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Issues and questions this subcommittee will entertain:

UAlbany should demonstrate, with evidence and documention, the following fundemental elements of faculty:

  • faculty and other professionals appropriately prepared and qualified for
    the positions they hold, with roles and responsibilities clearly defined,
    and sufficiently numerous to fulfill those roles appropriately;
    Ø educational curricula designed, maintained, and updated by faculty and
    other professionals who are academically prepared and qualified;
    Ø faculty and other professionals, including teaching assistants, who
    demonstrate excellence in teaching and other activities, and who
    demonstrate continued professional growth;
    Ø appropriate institutional support for the advancement and development
    of faculty, including teaching, research, scholarship, and service;
    Ø recognition of appropriate linkages among scholarship, teaching, student
    learning, research, and service;
    Ø published and implemented standards and procedures for all faculty and
    other professionals, for actions such as appointment, promotion, tenure,
    grievance, discipline and dismissal, based on principles of fairness with
    due regard for the rights of all persons;
    Ø carefully articulated, equitable, and implemented procedures and criteria
    for reviewing all individuals who have responsibility for the educational
    program of the institution;
    Ø criteria for the appointment, supervision, and review of teaching
    effectiveness for part-time, adjunct, and other faculty consistent with
    those for full-time faculty;
    Ø adherence to principles of academic freedom, within the context of
    institutional mission; and
    Ø assessment of policies and procedures to ensure the use of qualified
    professionals to support the institution's programs.

UAlbany is expected to demonstrate the following attributes or activities in the areas of Planning, Resource Allocation, and Institutional Renewal:

  • goals and objectives or strategies, both institution-wide and for individual units that are clearly stated, reflect conclusions drawn from assessment results, are linked to mission and goal achievement, and are used for planning and resource allocation at the institutional and unit levels;
  • planning and improvement processes that are clearly communicated, provide for constituent participation, and incorporate the use of assessment results;
  • well defined decision-making processes and authority that facilitates planning and renewal;
  • the assignment of responsibility for improvements and assurance of accountability;
  • a record of institutional and unit improvement efforts and their results; and
  • periodic assessment of the effectiveness of planning, resource allocation, and institutional renewal processes.

*Evidence of Integrity should be interwoven in with the above discussions. MSCHE's overall interest in institutional integrity is that:

Integrity is a central, indispensable and defining hallmark of effective higher education institutions, and it can manifest itself through the institution's conduct within each of the other standards.

Volunteer to Join a Subcommittee

Please click to volunteer for this or any other subcommittee. In your e-mail please indicate two or three subcommittees on which you might be willing to serve, as well as your preference regarding first, second and third choice.

As related to these Middle States standards:

Standard 10: Faculty

The institution's instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Standard 6: Integrity

In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom.

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