a discipline not related to the above and 5 years fulltime occupational experience in the profession appropriate to the specific course.

Human Development

• Master’s degree in Education, Human Development, Family & Consumer Sciences, Counseling, or related discipline within the fields of Human Services, Family Studies, or Education as appropriate to the specific course plus the equivalent of 3 years fulltime occupational experience in the profession appropriate to the specific course.

THEATRE AND DANCE

The Higher Learning Commission (HLC) guidelines* state expectations in determining minimally qualified instructors (beginning September 2017). According to the HLC, there are three ways to qualify to teach undergraduate general education or other “non-occupational” courses:

1. Hold a master’s degree or higher in the discipline or subfield.

2. Hold a master’s degree or higher in another field, and complete at least 18 graduate credit hours in the discipline or subfield (theatre, dance or music).

3. Meet a minimum of “tested experience” as defined by the institution, that “includes a breadth and depth of experience outside the classroom in real-world situations relevant to the discipline.”

The following define the specific, independent minimum qualifications to teach disciplinary courses in the Department of Theatre and Dance at UWSP.

1. Master’s degree or Ph.D. in Theatre, Dance or Music.

2. Master’s degree in another field and five years relevant to teaching experience.

3. Bachelor’s degree in Theatre or Dance, and five years of experience in the field, or a related performance discipline and five years of experience in this field.

4. Possess at least one professional certification (e.g., Pilates, Feldenkrais, Linklater, Estill) with appropriate field-related content at least 15 years of related work experience.

5. Master’s degree or higher in another field and at least 18 graduate credit hours in theatre, dance or music.

*HLC, “Determining Qualified Faculty through HLC’s Criteria for Accreditation and Assumed Practices,” October 2015.

UNIVERSITY COLLEGE

Teaching qualifications

Expected credentials: Master’s degree in field related to the course being taught or 18 credits of graduate work in discipline.

Alternative tested credentials/experience for an undergraduate instructor must be:

University College prefers that an instructor should hold an advanced degree in an appropriate field to teach undergraduate courses. Fields applicable to content taught in the college are broad-ranging and could include instructional design, education, English, science, mathematics, student affairs administration, counseling, social work, coaching, educational administration, etc. If an instructor does not have an advanced degree, they may be able to teach undergraduate courses if they hold a bachelor’s degree and have three years of experience relevant to the course topic and/or specialized credentials, skill sets, or relevant real-world experience.

WORLD LANGUAGES AND LITERATURES

For the Department of World Languages and Literatures, Alternative Tested Experience includes five years of professional experience in an area relevant to the language being taught. The faculty of the candidate’s language program will consider and evaluate submitted evidence as equivalent experience. This professional experience may include the following:

• Documentation of excellence in teaching, as indicated by formal, internal and/or external teaching award(s).

• Presentation(s) at WAFLT and/or ACTFL or other professional conferences.

• Invited lecture in the content area presented to peers or community groups.

• Organization or coordination of content area presentations or conferences.

• Peer-reviewed published translation projects, especially if related to education, instruction, literature or culture of target language.

• Publication of creative writing in the language taught by the candidate.

• Publication of peer-reviewed scholarly essay(s) related to pedagogy, instruction, literature, culture of target language, including book reviews, textbook reviews, educational software reviews.

• Completion of interpretation/translation certification course.

• Activity as interpreter.

• Training as an Advanced Placement Test grader and activity as grader.

• Training as an Advanced Placement Course instructor.

• Completion of Advanced level WL immersion course(s).

• Innovative World Language (WL) course development.

• WL curriculum development.

• Authoring and publication of WL textbook.

• WL program coordination or administration at the department, high school or district level.

• Organization and leading of study abroad program, including pre-travel orientation,

• documentation of content delivery and pre - and post-travel activities.

• Leadership/service as officer in professional WL organization.

• Professional development workshop related to the content area with documented project outcomes.

GRADUATE FACULTY

NOTE: This policy also appears in Chapter 4B.3

Criteria: Both of the following:

• Rank of Assistant Professor or higher.

• Either

o Successful teaching experience in the discipline in which the faculty member provides graduate instruction, or

o Continuing evidence of scholarly achievement and professional activity.

MEMBERSHIP PROCESS

Prospective graduate faculty members are recommended by department chairs or their equivalent in consultation with faculty members eligible for graduate faculty status. Departmental recommendations shall be forwarded to the Graduate Council for information. This status will grant an individual the ability to serve on thesis or dissertation committees, teach graduate level courses, and vote on matters related to the graduate faculty.

TEMPORARY GRADUATE RESEARCH STATUS

Criteria: Both of the following

• A Ph.D., Ed.D, or terminal professional degree;

• Continuing evidence of scholarly achievement and professional activity.

MEMBERSHIP PROCESS

Upon recommendation of the department and the dean of the college, instructors may obtain TEMPORARY GRADUATE RESEARCH STATUS. Departmental recommendations shall be forwarded to the Graduate Council for information. These appointments are designed to allow collaborators from other institutions or non-permanent appointments at the university (e.g., postdoctoral researchers) to serve on thesis or dissertation committees. Such appointments will only allow individuals to serve on thesis or dissertation committees and authorization will typically be granted for the duration of the collaborative project for which they are assisting. Individuals who serve on more than one committee must have temporary graduate research status approved for each project. Temporary graduate research status does not authorize an individual to teach graduate level courses (a separate authorization would be required) and does not grant the ability of an individual to vote on graduate faculty matters that pertain to administrative or curriculum issues.

TEMPORARY GRADUATE TEACHING STATUS

Criteria: Both of the following

• Qualifications for rank of Assistant Professor or higher.

• Either

o Successful teaching experience in the discipline in which graduate instruction is given, or

o Continuing evidence of scholarly achievement and professional activity.

Upon recommendation of the department, faculty or instructional academic staff may be given TEMPORARY GRADUATE TEACHING STATUS. Departmental recommendations shall be forwarded to the Graduate Council for information for a term no more than 5 years. Minimum requirements for temporary graduate teaching status are to have the qualifications for rank of Assistant Professor within their discipline and teaching or scholarly activity as outlined above unless their department has alternative tested experience criteria listed below. These ALTERNATIVE TESTED EXPERIENCE CRITERIA must be approved by the Graduate Council. Temporary graduate teaching status does not authorize an individual to serve on thesis or dissertation committees and does not grant the ability of an individual to vote on graduate faculty matters that pertain to administrative or curriculum issues.

ALTERNATIVE TESTED EXPERIENCE CRITERIA

COLLEGE OF NATURAL RESOURCES

For the College of Natural Resources, “tested experience” and/or “skill sets, certifications, other credentials” includes the following:

• Possession of a terminal degree in a natural resources discipline OR

• Professional experience equivalent to 5 years in one, or a combination, of the following:

o Employment with a private, public, or non-profit agency whose primary service is to provide education, policy development, management, commercial or other professional services for the following sectors:

 Forest Management

 Environmental Education or Interpretation

 Natural Resource Planning, Policy, or Sustainable Energy

 Soil, Land, or Waste Management

 Wildlife Management or Captive Wildlife

 Water Resource Management

 Fisheries Management

 Paper Science Manufacturing or Chemical/ Environmental Engineering

o Teaching experience in a primary or secondary classroom (kindergarten through grade 12) may be considered for instructional assignments related to environmental education.

o Informal teaching experience, including the delivery of outreach, extension, or similar community-oriented programming.

DEPARTMENT OF BIOLOGY

For the purpose of advanced courses with specialized disciplinary content, the department requires a master’s degree or PhD candidacy in a field related to biology, and evidence of at least one of the following:

• Identified graduate coursework of at least 6 credits in specialized disciplinary content consistent with the assigned course for the instructor, or

• Publications and/or presentations at professional conferences in the disciplinary content area of the assigned course for the instructor, or

• At least 3 years of professional experience working in a discipline directly related to the content area of the assigned course for the instructor

DEPARTMENT OF GEOGRAPHY AND GEOLOGY

In the Geography/Geology Department, “tested experience” and/or “skill sets, certifications, other credentials” are met by one or a combination of the following:

For graduate-level instructors in Geography:

• Achievement of Ph.D. candidacy (from an accredited university) in Geography or in a related field.

• Applied research in a geographic subfield (e.g., geospatial techniques) that engaged community, government, or business groups and resulted in a presentation or in published materials.

• Attainment of state or national certificates or accreditation from a geographic or related professional organization in which 5 years of experience are required, or 3-4 years of experience are required and a minimum of two re-certifications is achieved.

• Non-university related employment in a position that uses geographic or related knowledge and skill sets on a daily basis.

For graduate-level instructors in Geology:

• Achievement of Ph.D. candidacy (from an accredited university) in Geology or in a related field.

• Applied research in a geologic subfield (e.g. hydrogeology) that engaged community, government, or business groups and resulted in a presentation or in published materials.

• Attainment of state or national certificates or accreditation from a geologic or related professional organization in which 5 years of experience are required, or 3-4 years of experience are required and a minimum of two re-certifications is achieved.

• Non-university related employment in a position that uses geologic or related knowledge and skill sets on a daily basis.

SCHOOL OF COMMUNICATION SCIENCES AND DISORDERS

Policy for Tested Experience Hiring Criteria:

Hiring Requirements:

SCHOOL OF EDUCATION

The School of Education believes that a faculty member should hold a terminal degree to teach graduate courses. Alternative tested experience: temporary graduate faculty will need to possess a Master’s degree, five years of professional experience including at least three years PK-12 teaching experience that is consistent with their discipline, and where applicable, the knowledge, skills and dispositions to teach online, hybrid or face-to-face courses. In other circumstances, the combination of a Master’s degree, three years of PK-12 teaching experience, discipline specific to the Wisconsin Department of Public Instruction certifications/licenses, specialized credentials, skill sets or relevant real-world experience are considered evidence of appropriate qualifications for graduate teaching.

Educational Sustainability Doctoral Program (Ed.D.)

Introduction

The following defines the Educational Sustainability (Ed.D.) doctoral program minimum qualifications and tested experience for instructional faculty teaching courses in the Educational Sustainability doctoral program. This does not include the courses EDSU 918 (Scholar Mentorship course) or the EDSU, EDSU 919 (Applied Residency Course) 920 (Dissertation Course); please see the Affiliate Scholar Practitioner Program for those requirements.

The Ed.D. program is interdisciplinary in nature given the social, ecological and economical aspects of the broad field of education defined as informal, formal and nonformal systems of teaching, learning and leading. These systems include but not limited to, K-12 Education, Higher Education, Adult Learning, Life-long learning, and educational components of business, communities, non-profit educational institutions, international educational organizations and sustainability pedagogies and learning to support.

Given that the field of educational sustainability questions historical trends, current practice and future orientations of education from social, cultural, ecological and economic contexts, students often are interested in exploring and practicing in and for novel places (both geographically speaking and theoretically/philosophically thinking), weaving contributions of other disciplinary fields into research and professional practice. To this extent, courses and related experiences connect this scope of sustainability to support the Ed.D. program as interdisciplinary within clearly defined outcomes set forth and approved by HLC (see Ed.D. catalog for outcomes).

Alternative Tested Criteria

With this explanation, and for the purpose of the doctoral courses in this interdisciplinary arena, the department requires: an Ed.D. or Ph.D. in a disciplinary field related to the course being taught and 3 years of combined professional/practitioner, teaching and/or research experience in the specific content area of the course being taught.

SCHOOL OF HEALTH PROMOTION AND HUMAN DEVELOPMENT

Qualification Guidelines for Teaching Graduate Courses

The following define for the School of Health Promotion and Human Development at UWSP the minimum qualifications and tested experience (e.g., skills, certifications, credentials, professional experiences) for teaching graduate courses that we offer in the following areas:

Community and Organizational Leadership

Master’s degree in a discipline within the fields of Government & Public Administration, Business Management and Administration, Health Science, Human Services, Communications, Marketing, or Education and Training as appropriate to the specific content area of the course, plus 5 years of professional experience in the specific content area of the course.

Family and Consumer Sciences

Master’s degree in Education, Human Development, Family and Consumer Sciences, Counseling, or related discipline within the fields of Human Services, or Family Studies, or Education as appropriate to the specific course being taught; plus 5 years of professional experience in the specific content area of the course, or teaching licensure in Family and Consumer Sciences and 5 years of professional experience in the specific content area of the course.

Food and Nutrition

Master’s degree in Health Education, Public Health, Exercise Science, or related discipline within the fields of Health Science, Human Services, Agriculture, Food & Natural Resources, Government and Public Administration or Business Management & Administration as appropriate to the specific content area of the course, plus 5 years of professional experience in the specific content area of the course.

Health and Wellness Management

Master’s degree in Health Education, Public Health, Nutrition, Exercise Science or related discipline within the fields of Health Science, Human Services, Marketing, or Business Management and Administration as appropriate to the specific content area of the course, plus 5 years of professional experience in the specific content area of the course.

Health Promotion and Wellness

Human Development

Master’s degree in Education, Human Development, Family and Consumer Sciences, Counseling, or related discipline within the fields of Human Services, Family Studies, or Education as appropriate to the specific content area of the course, plus 5 years of professional experience in the specific content area of the course.

Membership Process

Using the criteria above and upon recommendation of the department and the dean of the college instructors may obtain TEMPORARY GRADUATE TEACHING STATUS. Such appointments must specify the courses(s) to be taught and the duration for temporary only pertain to the teaching of the specified course(s). Under no circumstances shall the temporary status be used as a continuing substitute for graduate faculty membership. Temporary graduate teaching status does not authorize an individual to serve on thesis or dissertation committees (a separate authorization would be required) and does not grant the ability of an individual to vote on graduate faculty matters that pertain to administrative or curriculum issues.

The department or dean has the responsibility to communicate this TEMPORARY GRADUATE TEACHING STATUS to the registrar.

EDUCATIONAL CODE, CREDITING OF PRIOR SERVICE, AND SALARY INFORMATION

EDUCATIONAL PREPARATION CODE.

Effective 2006-2007, an academic staff member’s code assignment is based on the following academic preparation.

Code 1.

• Ph.D.

• Ed.D.

• Earned doctor’s degree equivalent to the Ph.D. or Ed.D., requiring an original contribution to the field and requiring the minimum equivalent of 3 full years of graduate study beyond the baccalaureate.

• MFA in creative arts (specifically: studio art, creative writing, dance and technical areas of drama) when a higher terminal degree is not normally awarded.

Code 2.

• Earned degrees, such as the J.D., requiring a minimum of 90 semester credit hours of graduate level work beyond the baccalaureate degree.

• All requirements for the doctorate met except completion of the dissertation.

Code 3.

• Master’s degree plus 30 semester credit hours of graduate level work in a coherent program of study. If the master’s degree requires more than 30 semester credit hours, then the additional graduate level work only needs to bring the total semester credit hours to 60 (for example, a master’s degree requiring 36 semester credit hours would need to be supplemented with an additional 24 credits to qualify for this educational code.)

• A specialist degree or its equivalent.

• University Library faculty with an MLS and a second approved master’s degree.

Code 4.

• A master’s degree.

Code 5.

• A bachelor’s degree.

Code 6.

• No bachelor’s degree.

GRANTING PRIOR SERVICE CREDIT: TIME TOWARD INDEFINITE APPOINTMENT

(PROBATIONARY OR FIXED TERM).

General Guideline.

The practice of granting credit for prior service is not universal but has been most common in traditional four‑year universities. When prior service credit is granted, it is usually limited to 3 years, leaving 3 to 4 years for evaluating probationary academic staff prior to making the mandatory decision on indefinite appointment.

Impact.

Evaluation and review for a decision on indefinite appointment is required for academic staff holding probationary appointments. Academic staff holding fixed term appointments may request review for the granting of indefinite appointment after 10 years of service at UWSP. Indefinite appointment may be awarded only after the third year of full-time service at UWSP. One consequence of granting credit for prior service is to shorten by a stipulated number of years the time period in which the decision to award indefinite appointment is made.

Individual Decisions.

Decisions on crediting of prior service are made on an individual, case-by-case basis: there is no automatic or formula‑based credit for prior service.

SALARY INFORMATION.

Salary Determination

Compensation for job postings, at the time of hire, and compensation adjustments will be applied in accordance with the UW System Administrative Policy 1277: Compensation.

Salary determination is made at the Dean or Director level with approval by Human Resources and the Vice Chancellor or Division Head. Salary determination may be delegated to a direct supervisor.

Summer Session.

Compensation.

Classroom teaching academic staff are rarely hired during summer sessions. When classroom teaching academic staff are hired for the summer, compensation is normally 9.3% of the previous academic year salary for the equivalent of three credits of instruction (half-time); full-time is normally compensated at 18.6%.

Contracts.

Summer session teaching contracts are all contingency contracts, based on negotiations between the academic staff member and appropriate dean on the number of students anticipated to enroll. When enrollment is less than anticipated, the dean determines whether the class is to be canceled and the contract voided or to keep the class at the lower enrollment and reduce the salary of the academic staff member.

Crediting of Prior Years.

A newly hired instructional/classroom teaching Academic Staff employee may receive credit for previous experience in determining salary, fractional years of credit are rounded to the next higher number of full years (e.g., 1.2 years are counted as 2 years). Review and determination of credit is done by the hiring college dean in accordance with college and/or discipline criteria.

Full-time and Part-time.

Category A or C.

Unless otherwise negotiated and expressly stated in the letter of appointment, full-time shall be defined as 5 working days per week or the equivalent, half-time shall be defined as 2 1/2 working days per week or the equivalent, and other part-time appointments shall be calculated as a percentage based on 5 days per week as full-time.

Category B.

Full time shall be defined as 24 credit hours per academic year.

Paychecks.

Paycheck information for Academic Staff is available via https://uwservice.wisconsin.edu/help/payroll.

FIXED TERM, PROBATIONARY, AND INDEFINITE APPOINTMENTS

CONTRACTUAL PERIODS AND SCHEDULES FOR RECOMMENDATIONS ON RETENTION, INDEFINITE APPOINTMENT, PROMOTION, AND MERIT.

Contractual periods.

Academic staff may be hired on multiple-year contracts, rolling contracts, or one-year contracts. Limited appointments, in which persons serve at the pleasure of the appointing authority, may be open-ended.

Annual Schedule.

The provost, vice chancellors, and deans annually distribute to department chairpersons and unit heads a schedule of specific dates when recommendations regarding renewal, indefinite appointment, promotion, and merit are due.

Probationary Personnel.

Dates for decisions on renewal are governed by the provisions of Chapters UWS 10.05 and UWSP 10.05 (see 4A.2). Academic staff shall receive notice at least 3 months prior to the expiration of the appointment in the first year; at least 6 months prior to the expiration of the appointment in the second year; and 12 months prior to the expiration of the appointment thereafter.

Fixed Term Personnel.

Half-time or More.

Academic staff serving .5 FTE or more, or who have accumulated 7 academic years of service at .5 FTE or more per semester shall receive notice at least 3 months prior to the expiration of the appointment in the first 2 years; at least 6 months prior to the expiration of the appointment in the 3rd through 7th years; at least 9 months prior to the expiration of the appointment in the 8th through 10th years; and 12 months prior to the expiration of the appointment thereafter.

When the letter of appointment states that renewal is not intended, no further notice of nonrenewal is required.

Less Than Half-time.

Academic staff serving less than .5 FTE shall receive notice at least 3 months prior to the expiration of the appointment in the first 2 years, and 6 months prior to the expiration of the appointment thereafter.

When the letter of appointment states that renewal is not intended, no further notice of nonrenewal is required.

Indefinite Appointment.

Units normally submit recommendations for indefinite appointment to the appropriate administrator in early March.

Reduced Responsibilities.

A probationary academic staff member may reduce professional responsibilities under limited conditions specified in UWSP 10,03(2)(a)(3) (see 4A.2). Colloquially, this is called “stopping the clock,” and may be requested in circumstances such as childbirth, adoption, dependent care obligations, or disability. The time granted for such activities does not count as a break in continuous service nor as part of the probationary period.

Promotion.

Units normally submit recommendations for promotion in February, or as part of the retention recommendation.

Merit.

The date when merit recommendations are due is governed by legislative and System action. Unit merit recommendations are usually submitted to the appropriate administrator in March.

APPOINTMENTS.

Decision Authority.

Probationary Academic Staff.

• In divisions other than Academic Affairs, decisions on appointment and renewal for probationary academic staff appointments in the first year and after the 4th year are made by the unit and the appropriate vice chancellor (as the chancellor’s designee). In Academic Affairs, those decisions are made by the department or unit and the provost (as the chancellor’s designee).

• Decisions on renewal in the 2nd, 3rd, and 4th years are made by the unit and the vice chancellor (as the designee), or the department and the appropriate dean (as the designee).

Fixed Term Academic Staff.

• In divisions other than Academic Affairs, decisions on appointment and reappointment for all fixed term academic staff are made by the unit and the appropriate vice chancellor (as the chancellor’s designee).

• In Academic Affairs, decisions on appointment and reappointment for all fixed term academic staff are made by the department or unit and the provost (as the chancellor’s designee).

Change in Position Responsibilities.

An amended letter of appointment shall be sent in situations where a significant change in position responsibility occurs; however, no such change may be made during a contractual period without the mutual consent of the academic staff member and the appropriate institutional officers, except as may be necessary under 36.21 Wis. Stats. and Chapter UWSP 12 (see 4A.2).

Teaching Responsibilities.

An individual who holds academic rank in a department and who is serving in an academic staff position is usually expected to perform some regular teaching assignment each year. Faculty of the University Library are an exception to this policy.

Joint Appointments.

Joint appointments of academic staff members may be made between units (e.g., Office of the Registrar and Campus Activities & Student Engagement; Health Promotion and Human Development (HPHD) and Admissions) and/or divisions (e.g., Student Affairs and Finance and Administration). These appointments are made only if the academic staff member and the involved university units agree upon the desirability of such an arrangement. Joint appointments may be terminated at the end of a contractual period upon the request of any of the involved individuals or units.

Unit Responsibilities.

Letters of appointment for academic staff members with joint appointments shall clearly delineate the percentages in each unit, the salary responsibilities of each unit, the titles for each position, and the appointment type (fixed term, probationary, or indefinite) in each position.

Governance Rights.

Academic staff with joint appointments will be eligible to participate in both units in meetings, appropriate committees, and other activities under each unit’s policies and procedures. Such participation will depend upon prior agreement of the involved units.

Part-time Appointments.

Category A or C.

Unless otherwise negotiated and expressly stated in the letter of appointment, half-time shall be defined as 2 1/2 working days per week or the equivalent, and other part-time appointments shall be calculated as a percentage based on 5 days per week as full-time.

Category B.

Half-time shall be defined as 6 credit hours per semester or the equivalent, and other part-time appointments shall be calculated as a percentage based on 24 credit hours per academic year as full-time.

Change in Proportion of Time.

An academic staff member may request either:

• a permanent reduction to half-time;

• a permanent reduction to less than half-time on a fixed term appointment; or

• a temporary reduction as a partial leave without pay.

Salary.

An academic staff member’s base salary is pro-rated for any reduction in time; eligibility for fringe benefits may change during semesters at reduced time.

Probationary Agreement.

For academic staff on probationary appointment, the initial letter of agreement for a reduced assignment shall state how much time the academic staff member will have accrued toward indefinite appointment by the beginning of the reduced assignment, and how much time will be accrued during the period the academic staff member serves on reduced assignment.

Salary and Merit for Part‑time Academic Staff.

Criteria.

General criteria for determining salary and merit for part‑time academic staff are the same as for full‑time academic staff. Units may develop specific performance objectives for individuals with part-time appointments just as they do for academic staff with full-time appointments.

Amount.

Part-time academic staff receive proportional salary based on full-time equivalency as defined for the appointment category.

EVALUATION OF ACADEMIC STAFF: ALL CATEGORIES

PROCEDURAL RIGHTS.

When being reviewed for any unit personnel recommendations, academic staff members shall be given the opportunity to present materials showing qualifications, and may be invited to present oral evidence to the supervisor and/or appropriate unit evaluation committee(s).

NOTE. Academic departments and equivalent academic areas may extend limited governance rights to their academic staff members as provided for in UWS 1.05 and UWSP 1.05 (see 4A.2). This limited faculty status means that departmental academic staff have the right to participate in all aspects of the department’s governance as specified by the department except decisions relating to hiring, retention, promotion, and tenure for individual faculty.

PRESENCE AT MEETINGS.

No Exclusions.

Under the provisions of 19.89 of the Open Meetings Law, no member of a governmental body may be excluded from any meeting of the body. In addition, no member may be excluded from meetings of the body’s subunits unless the rules of the body specifically state otherwise.

Right to Open Meeting.

Under the provisions of UWSP 10.03 (2)(a)(4) (see 4A.2), a probationary academic staff member has the right to request and receive an open meeting for any meeting of a unit or subunit involving consideration of indefinite appointment for that individual.

NOTE. A meeting with one’s supervisor for the purpose of performance evaluation, even where the end result of the evaluation will be a recommendation on retention or the granting of indefinite appointment, is not subject to the provisions of the Open Meetings Law: an individual administrator is not a “formally constituted subunit.”

MERIT.

In the performance objectives as evaluated within each unit, merit recognizes performance ranging from solid through exemplary. It must never be used as a substitute for adequate and reasonable compensation for all members of the academic staff.

ACTIVITIES.

Activities to be considered in the evaluation process shall include those undertaken as part of the Extension function or as part of the International Programs offerings as well as an academic staff member’s usual activities.

EVALUATION OF CATEGORY A AND C ACADEMIC STAFF

PURPOSE.

Academic staff performance evaluations are conducted to:

• enable employees to understand fully what is expected of them;

• help employees assess the quality of their work;

• give employees constructive feedback;

• gain information to help make accurate personnel decisions on such matters as retention, merit, and promotion; and

• encourage employees to do their best work.

USE.

Performance evaluations conducted under these policies and procedures shall serve as the basis for making personnel decisions relating to renewal, reappointment, indefinite status, merit, promotion, and salary.

IMPLEMENTATION/TRAINING RESPONSIBILITIES.

The vice chancellor is responsible for the implementation of this evaluation policy and related procedures.

The primary responsibility for evaluation of academic staff for purposes of retention, change of title or promotion, merit, indefinite appointment, and salary is that of the unit in which the individual holds an academic staff appointment. All academic staff to be evaluated and all academic staff who do evaluations shall have completed appropriate orientation and training provided through the vice chancellor’s office.

EVALUATION OF FIXED TERM, PROBATIONARY, AND INDEFINITE PERSONNEL.

All fixed term, probationary, or indefinite appointment academic staff shall be evaluated annually on how they meet unit and individual performance objectives. Near the middle of each evaluative period, an interim meeting shall be held with the academic staff member to discuss progress toward the objectives and to revise objectives as necessary.

Any Academic Staff A or C position that is less than 10% of the calendar year, i.e. less than 5.2 weeks or 208 hours per calendar year, is not required to complete an annual and/or supplemental review unless requested by the employee.

STUDENT EVALUATIONS.

The use of student evaluations may be appropriate if contact with students is a primary and an integral part of the position responsibility. Decisions on whether to use student evaluations shall be made by supervisors, in consultation with the staff members to be evaluated.

• No student or peer evaluations of classroom teaching shall be used in performance evaluations of Category A or C academic staff in their primary position responsibilities except in those cases where the supervisor and the individual being evaluated agree that student evaluations of teaching are a necessary or appropriate part of the evaluation process.

• Any student evaluations of classroom teaching shall be conducted by the appropriate academic department under existing departmental policies.

• Except as specified in the first bulleted paragraph above, such evaluations are exclusively for professional development and other uses as provided by departmental policies.

PERFORMANCE OBJECTIVES (CRITERIA) FOR EVALUATING CATEGORY A AND C ACADEMIC STAFF.

Each unit, in consultation with the appropriate vice chancellor or with the dean and provost, shall specify in writing the relative importance of these performance objectives:

Ability in Performing Primary Responsibilities:

the success of the academic staff member in timeliness, accuracy and quality of the work; achievement of job objectives; and innovative approaches to tasks required.

Professional Disciplinary Growth:

participation in formal or informal activities which indicate continued study and increased expertise in one’s field, including such things as additional course work; leadership roles in professional organizations; attendance at seminars, workshops, or conferences; and research activities.

General Educational Service:

the acceptance and fulfillment of professional responsibilities outside the unit (i.e., to the university and the community). Service may be shown by participation in organizations related to one’s area of expertise, by acceptance of professional responsibilities within the university, and by professional relationships within the community.

OVERVIEW OF PROCEDURES.

The evaluation process for Category A and C academic staff and instructions for conducting performance evaluations are contained in Procedures for Evaluation of Non-instructional Faculty and Category A and C Academic Staff, the complete text of which may be found in Chapter 4D.15.

Annual Review.

Each academic staff member shall meet with the staff member’s supervisor at least once each year to assess performance and establish performance objectives. At this meeting,

• the supervisor shall afford the academic staff member the opportunity to present any information or materials on the academic staff member’s behalf; and

• the two shall

o review the academic staff member’s current position description;

The supervisor shall provide a current, 1-page position description which the two review to assure that it accurately describes duties and responsibilities.

• review progress toward achieving objectives agreed upon at the last review (or for an initial review, as discussed in the appointment process);

• develop appropriate goals, objectives, and priorities to be accomplished in the coming year;

The goals, objectives, and priorities shall be consistent with the duties and responsibilities delineated in the abbreviated position description.

• identify material to be used to assess progress toward achieving the goals in the next year, and the method by which this material will be collected;

• set a time schedule for the next evaluation; and

• discuss other relevant concerns of the academic staff member or of the supervisor.

Supplemental Review.

As of October 5th, 2022, Supplemental Reviews are no longer required. Please see UW-Stevens Point and UW System Administrative Policy 1254, which reads, in part: “Supplemental feedback (feedback from peers, customers, students, partners, etc.) may be gathered to support the performance and development of a staff member. A supplemental review survey may be done at the discretion of the employee, supervisor, or Human Resources. When a supplemental review survey is chosen to be completed, it should be completed prior to the formal annual review, discussed during the performance review conversation, and submitted with the annual performance review materials.” The text below details the supplemental review process for those who choose to complete it.

The evaluation process shall consist of the annual review and a 2-part supplemental review, a questionnaire survey and a self-assessment.

Questionnaire Survey.

Development.

The academic staff member and the supervisor shall develop a questionnaire survey in accordance with the requirements of Procedures for Evaluation of Non-Instructional Faculty and Category A and C Academic Staff (Chapter 4D.15 ).

• All questionnaires shall include:

o What are this individual’s strengths in performing the duties in the job description?

o What suggestions can you make for improvement in the individual’s job performance?

• Some general questions (from or similar to those in the procedures document), constructed by the academic staff member and the supervisor; and

• these open-ended questions:

1. Questionnaires for those with titles at or above the level of director shall include additional required questions found in the procedures document.

2. Optional questions selected from among those provided in the procedures document may also be selected for inclusion.

Distribution.

The academic staff member and supervisor jointly develop a list of survey recipients limited to those who know how the academic staff member is carrying out the day-to-day duties and responsibilities of his/her job description. The supervisor completes a copy of the questionnaire and distributes other copies to those on the list.

Other persons who ask to complete a questionnaire shall be afforded the opportunity by the supervisor with full disclosure to the academic staff member being evaluated. Results of the questionnaire from persons not on the agreed-upon list shall be tabulated separately.

Procedure for Data Collection.

The procedure for the collection of data may be found in the Procedures for Evaluation of Non-Instructional Faculty and Category A and C Academic Staff (Chapter 4D.15).

Self-assessment.

The academic staff member shall also complete the questionnaire, and may provide any other information regarding performance.

Evaluation Report.

Following the annual/supplemental review meeting but not later than May 1, the supervisor prepares and files a written evaluation report for inclusion in the academic staff member’s personnel file. The academic staff member receives a copy of the evaluation report and may prepare a written response to the evaluation. Any response shall also be placed in the personnel file. The written evaluation report, which shall be signed by the supervisor and the academic staff member, shall include at least the

• updated position description;

• goals and objectives for the upcoming year;

• self-assessment; and

• supervisor’s letter of evaluation.

Review of the Evaluation.

An academic staff member who believes the performance evaluation was unfair may request from the academic staff member’s supervisor a review of the evaluation. Any such request

• shall be in writing;

• shall be received by the supervisor not later than 15 days after the academic staff member has received the evaluation report;

• shall address the particular concerns of the academic staff member; and

• shall be granted.

Supervisor’s Response.

The supervisor has 15 working days to review the entire matter and write a response to the academic staff member.

Further Action.

If the academic staff member continues to feel that the review was unfair and that the supervisor’s response does not rectify the academic staff member’s concerns, the academic staff member may file a grievance under the provisions of Chapter UWSP 13.02.

Copies Filed.

A copy of any request for review and a copy of the supervisor’s response shall be placed in the academic staff member’s personnel file with the original evaluation report.

Access to Review Information.

The information gathered in performance evaluation reviews is confidential to the degree permitted by the Public Records Law. Normally, access to the information is limited to the employee, the supervisor, and as appropriate, the Academic Staff Council and higher level administrators.

Use of Raw Data from Responses.

With the exception of the self-evaluation, respondents to the supplemental review questionnaire survey shall remain anonymous. Consequently, the raw data from a supplemental review shall not be made available to the employee under review. Following analysis of the information obtained from the questionnaire survey and self-evaluation, the supervisor shall share the results with the academic staff member, and when appropriate, the Academic Staff Council. Statistical data gathered from the general questions may be used for institutional research.

Academic Staff Council and the Vice Chancellor’s Office as Resources for Performance Reviews.

Any Academic Staff member may request assistance on any aspect of the evaluation process at any time by contacting the Chairperson of the Academic Staff Council or the Vice Chancellor’s Office.

Assessment of Procedures.

Beginning in the fall of 2004 and every 4 years thereafter, a subcommittee of the Academic Staff Council will review the entire evaluation procedure and recommend to the Council (and Common Council) modifications necessary to ensure its continued effectiveness.

PROMOTION PROCEDURES IN UNITS.

Written Procedures.

Each unit shall establish written procedures for promotion and changes of title. These procedures shall include a policy explicitly expressing how academic staff performance objectives are to be used. Criteria for promotion and changes of title shall be consistent with Hayes-Hill criteria. When approved by the appropriate vice chancellor or the appropriate dean and the provost, this statement shall be the standard used by all evaluators for academic staff of that unit.

• Local Hayes-Hill criteria, procedures, and policies are in 4D:15 (Hayes-Hill Titling Advisory Committee Operational Procedures and Policies).

No Unit Procedures.

Absent written unit procedures, an academic staff member may apply for promotion and/or a change of title as the academic staff member becomes eligible under Hayes-Hill guidelines.

Requests in Writing.

Requests for promotion or change of title shall be written and addressed to the academic staff member’s supervisor. The request shall also include appropriate documentation supporting the request for promotion or change of title.

Supervisory Response.

A supervisor who receives a request for promotion or change of title shall:

• review the request and accompanying materials within 15 days of receipt of the request;

• within 20 days of receipt of the request, afford the academic staff member making the request an opportunity to present additional materials or oral testimony on the academic staff member’s behalf;

• act on the request in a reasonable time and shall provide written notification of decision, which shall normally be within 15 days of the meeting with the academic staff member (or from the date of informing the academic staff member of the opportunity if the academic staff member decides not to meet with the supervisor) but may be up to 90 days after receipt of the request if the supervisor decides that an additional performance review involving a questionnaire survey is appropriate.

If the supervisor decides upon a questionnaire survey, the procedures under the supplemental performance review shall be followed.

MERIT PROCEDURES IN UNITS.

Written Procedures.

Each unit shall establish written procedures for merit assessment. These procedures shall include a policy explicitly expressing how academic staff performance objectives are to be used. When approved by the appropriate vice chancellor or the appropriate dean and the provost, this statement shall be the standard used by all evaluators for academic staff of that unit.

Salary Increase Distribution.

Across-the-board.

Category A and C academic staff, unranked faculty, and faculty assigned to units other than those within Academic Affairs receive an across-the-board increase if authorized by the Board and UW System guidelines. Salary adjustment dollars remaining after across-the-board increases shall be applied to base salary as specified below.

Merit.

Salary adjustment dollars remaining after across-the-board increases shall be applied to base salary in the following manner.

Step 1 Merit.

Evaluation.

Each person will be evaluated and awarded merit points from 0 to 10 (whole numbers only) according to procedures and criteria established within each division (e.g., Finance and Administration) and/or unit (e.g., Financial Aid).

Award.

Merit is assigned on the basis of points awarded. Each merit point will be equivalent to 10% of the merit generated by that position (e.g., 1 point=10%, 4 points=40%) .

If 2% of the salary increase dollars is applied to merit, an individual who earns $30,000 generates $600 of merit ($30,000 x .02). If that individual is awarded 10 merit points, merit will be the entire amount the position generated; if the individual is awarded 5 merit points, merit dollars will be 50% of the merit the position generated ($600 x .50 = $300).

Dollars Not Awarded.

Merit dollars remaining as the result of awards of less than 10 points ($300 in the second instance in the example above) are pooled for all Category A and Category C academic staff receiving merit and distributed according to procedures under Step 2.

Step 2 Merit.

Merit dollars not awarded in Step 1 are distributed among all Category A and Category C academic staff receiving merit.

• A dollar value is established for each point to be awarded in Step 2 by dividing the total dollars remaining from Step 1 by the total merit points awarded in Step 1.

• The number of Step 2 points awarded to each individual is identical to the points awarded in Step 1; the dollar amount of merit received in Step 2 is determined by multiplying the points by the established dollar value.

• The first individual in the example for Step 1 merit receives 10 merit points x the dollar value; the second receives 5 merit points x the dollar value.

Total Salary Calculation.

After all salary increases, whether across-the-board or merit, have been determined, the total is added to the individual’s base salary. Then the salary for the next year is determined by the percentage of appointment. If an individual earning $30,000 receives a total increase amounting to $1,800, the salary for the next year will be $31,800 for full time ($30,000 + $1,800 x 1), and $15,900 for half time ($30,000 + $1,800 x .5).

Caps in Grade.

There are maximum amounts within the classification grades which may cap salary increases for certain people. However, the maximum in each grade normally increases when the Board establishes annual salary increases and minimum salaries. Persons at the maximum in their grade may receive an increase limited to a percentage of the increase in the maximum of the grade.

EVALUATION OF CATEGORY B ACADEMIC STAFF

GENERAL PRINCIPLES.

Departmental Responsibilities.

The primary responsibility for evaluation of classroom teaching academic staff for purposes of reappointment, promotion, indefinite appointment, and salary rests with the faculty of the individual departments. Departmental academic staff shall participate in evaluations as permitted by each department’s personnel policies. All faculty, academic staff, and administrators who appraise performance shall have completed appropriate training provided through the vice chancellor’s office.

Where there is more than one academic staff member teaching in a department, departmental personnel policies at least shall provide for the active involvement of senior academic staff in the evaluation of other academic staff.

Departmental Participants.

Tenured faculty have the primary role in personnel decisions. However, as tenure and experience are not identical, departmental evaluations should utilize the resources of all experienced members. A significant number of the colleagues of the individual under consideration shall be directly involved in the analysis of student evaluations, study of information provided by the individual, classroom visitations, observation of professional presentations, review of publications, and examination of teaching materials (syllabi, exams, handouts, etc.).

NOTE. Departments and equivalent academic areas may extend limited governance rights to their academic staff members as provided for in UWS 1.05 and UWSP 1.05 (see 4A.2). This limited faculty status means that departmental academic staff have the right to participate in all aspects of the department’s governance as specified by the department except decisions relating to hiring, retention, promotion, and tenure for individual faculty.

Role of Chairperson in Personnel Matters.

Records.

The department chairperson shall maintain files of records and correspondence relating to departmental actions on personnel matters.

Committee Actions.

The department chairperson shall assist the chairperson of any departmental personnel committees making personnel recommendations in the preparation of all relevant records and correspondence.

Forwarding Results.

As appropriate, the department chairperson shall forward results of departmental personnel actions to the dean of the college.

Separate Recommendation.

Normally, the department chairperson provides to the dean a separate recommendation on personnel matters.

Committee Membership.

Where a department chairperson provides separate recommendations on personnel matters, the chairperson shall not be a voting member of departmental personnel committees and shall not be counted in determining a quorum.

No Separate Recommendation.

With the approval of the department, the chairperson, and the dean of the college, a department chairperson may vote with departmental committees on personnel matters. Where this practice is adopted, the chairperson shall be a voting member of appropriate personnel committees and shall not forward a separate recommendation to the dean; the dean shall receive only the committee’s recommendation.

Regular Evaluation.

All Category B academic staff, whether on fixed term or indefinite appointment, shall be evaluated regularly on how they meet individual and department performance objectives. Fixed term academic staff shall be evaluated at least annually; indefinite appointment academic staff shall be evaluated at least once every five years. Near the middle of each evaluative period, an interim meeting shall be held with the academic staff member to discuss progress toward the objectives and to revise objectives as necessary.

Exception.

Academic staff hired for 1 semester to replace an individual on leave need not be subject to performance evaluations. However, departments may elect to conduct full or partial evaluations of these academic staff.

Student and Peer Evaluations.

Student and peer evaluations of teaching, and peer evaluations of teaching-related scholarship, shall be considered in making decisions on reappointment, promotion, merit, indefinite appointment, salary, and general improvement and recognition.

PERFORMANCE OBJECTIVES (CRITERIA) FOR EVALUATION.

Each department shall specify in writing the relative importance of these performance objectives:

Teaching Ability:

the success of the academic staff member, both in and out of the classroom, in securing interest, effort, and progress on the part of the student. The primary consideration is that students are stimulated to high standards of scholarship, to active interest in learning, and to effective effort toward self‑improvement.

Scholarship:

activities which are clearly defined, use methods and procedures appropriate to the task, are documented and available to the academic community for review and comment, have disciplinary and/or pedagogical value, and reflect a level of expertise/creativity expected in higher education.

General Educational Service:

the acceptance and fulfillment of professional responsibilities outside the classroom, e.g., academic or extracurricular advising. Service may also be shown by participation in organizations related to the discipline, by acceptance of professional responsibilities within the university, and by professional relationships within the community.

NOTE.

1. In establishing performance objectives for Category B academic staff, departments shall give appropriate consideration to these provisos:

• part-time teaching academic staff are not expected to fulfill obligations related to scholarship or general educational service;

• part-time teaching academic staff are not required to participate in institutional governance but have the right to such participation; and

• teaching ability shall be the major criterion by which part-time classroom teaching academic staff are evaluated.

2. Where a department has or anticipates a longer-term relationship with a part-time teaching academic staff member, teaching ability shall continue to be the major criterion for evaluation but scholarship and general educational service shall be encouraged.

GENERAL GUIDELINES FOR DEPARTMENTAL POLICIES AND PROCEDURES.

Written Procedures.

Each department shall establish procedures for reappointment, promotion, merit, indefinite appointment, and salary. These procedures shall include a policy explicitly expressing how academic staff performance objectives are to be used. When approved by the appropriate dean and the vice chancellor, this statement shall be the standard used by all evaluators for faculty of that department; however, the standard need not apply to administrative merit.

Insofar as feasible and providing appropriate consideration to the provisos in the note immediately preceding this subsection, departmental criteria for the evaluation of classroom teaching academic staff shall be the same as those for faculty.

Application of Performance Objectives.

Each department shall have a written understanding (approved by the dean and vice chancellor) with individual members of the department of the manner in which performance objectives will be applied in each particular case, i.e., what the department will expect for purposes of retention, reappointment, indefinite appointment, and promotion. Where appropriate, salary letters shall state that academic staff compensation is based on the satisfactory accomplishment of performance objectives.

Course Evaluation Forms.

All courses being evaluated at UWSP shall use the Student Reaction to Course Instruction Form (sometimes referred to as the Open Records Form). In courses where students and faculty do not meet face-to-face on a regular basis (e.g. on-line and distance learning), course evaluations must either be mailed to the student with a return envelope or distributed on-line assuring confidentiality. Departments may elect to use individual developmental forms. Provisions of UWSP 3.05 (see 4A.2) shall also be followed.

Student Reaction to Course Instruction Form.

Use Required; Purposes.

The Student Reaction to Course Instruction Form was developed to accommodate those who seek access to course evaluation data. This form shall be used:

• in all course evaluations;

• in all personnel decisions; and

• in all cases where information is sought under the Open Records Law.

Reporting of Summary Data.

Responses to questions A through E of this form shall only be reported as a frequency distribution.

Format and Questions.

• The document (Form Q10S-General Purpose Questionnaire) is a standard optical scanning form. The introductory paragraph reads:

“The results of this survey will be used in personnel evaluations, to provide summary data for Student Government Association records, and will be made available to your instructor only after grades have been recorded for the course. Mark the most appropriate response to each statement in the corresponding circles to the right.”

• These are the questions and possible responses:

A. The instructor was available for scheduled office hours:

1.Always 2. Frequently 3. Infrequently 4. Never 5. Did not try to find instructor

B. The instructor was prepared for class:

1.Strongly agree 2. Agree 3. Disagree 4. Strongly disagree 5. No opinion

NOTE. The same responses are used for B, C, D, and E.

C. The instructor helped to foster an atmosphere of mutual respect.

D. The instructor clearly explained grading procedures for the course.

E. The goals and objectives of the course were met.

F. My overall evaluation of the instructor’s teaching is:

1. A 2. B 3. C 4. D 5. F

G. My overall evaluation of the course is:

1. A 2. B 3. C 4. D 5. F

• Individual departments may add other items on the reverse side of the questionnaire. Any additional items shall apply to all members of the department and shall become part of the personnel file of each department member.

Developmental Form.

An optional form for course improvement purposes may be constructed and administered by individual academic staff members. The results of any such assessment shall belong exclusively to the individual academic staff member.

Sample questions and statements which might be included in developmental forms may be obtained from the vice chancellor’s office.

PROMOTION PROCEDURES IN DEPARTMENTS.

Promotion Committees.

Promotion committees for academic staff shall be as provided for in departmental policies. Such policies shall stipulate that where academic staff are members of promotion committees, normally only those at or above the title of the individual applying for promotion shall be voting members of the committee.

Committee Chairperson’s Duties.

The chairperson of each committee shall report the committee’s recommendations to the individual, the department chairperson, and the dean of the college.

Department Chairperson’s Recommendation.

Normally, the department chairperson will submit a separate recommendation to the dean. In the event that the chairperson’s recommendation differs significantly from that of the department, the chairperson shall notify the appropriate departmental committee of this fact and provide to the person under consideration written justification for the action.

Forwarding Recommendations.

In any discussion between the dean and the department regarding these recommendations, both the department chairperson and the chairperson of the committee shall be included. The dean shall forward a recommendation along with those of the department and department chairperson to the vice chancellor, and shall inform the department chairperson in writing of that recommendation.

Informing Department.

In the event that the dean, vice chancellor, or chancellor makes a recommendation contrary to the department’s, that administrator shall inform the individual and the department chairperson in writing, including reasons for the decision, before transmitting the recommendation to the next administrative level.

Completion of Requirements.

The required number of years of teaching experience for a particular title shall be completed before the individual is considered for promotion.

ANNUAL SALARY ADJUSTMENTS AND DEPARTMENTAL MERIT PROCEDURES.

Scheduled and Unscheduled Base.

Minimum salaries are set annually for academic staff at each title, educational code, and experience level according to the methodology recommended by the Academic Staff Council and approved by the Common Council, and based on the methodology established for faculty by the Common Council in 1977-1978. The minimum salary determined by this method is the individual’s scheduled portion of base salary. The difference between an individual’s actual base salary and the scheduled portion is the unscheduled portion of base salary (inequities, market factors, and merit).

Annual Adjustments.

Each year the Board approves the average base salary increase for the following year (usually expressed as a percentage of salary). The Board also establishes guidelines for salary increase distribution. Using Board guidelines and the previously adopted methodologies, the Academic Staff Council recommends to the Common Council and the Senate recommends to the chancellor specific criteria for determining individual salary increases and the percentage to be assigned to the various criteria. The criteria normally considered include experience, title, and performance in the areas of teaching and scholarship, and may include consideration of general educational service.

Pay Plan Eligibility.

Only Category B academic staff eligible for merit are eligible to participate in annual pay plan adjustment.

Salary for Less than Full Time.

Actual salary for those working less than full time shall be based on full-time equivalency; full time is 24 credit hours per academic year.

Salary Calculation.

Since any across-the-board increase in the schedule also affects the discretionary increase, a series of estimates of the across-the-board percentage increase is necessary to determine the actual salary distribution.

Across-the-board.

The amount for any across-the board increase will be the maximum percentage allowed or the maximum available after the amounts to cover experience changes and merit required by System are deducted.

Experience Changes.

The cost of the discretionary increase for experience changes will be computed at the amount indicated in the current Salary Schedule; this will be adjusted upward with each increase by the same percentage as the across-the-board increase.

Merit Point Value.

The remaining dollars will be used to arrive at the value of each merit point.

Merit Eligibility.

Category B academic staff are eligible for merit salary increases if they have completed at least one semester of teaching at UWSP prior to the semester in which the merit decisions are made.

Available Merit Points.

Each eligible academic staff member in a department generates 14 merit points. Ten of these 14 points are distributed to the department to be allocated according to departmental procedures. The remaining 4 points are distributed among the department chairperson (1 point), the dean of the college (2), and the vice chancellor (1), to be allocated according to the appropriate procedures for each.

[Procedures for departmental chairpersons follow immediately after this subsection; those for administrators follow the chairpersons’.]

Departmental Procedures for Recommendations.

Each department shall establish merit recommendation procedures for academic staff, which may be the same procedures used for faculty with the appropriate modifications for membership and factors considered. In addition, the departmental procedures for Category B academic staff shall provide for:

• recommendations in the form of merit points, based on appropriate depart-mental evaluations and accompanied by the Merit Information Summary Form or a similar departmentally-approved form; and

• awards totaling no more than a total of 10 points times the number of eligible Category B academic staff members in the department.

A copy of the Merit Information Summary Form may be found at the end of this subsection.

Report of Merit Distribution.

The chairperson of the merit committee shall submit to the dean a report of the merit distribution recommendations along with a copy of the procedures followed. A copy of the report of the merit recommendations shall be sent to the department chairperson.

Department Chairperson’s Recommendation.

Normally, the department chairperson will submit a separate written recommendation and report. If the recommendation differs from that of the merit committee, the committee shall be informed in writing.

Discussion with Dean.

The committee chairperson shall accompany the chairperson of the department to any discussion with the dean relative to the departmental or chairperson’s recommendations and shall report back to the department.

Institutional Procedures.

Merit recommendations coming from departments shall follow university approved procedures in the salary distribution plan.

Administrative Recommendations.

Each dean, following consultation with the department (if any), shall forward to the vice chancellor a separate recommendation along with those of the department and the chairperson. The vice chancellor shall add a recommendation to the rest and forward the materials to the chancellor for action.

If an administrator makes a recommendation different from that of the depart-mental merit committee, the affected individual and the department chairperson shall be informed in writing at the time the recommendation is transmitted to the next administrative level.

Teaching Effectiveness.

Definition.

If the Board of Regents specifically requires that a portion of salary adjustment be based on teaching effectiveness distinct from merit or other salary adjustment factors, one of the following shall apply.

System Definition.

If the requirement by System Administration specifically defines teaching effectiveness or establishes a required procedure, that definition or procedure shall prevail in determining salary adjustments based on teaching effectiveness.

Institutional Definition.

If the requirement does not specifically define teaching effectiveness, then the definition shall be that teaching effectiveness is a collective determination of the members of a salary unit that an individual teacher warrants recognition as an effective teacher and is thereby assigned teaching effectiveness points.

Assigning Points.

Each department shall select one of the following methods for assigning teaching effectiveness points to eligible academic staff. The method selected shall be the same for faculty and academic staff, shall be approved by the dean and vice chancellor, and shall be incorporated into departmental procedures.

• If the department’s merit procedures already provide for awarding points for teaching distinct from other categories, the same procedures may be used to assign teaching effectiveness points. The specific procedure for determining teaching effectiveness points shall be explicitly stated in the department’s procedures.

• If the department’s merit procedures do not provide for awarding points for teaching distinct from other categories, or if the department wishes to separate the determination of teaching effectiveness points from merit points, a separate ballot shall be used to determine the assignment of teaching effectiveness points. The specific procedure for determining teaching effectiveness points shall be explicitly stated in the department’s procedures, and placed immediately adjacent to the section dealing with merit.

DEPARTMENT CHAIRPERSONS’ MERIT PROCEDURES.

Eligibility.

All Category B academic staff eligible for departmental merit are also eligible for chairperson’s merit.

Criteria.

Prior to making merit recommendations, each department chairperson shall distribute to the department a list of criteria upon which merit recognition will be based. A copy of these criteria shall be sent to the dean of the college.

Insofar as feasible and providing appropriate consideration to the provisos regarding part-time classroom teaching academic staff, chairperson’s criteria for the evaluation of classroom teaching academic staff shall be the same as those for faculty.

Recommendations.

The chairperson shall request from departmental staff names and accomplishments of academic staff to be considered for chairperson’s merit and shall give due consideration to such recommendations; however, the chairperson may assign merit points to any departmental academic staff member who meets the distributed criteria.

Report of Merit Allocation.

The chairperson shall provide written notification of the amount of the award and the reasons for the award to each recipient, with copies to the department and the dean.

ADMINISTRATIVE MERIT PROCEDURES.

Administrative Merit Eligibility.

All eligible Category B academic staff within a college are eligible for dean’s and vice chancellor’s merit. However, no individual awards of more than 5 merit points shall be made by a dean or by the vice chancellor without consultation with the recipient’s department chairperson.

Deans and Vice Chancellor.

Criteria.

Prior to making their recommendations, each dean and the vice chancellor shall distribute to the appropriate academic units a list of criteria upon which merit recognition will be based.

Recommendations.

Each dean and the vice chancellor shall request from departments names and accomplishments of academic staff to be considered for dean’s and vice chancellor’s merit.

• The departments shall rank their recommendations.

• These recommendations shall be the primary source of information used by the deans and vice chancellor in making merit awards.

Notification of Merit.

Following completion of administrative review and final determination of merit awards, each administrator awarding merit shall provide written notification of the amount of the award and the reasons for the award to each recipient, and shall provide a copy to the appropriate department chair-person. The chairperson shall share the amount of the award and the reasons for the award with the department.

Changes in Recommendations.

If deans’ or vice chancellor’s merit recommendations are changed by another administrator (vice chancellor or chancellor), the administrator making the original recommendation shall be informed in writing of the changes and the reasons at the time the recommendations are transmitted to the next administrative level.

Merit Information Summary Form

Category B [Instructional] Academic Staff

NAME__________________________________________________ DATE ________________

DEPARTMENT ___________________________________ COLLEGE ______________________

Teaching: (List courses taught and class evaluation results, including rating scale used and average for the department)
Service: (List committees, positions held and other service contributions to the university or the profession.)
Scholarship: (List presentations, grants, research, publications, etc.)