Be Known at Oregon's Christian University

Academic Affairs

Appendices to Academic Procedures Handbook

Appendix A

Purchasing Requisition Policy

(Formerly Purchase Order)

Purchase requisitions are the primary method for ordering and purchasing services and goods. Using the electronic purchase request will be the most effective way to ensure that budget information on the administrative software system is up to date and allows the user to track the approval and purchasing process online. All purchase requests will require appropriate approval. Please follow the procedure outlined below.

Purchase Request Procedures:

  1. Submit a Purchase Request (PR) electronically with the required information (refer to electronic instructions).
  2. When a purchase request is approved by Financial Affairs, a purchase order number is assigned by the computer system.
    • Financial Affairs will print and send out all purchase orders (PO) to the vendors. The status of a purchase request made electronically can be reviewed using the new software.
    • The Financial Affairs Office will fax a copy of the PO to you should you need to contact a vendor directly with the PO number.
    • The purchase order is reflected on your cost center as an encumbered expense.
  3. Receiving of goods and services: CRITICAL
    • In order for the bill to be paid, PO’s must be ‘RECEIVED’ electronically (refer to electronic instructions).
  4. Accounts Payable will pay bills that are marked “partially or fully” received.

Check Requests

The primary method of purchasing goods and services should be through the purchase requisition process. In those few situations where you need a check request, please follow the procedures below.

Policy:
Check requests should be used for the following:

  1. When a vendor will not accept a purchase order
  2. For cash advances (not personal or payroll, only for travel-related expenses)

To make check request processing more efficient, please follow the procedures below including all the information requested. You may print a check request form from the Financial Affairs webpage. Please use either blue or white paper. (The other paper colors are used to distinguish check requests for other funds.)

Procedure:
When submitting check requests, the following must be included:

  1. The 8 digit cost center number
  2. The 5 digit account number
  3. Indicate the GFU business purpose then itemize, providing a description and sales slips (attach receipts to the BACK)
  4. Departmental authorization signature.

Please note the following:

  1. You may submit one check request for the same person or company and charge it to more than one account. List the accounts and how much is to be charged to each.
  2. A separate check request must be made for each individual to receive payment.
  3. If you are requesting a payment for a service or an honorarium, you must include the complete address and the social security number of the individual. The recipient must complete a W-9 form prior to receipt of the check. If this is for an employee of the University including Tilikum, it will be paid through payroll for tax purposes. A separate check will not be written.
  4. For personal reimbursements over $25.00 (under $25.00 can be reimbursed through petty cash in our office).

  5. 5/29/08 (revised by AAO)

Appendix B

Instructions for Faculty Growth Plan

Purpose

The Faculty Development Program at George Fox University exists to help faculty members exercise appropriate stewardship of their abilities and of university resources. The faculty member will need to recognize and balance the expectations for teaching, scholarship, service, and the integration of faith and learning by making a Faculty Growth Plan (FGP) in which he or she sets goals and defines the means to accomplish them. This FGP provides an ongoing structure to encourage accountability and to focus energies. Faculty should consult the Faculty Handbook for promotion and/or tenure expectations.

Though George Fox University is committed to providing resources for implementing FGPs, these resources are limited and are a privilege rather than an entitlement. The university views them as an investment in the future of the faculty and the institution. Therefore, requests for funds will be evaluated in light of a thoughtfully developed FGP. When assessing the previous year’s FGP, each faculty member will be responsible to show that the funds have been used wisely and have advanced his or her progress toward a stated goal.

  1. Faculty development activities should:
    1. Assist the faculty member’s professional development.
    2. Strengthen George Fox University as an institution for Christian higher education.
    3. Demonstrate that the faculty member exercises thoughtful stewardship of his/her abilities and institutional trust.
  2. The program seeks to foster:
    1. Intentional growth in ability as a teacher.
    2. Scholarship, particularly creative work that is shared with professional peers, that involves students, or that clearly enriches teaching.
    3. Scholarship that enriches the understanding and classroom integration of the Christian faith with the discipline of study.
    4. Leadership roles in professional societies.
    5. Leadership roles in church.
    6. Leadership roles on campus.
  3. Funding is available for, but is not necessarily limited to:
    1. Professional memberships, which contribute directly to the achievement of FGP goals.
    2. Subscriptions to professional journals which help meet FGP goals.
    3. Participatory conference attendance, including travel, meals, accommodations, fees.
Instructions for Participants
Individual Profile

In order to help focus the individual FGP, each faculty member needs to take stock of his or her strengths and weaknesses, current responsibilities, and long-range goals. This profile is for the use of the faculty member only. Do not turn this in with the FGP. Using this document, the faculty member will prepare a two-year FGP.

  1. Instructions for Individual Profile
    1. Self-Assessment
      • Include strengths and current interests as well as weaknesses and current dislikes. Include items directly related to your current institutional responsibilities (e.g., preference for lecturing over leading discussion, preference for class sizes of fewer than 20, inability to turn back written work promptly). Include indirectly related items as appropriate (interest in subjects outside your discipline, desire to spend more time with your family).
    2. Current Responsibilities
      • List your current institutional responsibilities including teaching duties, scholarly activities, committee work, administrative work, and extracurricular work with students. List your extra-institutional responsibilities, including such items as major church involvement, civic responsibilities, leadership in professional organizations, family time commitment, and the like.
    3. Long-Range Goals
      • List your teaching, scholarship, service, and faith-learning integration goals for the next five years. Include any institutional roles you would like to perform. If administration is a part of your load, include administrative goals as well.
    4. Short-Range Goals
      • Outline two or three one or two-year goals in each category that will move you toward your long-term goals.

    5. Keep this document for your own reference.

  2. Instructions for Formal Annual Rolling FGP
    1. General Instructions
      • Each year in early May, assess the degree to which you accomplished your goals for the year just past, and update your growth plan to apply to the next two years. Department chairs should work with new faculty on this plan. It should have specific goals for professional growth. The means by which you will accomplish each goal should be adequately described. The goals should be attainable within the two years. Both goals and means of accomplishment should be specific enough to allow for evaluating the extent of attainment of each goal. The relationship between the goals and any requested funds needs to be clear and direct.
    2. FGP Format
      1. Cover Sheet
        • On a separate cover sheet, indicate your name, department, and the academic years of the plan. If either year is a sabbatical year, indicate that as well.
      2. Assessment of Previous Work
        • Describe the successfully completed goals, including tangible outcomes (improved course evaluations, affirming peer reviews, writing, talks, performances, publications, etc). Copies do not need to be submitted. However, keep such evidence in a file to include with the 3rd-year and 6th-year portfolios.
        • Describe progress made on outstanding goals; describe the degree to which each goal was achieved (include changes in direction or circumstances which affected your ability to meet your goal); indicate what steps, if any, you have taken toward achieving it. You should include that goal, revised as appropriate, in the new FGP.
        • You may be able to provide assessment of scholarship and service goals with a bulleted list or perhaps even copy them from an up-to-date curriculum vitae; however, the assessment of teaching goals needs to be more descriptive and reflective (sentences and paragraphs rather than a list or a check-off).
      3. Goals and Plans for the Next Two Years
        • Use the categories of Teaching, Scholarship, Service, and Integration of Faith and Learning to organize your FGP. A reasonable FGP will include two or three substantive goals in each of the four areas. For each goal, please include a goal statement, the steps you will take to accomplish your goal, a budget estimate of costs directly related to your goals, and the year of expected completion. Goal statements should be succinct and represent professional development ends, rather than means of accomplishment. For example, a general goal may be to increase your abilities to teach students of diverse learning styles; a means of accomplishment might be to learn which technologies can engage them and how to incorporate those into your classroom presentations.
        • Teaching goals should include at least one goal related to methodology in addition to whatever curricular or content goals are included. This is also a good place to incorporate the changes you are making in response to department assessment activities.
        • Please place your goals that address the integration of your faith with your teaching, scholarship, and/or service in a separate category called Integration of Faith and Learning. The assessment of the previous year’s integration goals belongs in a separate category as well.
    3. Send FGP to Department Chair and School Dean
      • Send the FGP to both the department chair (or program director) and to the school dean by the end of May; the school dean evaluates it and sends it to the AAO where it will be used as a basis for granting funds. The AAO will return to you the dean’s evaluation. At your fall meeting with the department chair, the chair will discuss your FGP with you in light of department priorities and the dean’s evaluation.
      • The department chair will submit his or her FGP to the school dean. The chair will meet annually with the school dean to discuss that year’s FGPs from his or her department, including the chair’s own FGP.
      • The Faculty Personnel Committee will review the FGP for each faculty member as part of the third-year and sixth-year reviews.
Fundable Activities
  1. Faculty development activities should:
    1. Assist the faculty member’s professional development.
    2. Strengthen George Fox University as an institution for Christian higher education.
    3. Exceed duties routinely expected of all faculty.
  2. The program seeks to foster:
    1. Intentional growth in ability as a teacher.
    2. Scholarship, particularly creative work that is shared, that involves student, or that clearly enriches teaching.
    3. Scholarship that enriches the understanding and classroom integration of the Christian faith with the discipline of study.
    4. Leadership roles in professional societies.
    5. Leadership roles on campus.
  3. Funding is available for, but is not necessarily limited to:
    1. Professional memberships, which contribute directly to the achievement of FGP goals.
    2. Subscriptions to professional journals, which help meet FGP goals.
    3. Participatory conference attendance, including travel, meals, accommodations, fees.
Funding Guidelines

For travel to professional conferences, please use the Travel Request Form (found on the AAO webpage). For memberships and subscriptions, send a list via email to Karlyn Fleming.

The faculty development program is intended to support faculty in their professional development. Submit requests to the AAO for the following areas:

  • Professional Organizations: Journals, memberships, leadership roles (executive offices, committee work)
  • Professional Conferences: Documented attendance (attend, take notes, network, report back), presentations (paper/poster presentations, workshops, clinics, shows, performances, panels)
  • Educational Experiences: One-day seminars, completion of terminal degree, academic coursework beyond the terminal degree (when appropriate)
  • Books & Software: Publishing of reviews, articles, monographs, textbooks, or manuals

Submit proposals for research grants or leaves to the Faculty Development Committee when you receive the call for proposals in the Fall. Expenses that can be included in your proposals are as follows:

  1. Preparation leading to presentation or publication
  2. Software necessary to the project
  3. Photocopying
  4. Travel to archives, museums, libraries or labs to support the project
  5. Permissions fees

THE PORTFOLIO

For Faculty Peer Evaluation

Introduction

A portfolio is a reflective analysis of a faculty member's teaching, scholarship, service and the integration of faith and learning made by that faculty member, often for use in consideration for tenure or promotion. It is an instrument for evaluation and a vehicle for presenting information which may include the results of evaluations. The faculty member approaches the preparation of the portfolio as an opportunity to offer evidence of achievement in teaching, scholarship, service and the integration of faith and learning.

Purposes for the portfolio include: providing data for personnel decisions, including tenure and promotion; supplying data for aggregate information that might be communicated to assessment groups; and, perhaps most importantly, providing the faculty member with special and significant opportunities for reflection about his or her professional career.

Once started, the portfolio can be routinely updated. In no case should the development of a portfolio be a burden that consumes an excessive amount of a faculty member's time; nor should reading one be a daunting task.

General Format

The portfolio should be not more than thirty pages long and should present information under headings of teaching, scholarship, service and the integration of faith and learning. The Faculty Handbook contains descriptions of these categories. Faculty members will need to substantiate claims made in the portfolio by attaching complementary information in the form of appendices or exhibits. Faculty members should bear in mind, however, the need to be judicious in the amount of information provided.

Please use a one-inch to one and a half-inch binder.

Contents of the Portfolio
  • Statement of commitment to Mission and Objectives of the University (500 word maximum)
  • Curriculum Vitae
  • Current Faculty Growth Plan
  • Essay on Teaching (10 pages maximum)
  • Appendix: Essay on Scholarship (5 pages maximum)
  • Appendix: Essay on Service (5 pages maximum)
  • Appendix: Essay on Integration of Faith and Learning (10 page maximum)
  • Faculty Growth Plans preceding the most recent FGP (include self-assessments)

THE TEACHING SECTION OF THE PORTFOLIO

Introduction

The teaching section of the portfolio underscores the emphasis on the value of teaching at George Fox University. The outline that follows is meant to be an adaptable template, which can be modified for individual units or even individual faculty members. Nevertheless, there should be a degree of uniformity.

General Format

The teaching section should be not more than ten pages. The Faculty Handbook contains a description of this category. Faculty members will need to substantiate claims made in the portfolio essay by attaching complementary information in the form of appendices or exhibits.

The outline that follows can therefore be regarded as a menu from which faculty members can select items to include in the teaching section to fit their particular circumstances.

Outline of the Teaching Section
  1. Ideals and Goals (Introduction to Essay)
    • Provide a compact but thoughtful statement about your intentions and aspirations in teaching. Use a reflective approach that summarizes the goals identified on the recent FGPs. The Individual Profile done prior to the FGP may be a helpful source of the overarching, philosophical ideals for your teaching that inform your yearly goals.
  2. Responsibilities (First division of essay)
    The topics listed below reflect the kind of information that will help others assess your performance. Some will not apply to your situation; others might be added. Use your two most recent contract years as the baseline.
    • Percentage of appointment devoted to teaching.
    • Courses recently and currently taught, with credit hours and enrollments.
    • Team-taught courses. When instructional duties for a course are shared, those of the faculty member should be described or at least represented by a percentage. Attachment of typical syllabi as exhibits may be appropriate.
    • Work with individual students. Examples: Guidance of independent study or undergraduate or graduate research; direction of theses.
    • Advising. Examples: Freshman advising, advising for the Academic Success Program, advising of majors, advising students competing for prestigious scholarships or for admission to graduate or professional programs. Advising students in one's own classes specifically about those classes does not belong here. Approximate numbers of students advised, etc.
    • Instructional innovations. Recent FGPs can provide data to show major efforts to improve teaching. Examples: Novel use of instructional technology; development of collaborative arrangements outside the unit and/or university; adoption of such methods as collaborative learning, use of case studies, etc.
    • Use of disciplinary research in teaching. Recent FGPs can provide data to show how research informs teaching. Examples: Modification of syllabi, laboratory experiments, reading lists, etc., in light of one's own research; involvement of students in one's own research; special activities for helping students to develop creative and critical thinking skills for use in their research; ways in which teaching helps research.
    • Learning more about teaching. Recent FGPs can provide data to show such efforts. Examples: Programs of systematic reading in the literature on teaching; attending short courses and professional conferences concerned with teaching; leading or participating in faculty seminars concerned with teaching issues.
    • Projects and potential projects requiring non-university funding. Teaching-centered grants received and grant proposals under consideration. When other faculty members are involved, the role of the faculty member who is reporting should be made clear.
  3. Evaluations (Second division of essay)
    The "Evaluation" section should consist chiefly of summaries of data from student evaluations and peer reviews. The data themselves may be attached in exhibits or offered as available on request. Some faculty members may wish to include explanations or rejoinders for evaluations which they believe to be potentially misleading. The following will be represented in the essay by summary statements that are substantiated by exhibits in the appendices.
    • Student evaluations. Examples: Summary results of student questionnaires; interviews of students; the one-minute essay and other forms of "classroom research."
    • Measures of student learning. Use departmental assessment data as applicable. Direct evidence of the extent and quality of learning by the faculty member's students, e.g. performance on appropriate standardized tests, student presentations at conferences, student publications to which faculty contributed in some substantial way.
    • Peer evaluation. Reports from respected colleagues who have visited classes, examined instructional materials, talked with the faculty member, etc. Letters from colleagues may also be useful.
    • Letters from students, alumni, and employers of alumni. Solicited letters, e.g. from former students, are not likely to carry the credibility of unsolicited statements.
    • Teaching awards. Something should be said about the character of the awards if the names are not self-explanatory.
    • Other evaluations
  4. Results (Third division of essay)
    • Student successes. Examples: Noteworthy achievements of students (in awards, admissions to graduate school, employment, other accomplishments), for which the faculty member claims a significant part of the credit.
    • Instructional materials. Examples: Workbooks, manuals, visual aids, software, etc. In item 2, data about publications should be presented in some standard style.
    • Other results
  5. Appendix or exhibits
    • These may include: detailed information (syllabi, student evaluation forms, reports of peer evaluations, grade distributions, etc.) about specific courses and other teaching activities; copies of materials listed under D.2; preprints or offprints of items listed under D.3; etc.

(Adapted from WSU web page. Copyright © 1996 Washington State University. Disclaimer Electronic Publishing and Appropriate Use Policy. Used with permission. http://www.wsu.edu/provost/teaching.html)

THE SCHOLARSHIP SECTION OF THE PORTFOLIO

Introduction

The scholarship section of the portfolio is information compiled by the faculty member about that faculty member's scholarly contributions, often for use in consideration for tenure or promotion.

Purposes for the scholarship section include: providing data for personnel decisions, including tenure and promotion; providing opportunity to the faculty member for reflection about his or her contribution to the field of knowledge identified as a research interest; providing opportunity to the faculty member for reflection on integration of the faculty member’s field with the Christian faith.

General Format

The scholarship section should be less than five pages. The Faculty Handbook contains a description of the expectations for scholarship. Faculty members will need to substantiate claims made in the portfolio essay by attaching complementary information in the form of appendices or exhibits.

The outline that follows can therefore be regarded as a menu from which faculty members can select items to include in scholarship portfolios to fit their particular circumstances.

Outline of a Scholarship Portfolio
  1. Goals
    • A compact but thoughtful statement about the faculty member's intentions and aspirations in scholarly contributions, especially for the near future, as identified in the Faculty Growth Plan. The Individual Profile done prior to the FGP may be a helpful source of the overarching, philosophical ideals for your scholarship that inform your yearly goals.
    • Examples: Choice of a defined area (or areas) of interest for scholarship; identification of conferences where presentations on that area might be welcome; identification of journals or publishing houses in which such scholarship might find publication.
    • This might be a good place to mention unforeseen obstacles the faculty member has encountered, such as inadequate library resources, limitations on time available for research, distance from archives, etc., while maintaining a professional tone throughout.
  2. Responsibilities
    The topics listed below reflect a broad concept of scholarship. Others might be added. The following will be represented in the essay by summary statements that are substantiated by exhibits in the appendices.
    • Percentage of appointment devoted to research. Time released from teaching because of hiring negotiations or internal research grants or leaves should be noted here.
    • Presentations and publications in the identified research areas with short explanations of the scope and membership of conferences or the circulation and status of the journal or publishing house. Includes work co-authored with students. When authorship for a presentation or publication is shared, the contribution of the faculty member should be described or at least represented by a percentage.
    • Exhibitions, performances, recordings, creative publications with short explanations of the venue for exhibition, performance, or publication. Includes work co-created with students.
    • Contributions to the scholarship of teaching. "The scholarship of teaching" treats teaching itself (especially in one's discipline) as a subject of scholarly discourse. Results may include oral presentations, papers in appropriate journals, etc. or other means of making research available to the review of professional peers. (In items 2, 3, and 4, data about publications should be presented in some standard style.)
    • Scholarly projects and potential projects requiring non-university funding. Research-centered grants received and grant proposals under consideration. When other faculty members are involved, the role of the faculty member who is reporting should be made clear.
  3. Validation by peers
    • The "Validation" section in a portfolio should consist chiefly of summaries of invitations to give conference presentations, published articles or pieces, peer assessment of performance, or other evidence appropriate to the discipline.
    • Awards. Something should be said about the character of the awards if the names are not self-explanatory.
    • Appendix, or exhibits. These may include preprints or offprints, slides, tapes, photocopies of items listed under B and C.

THE SERVICE SECTION OF THE PORTFOLIO

Introduction

The service section of the portfolio is information compiled by the faculty member about a faculty member’s service beyond load-credit assignments, often for use in consideration for tenure or promotion.

Purposes for the service section include: providing data for personnel decisions, including tenure and promotion; providing opportunity to the faculty member for reflection about his or her contribution to the department, the professional discipline, the university, the community, or the broader Christian church.

General Format

The service section should be less than five pages. The Faculty Handbook contains a description of the expectations for service. Faculty members will need to substantiate claims made in the portfolio essay by attaching complementary information in the form of appendices or exhibits.

The outline that follows can therefore be regarded as a menu from which faculty members can select items to include in the service section to fit their particular circumstances.

Outline of the Service Section
  1. Goals
    • A compact but thoughtful statement about the faculty member's intentions and aspirations in service, especially for the near future, as identified in the Faculty Growth Plan. The Individual Profile done prior to the FGP may be a helpful source of the overarching, philosophical ideals for your service that inform your yearly goals.
    • Examples: Choice of a defined area (or areas) of interest for service.
    • This might be a good place to mention obstacles the faculty member has encountered, such as limitations on time available for service, distance from service opportunities, need for financial underwriting for necessary travel, etc., while maintaining a professional tone throughout.
  2. Responsibilities
    The topics listed below reflect a broad concept of service. Others might be added. The following will be represented in the essay by summary statements that are substantiated by exhibits in the appendices.
    • Percentage of appointment devoted to service, if stipulated.
    • Service contributions done without pay and/or outside of institutional load to organizations such as the department, the professional discipline, the university, the community, or the broader Christian Church, with short explanations of the specific type of service provided, any leadership positions held, the time commitment, and the constituency served.
    • Service projects and potential projects requiring non-university funding. Service-centered grants received and grant proposals under consideration. When other faculty members are involved, the role of the faculty member who is reporting should be made clear.
  3. External confirmation
    • The "Confirmation" section in this section should consist of invitations to provide leadership, letters of acknowledgment or appreciation for service rendered, etc.
    • Awards or citations. Something should be said about the character of the awards if the names are not self-explanatory.
  4. Appendix or exhibits
    • These may include written contributions of the faculty member to the organization, ceremonial programs, by-laws describing the faculty member's position in the organization, etc.

Appendix C

The George Fox University Course Syllabus

The course syllabus represents the agreement between professor and student about what content a course will cover, what skills the student will be expected to use, how the professor will determine the students’ grades, and when the various kinds of assignments are due. The professor may operate on the assumption that the students can be expected to put in two hours outside of class for every class hour.

The syllabus should be limited to two to three pages typewritten. The professor presents the syllabus to students in the first week of the course, preferably on the first day of class. The professor makes sure each enrolled student receives and understands the syllabus.

Occasionally, circumstances will arise that make changes in the syllabus necessary. These changes need to be made carefully and sparingly. The students must understand the changes and the reasons for them. Students usually perceive changes that work retroactively as unfair.

The syllabus needs to include the following information, perhaps in this format.

Below is a paragraph related to students with disabilities. Please include this information in your syllabi as a means of assisting students with disabilities.

If you have specific physical, psychiatric, or learning disabilities and require accommodations, please contact the Disability Services office early in the term so that your learning needs may be appropriately met. You will need to provide current documentation of your disability to Disability Services. For more information, contact Rick Muthiah, Director of Disability Services (ext. 2314), or go to the Disability Services page.

Appendix D

Student Assistant Guidelines

  1. The Purposes of Assigning Written Work
    • Assigning writing is the only way to help students improve their writing skills.
    • Writing assignments can be a way of getting students to integrate what they are learning with what they are thinking about daily.
    • Writing can encourage students to develop critical thinking skills.
    • Writing can keep students engaged in the class and their outside preparation for class.
    • But most importantly, written assignments are a major way for professors to participate in relationships with students.

    At a small liberal arts Christian university like George Fox University, such an opportunity to build relationships needs to be taken very seriously, and needs to be a part of general education courses as well as upper division courses for majors.

  2. Acceptable Use of Teaching Assistants

    In general student assistants may help professors keep students accountable for daily work, keep records up to date, and coach students in the process of fulfilling assignments.

    Examples:

    • Take roll
    • Enter grades
    • Scan student journals and workbook-like assignments (if journals are not graded on quality of thought or quality of writing)
    • Grade objective quizzes and objective parts of exams (e.g., true/false, multiple choice, matching, fill in the blank questions)
    • Lead small group discussions (specifically if assistants are upper division majors trained in this skill)
    • Tutor/coach peers, for instance in labs (again, upper division students suited by major and/or aptitude, appropriately supervised and trained)
  3. Unacceptable Use of Teaching Assistants

    In general, student assistants may not grade written assignments when the grade is in any sense a judgment call, nor may they decide how to assess other students’ learning.

    Examples:

    • Originate exams
    • Grade journals for quality of thought or writing
    • Grade essay sections of exams, whether short-answer or long essays
    • Grade papers
  4. Rationale
    • Students come to a small university expecting to have more personal relationships with professors; part of this is achieved by interaction between student and professor over written work.
    • Students do not often perceive student assistants to be either experienced or knowledgeable enough to grade written assignments as competently as a professor.
    • Evaluating student writing is an important component of overall assessment.
    • Class size limits have been based in part on the assumption that the professor assigns some writing in every class that he or she grades.
    • Student assistants are best able to assess work that simply fulfills the assignment. They are less able to recognize and reward creativity or work that is more than usually thoughtful. They are also less able to diagnose and suggest remedies for work that is severely inadequate. The excellent and the inadequate categories of written work need particularly to be diagnosed and dealt with by the more experienced and prepared professor.
  5. How to Assign Writing and Still Cope

    Professors need to be aware of Writing across the Curriculum suggestions about how to include writing assignments without being overwhelmed.

    Examples:

    • Reading journals graded on the number of entries, checked by TA for being on task
    • Frequent short writing assignments, students turn all in but choose one or two to be graded
    • Students submit thesis and outline well in advance of due date for paper
    • Students bring papers to professor for advice well in advance of due date

Appendix E

Procedures for Appealing An Academic Disciplinary Action

Students may appeal academic disciplinary actions if they feel the penalty was unwarranted or unjustified.

  1. Student meets with faculty member to discuss rationale for reversing the disciplinary action.
    • The student wishing to appeal a disciplinary action must meet with the faculty member within the first three (3) academic weeks, excluding May Term, following the imposed disciplinary action. After meeting with the faculty member, the student may elect to pursue the appeal.
  2. Student sends written appeal to the Academic Affairs Office (see appeal form).
    • Students wishing to pursue an appeal must do so within five (5) working days of meeting with the faculty member.
  3. School dean discusses appeal with the faculty member and student.
    • The decision from the school dean will be rendered in writing to the faculty member and student.
  4. The school dean's decision may be appealed to the Academic Appeals Board.
    • To request a hearing, the student or faculty member must submit a written appeal to the Academic Appeals Board within two (2) working days after receipt of written decision from the school dean.
  5. Academic Appeals Board decides whether or not to hear the appeal.
    • If the Board meets to consider the appeal, then the decision is submitted in writing to the Provost, faculty member, school dean, and the student.

The decision of the Academic Appeals Board is final.

Appendix F

Procedures for Appealing a Course Grade

Grade appeals should not be made frivolously, but in good faith. Appropriate grounds for grade appeals include situations in which the grade given is alleged to be inconsistent with the course syllabus or in which inappropriate professional conduct or unfairness have influenced the grade.

In order to appeal a grade, students must be prepared to document performance on all course work and explain why the student’s grade is not consistent with the course expectations expressed in the syllabus.

  1. Student meets with faculty member to discuss rationale for grade change.
    • The student wishing to appeal a course grade must meet with the faculty member within the first three (3) academic weeks, excluding May Term, following the awarding of the disputed grade. After meeting with the faculty member, the student may elect to pursue the appeal.
  2. Student sends written appeal to the Academic Affairs Office.
    • Students wishing to pursue an appeal must do so within ten (10) working days of meeting with the faculty member. Forms may be picked up in the Academic Affairs Office.
  3. The school dean discusses appeal with the faculty member and student.
    • A decision is rendered by the school dean and communicated in writing from the dean to the faculty member and the student. A copy is kept in the Academic Affairs Office (in the Academic Appeals file). The original Academic Appeal form is sent to Registrar along with the correspondence copy.
  4. The school dean’s decision may be appealed to the Academic Appeals Board.
    • To request a hearing, the student or faculty member must submit a written appeal to the Academic Appeals Board within ten (10) working days after receipt of the written decision from the school dean.
  5. Academic Appeals Board decides whether or not to hear the appeal.
    • If the Board meets to consider the appeal, then the decision is submitted in writing to the Provost, faculty member, school dean, and the student.

The decision made by the Academic Appeals Board is final.

Appendix G

Guidelines for Faculty Response to Academic Integrity Issues

To bring order and consistency to dealing with academic integrity issues the following guidelines for administering penalties and processing appeals was developed. This is not intended to be a legal document, but rather a tool for faculty. The examples given are designed to aid the faculty member in making decisions about what kind of penalties are appropriate and who should be involved in dealing with the issue. While the document is not exhaustive, the examples and procedures will fit most of the situations that arise. Contact your school dean if you have questions about how a case should be handled.

The Office of Academic Affairs monitors academic offenses and, in cases where students are violating standards in two or more classes, additional penalties may be warranted.

Case One: cheating (one time, limited in scope)

Examples: Incident of plagiarism, cheating on a test, copying an assignment from other students or having someone else sign the student into a class.

Faculty Action: Grade penalty up to and including fail or zero on an assignment for test, "F" or zero on a paper (faculty member files report with the Office of Academic Affairs, copy to student).

Faculty member meets with student to discuss case and consequences.

Appeals Process

  • Student sends written appeal to the Office of Academic Affairs: The appeal should be submitted within five working days of meeting with the faculty member (forms available in the Office of Academic Affairs).
  • School dean, faculty member, and student meet: The decision from the school dean will be rendered in writing to the faculty member and student.
  • Student or faculty member may request hearing with Appeals Board: The student or faculty member must submit a written appeal within two working days after receipt of the written decision from the school dean.
  • Academic Appeals Board meets to hear appeal: The decision is rendered in writing to the school dean, faculty member and student.

The decision of the Academic Appeals Board is final.

Case Two: Severe Dishonesty (persistent, and/or profound)

Examples: Extensive plagiarism, evidence of a pattern of cheating, insubordination, systematic cheating.

Desired Faculty Action: "F" for course, suspension, or dismissal.

The faculty member meets with the school dean to discuss case and consequences (faculty member files report with the Office of Academic Affairs, copy to student).

Faculty member and school dean meet with student to discuss case and consequences. Decision in writing from school dean to faculty member and student.

Appeals Process

  • Student and/or faculty sends written appeal to the Office of Academic Affairs: The appeal must be sent within five working days of receipt of written decision from school dean. (Forms available in the Office of Academic Affairs.)
  • Provost, school dean, faculty member and student meet: The decision is rendered in writing from the Provost to the faculty member, school dean, and student.
  • Student or faculty member may request hearing with Academic Appeals Board: The appeal must be submitted within two working days after receipt of written decision from the Provost.
  • Academic Appeals Board meets to hear appeal: The decision is rendered in writing to the Provost, school dean, faculty member, and student.

The decision of the Academic Appeals Board is final.

Case Three: Severe Behavior

Examples: Repeated disruptive behavior, threatening behavior, extreme insubordination, sexual harassment, racial intimidation.

Desired Faculty or School Dean Action: Recommendation for dismissal or suspension

The faculty member meets with the school dean to discuss case and consequences (faculty member files report with the Office of Academic Affairs, copy to student.) If dismissal is recommended the faculty member and school dean meet with the Provost and a representative from the Student Life Office. The written decision by the Provost is distributed to the faculty member, student, school dean and Student Life Office.

Appeals Process

  • Student or faculty sends written appeal to the Office of Academic Affairs: The appeal must be submitted within two working days of receipt of written decision from the Provost (forms available in the Office of Academic Affairs).
  • Academic Appeals Board meets to hear appeal: The decision is rendered in writing to the Provost, school dean, faculty member, and the student.

The decision of the Academic Appeals Board is final.

Appendix H

AAO Faculty Hiring Policy

Starting the Process

  • Department chair and department faculty determine needs and submit a request to the school dean by September 1.
  • Department chair and/or school dean discuss request(s)
  • Deans will present the position requests to the Provost. Provost will present Academic Affairs Office recommendations to Executive Leadership Team

Approved FTE
Academic Affairs Office will:

  • Work with the deans to develop job descriptions and advertisements
  • Advertise position(s)
School Dean will:
  • Send out applications upon request
  • Collect and organize applications
  • Keep in contact with the Provost
  • Coordinate search committee that will:
    1. Include department faculty as determined by department
    2. Include at least one faculty member outside of department appointed by AAO
    3. Determine the chair for the search committee
    4. Narrow search to three to five applicants
    5. Contact references (the dean must insure the legality of questions asked)
    6. Dean will review these applicants with the Provost
    7. Search committee contacts applicants via conference call
    8. Work with Provost to select two finalists to visit campus (no person will be brought to campus without prior written permission of the Provost)
    9. Arrange transportation
    10. Arrange lodging
    11. Develop schedule for visit
    12. Determine host/hostess for candidate (pick up/deliver to airport, etc.)
    13. Recruit students to meet with candidate and solicit input
    14. Arrange class for candidate to teach
    15. Arrange location/food of special events (luncheons, brunches, forums, ceremonies, etc.). It is important to keep costs to a minimum, i.e. $5.00 breakfast or lunch and $8.00 - $10.00 dinner. Please consult with your dean if you have questions or concerns.

Candidating
The candidate will interview with:

  • President
  • Provost
  • School Dean
  • Department faculty
  • Search committee
  • Human Resources
  • Students
  • The candidate will teach appropriate class (es) and/or present their research.
  • The candidate will have lunch with general faculty and students, if possible

Selection Process

  • Search Committee distributes and collects interview rating forms from students and faculty
  • Department members provide feedback to the search committee
  • Search Committee members and school dean will discuss candidates and make a formal recommendation to the Provost
  • Provost will collect input from President to share with the school dean and/or search committee
  • President and Provost will act on recommendation(s)

Invitation for Contract

  • The Provost, in concert with the school dean, determines salary and contract
  • School dean contacts candidate with offer
  • Academic Affairs Office issues contract
  • Candidate given ten working days from issuance date of contract to accept offer

Acceptance

  • Department members call/send notes of encouragement
  • School dean or Provost completes a salary determination form for processing of contract
  • Academic Affairs Office sends a written confirmation letter from the Provost, the contract, including moving process information.
  • School dean or Department chair will send necessary information for transition
    • Book order form
    • Syllabi, if appropriate
    • Other appropriate materials that are department specific

When Signed Contract is Received
Send new faculty letter from Provost, in which the necessary start-up information is included (see example). This will include:

  • W-4
  • I-9 document list
  • Faculty Guidelines
  • Confidentiality of Records Agreement
  • Regalia Order Form
  • New Hire Data
  • Authorization for Direct Deposit
  • Faculty/Staff Vehicle Registration
  • Faculty contract begin date, conference dates, all-campus fellowship date, new faculty
  • Orientation date, date when classes begin

Appendix I

Sabbatical Proposal Format

  1. Name of faculty member
  2. Title and type of proposal
  3. Purpose of project and expected outcome
  4. Description of Methodology(ies)
  5. Summary of applicability to scholarship standards within your field
  6. Statement as to how this project will enhance your professional development
  7. Project schedule, including description of pre-sabbatical preparation, and anticipated date of completion
  8. Attach current curriculum vita and Faculty Growth Plan as an appendix to the proposal
  9. Statement of effect on load

Appendix J

Conditions and Benefits of Faculty Service: Coaching

  1. Recruitment of Coaches

    The selection of individuals to serve on the George Fox University faculty is crucial to the life of the University. In addition to the usual academic qualifications, George Fox coaching faculty are expected to have a personal commitment to Jesus Christ and daily living that conforms to current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.

    Responsibility for negotiating with prospective full-time coaching faculty lies with the Provost with the assistance of the Associate Vice President for Academic Affairs and the Athletic Director. The Athletic Director reports vacancies and prepares a suggested position announcement for submission to the Associate Vice President for Academic Affairs, and assists in the screening of applicants. The Associate Vice President for Academic Affairs answers inquiries and mails position announcements. All full-time vacancies or new positions require a national search, except by permission of the Provost. Search committees are appointed by the Associate Vice President for Academic Affairs and should include members from the Health and Human Performance Department as well as at least one member from outside the department.

    Upon the invitation of the Provost, a prospective coaching faculty member may visit the campus to confer with the department chair, search committee, and others as requested, to teach classes and to become acquainted with campus and community. A copy of the Faculty Handbook and this document should be made available to prospects. After a search process, the Provost may recommend employment of a prospective coach to the President. The President extends a contract to the person to be employed. This contract becomes an agreement only when it has been signed by both the President and the new coaching faculty member.

    All new full-time coaching faculty must agree as a condition of employment to participate in the faculty orientation program designed to acquaint new faculty members with the expectations of the University.

  2. Guidelines and Standards for the Appointment of Coaching Faculty
    1. Guidelines for the Appointment of Full-Time Coaching Faculty
      • The President of the University appoints the full-time coaching faculty in accordance with the procedures outlined in the Faculty Handbook.
      • Full-time coaching faculty appointments shall be made only for athletic programs which have been established by the Board of Trustees and for positions which are within the annual budget of the University as established by the Board of Trustees.
      • The University does not discriminate against any candidate on the basis of race, color, national or ethnic origin, sex, age, disability or any other status to the extent protected by applicable nondiscrimination laws.

      NOTE: The use of the phrase "to the extent protected by applicable nondiscrimination law" is the correct statement of the legal obligation of George Fox University. George Fox does not waive its right to assert that nondiscrimination laws are not applicable to a particular situation or alternately that to apply nondiscrimination laws to George Fox in a particular situation would be an unconstitutional infringement of the religious and associational rights of this church-directed institution.

    2. Standards for the Appointment of Coaching Faculty

      Candidates for non-tenure-track positions generally should:

      • have a personal commitment to Jesus Christ and daily living that conforms to the current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.
      • embrace the mission of George Fox University.
      • hold the appropriate degree for the position and/or relevant professional experience.
      • demonstrate a commitment to the integration of Christian faith and learning.
      • have a record of coaching and teaching effectiveness, professionalism and concern for students, other faculty, and community members as persons.
      • demonstrate a commitment to academic excellence and the maintenance of high academic standards.
  3. The Effective Faculty Member: A George Fox University Profile
    1. Expectations of All Faculty:
      • be committed to Jesus Christ as Savior and Lord.
      • signify general agreement with and daily living that conforms to the current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.
      • support the mission of George Fox University.
      • provide evidence of continuing professional development, flexibility and breadth of interests necessary for effective service in a liberal arts university.
    2. Expectations of Faculty in Coaching Non-Tenure-Track Positions
      1. Professional Effectiveness as a Coach
        1. Each coach is expected to:
          • demonstrate command and knowledge of, and keep up to date in, his or her sport
          • fulfill specified responsibilities and planning goals satisfactorily.
          • demonstrate the integration of Christian faith with athletics
          • demonstrate respect and appreciation for students, other faculty, and community members.
        2. Effective coaching is characterized by the following:
          • Self-awareness and adaptation.
          • The coach needs to be aware of his or her strengths and weaknesses and develop an approach to growth that recognizes these.
          • Mentoring relationships.
          • Effective coaches develop mentoring relationships that extend beyond the practice or playing field.
          • Demonstrated effectiveness.
        3. The effectiveness of the coach in the areas of responsibility should be demonstrable through
          • the graduation rate of athletes on his or her team(s)
          • the cumulative team GPA
          • the retention of athletes from year to year
          • the cumulative win/loss record
          • All-Conference or All-American recognition of athletes on his or her team(s)
          • administrative evaluation and student learning, where appropriate.
      2. Teaching
        1. Each faculty member is expected to:
          • create a classroom or educational environment that promotes engaged learning and academic excellence.
          • demonstrate the relevance of Christian faith with the discipline of study.
          • demonstrate respect and appreciation for students, other faculty, and community members.
          • communicate clearly and accurately in the classroom.
          • keep up to date in one’s discipline.
          • demonstrate enthusiasm for the subject matter and establish a culture of learning.
          • make a continuing study of and implement effective pedagogical methods and materials in the appropriate field.
        2. Effective teaching is characterized by the following:
          • Self-awareness and adaptation. The faculty member needs to be aware of his or her strengths and weaknesses and develop in a Faculty Growth Plan an approach to instruction that recognizes these.
          • Student awareness and adaptation. The faculty member should be able to recognize differences in student needs and abilities and reasonably adapt to these differences.
          • Mentoring relationships. Effective faculty members develop mentoring relationships that extend beyond the classroom or educational environment.
          • Demonstrated effectiveness. The effectiveness of the faculty member in the areas of curriculum, instruction, and assessment should be demonstrable through faculty evaluation and evaluation of student learning.
      3. Service
        1. Service is variegated. The faculty member may participate in a broad variety of service activities. Some opportunities may be within the faculty member’s academic discipline; others may stand outside the member’s professional expertise.
        2. Service is intentional. Like professional development, service should be planned and intentional. Because, however, service is by nature a response to need, the agenda of specific activities necessarily remains fluid.
        3. Service is documented. The faculty member should document service. Minimally, service activities should be documented by self-reporting; when possible, activities should be documented as well by external confirmation.
        4. Service is sustained. Service is an integral part of the faculty member’s life within her or his communities. Careful documentation, therefore, should reveal a sustained pattern of service.

    3. Certain positions at the University require unique skills and practices relevant to the specific mission of the department but are not tenure-track and do not require the same commitment to scholarship as tenured and tenure-track positions. To be hired and renewed year by year, faculty members in coaching positions should hold the appropriate degree or credentials; meet the expectations of effectiveness as a coach; meet the expectations of teaching as applicable; meet expectations as to service, namely, participate in professional organizations, participate actively in church, provide service for their community, the University, and their church; fulfill other tasks specified in the contract. Full time coaching faculty carry the rank of assistant professor. Fulfillment of these expectations should be addressed and demonstrated in a Faculty Growth Plan.

      Coaching faculty are expected to take the opportunity to serve beyond their assignments. Participation in the Bruin Athletic Association as requested by the Athletic Director is an expectation for service. Other recipients of their service may include their departments, their professional disciplines, the university, the communities in which they live, and the broader Christian church.

      Clarification: Employment outside the University, continuing education, and career preparation generally are not considered service. Any expectations of such activities contributing to service must be negotiated in advance with the Provost.

  4. Coaching Ranks Defined

    For any promotion, generally at least three of the qualifying years of experience should have been at George Fox University. Minimum standards for each rank are as follows. Any promotion requires the coaching faculty member to prepare a professional portfolio, and undergo a peer review. Any promotion decision must have the approval of the Athletic Director, the Associate Vice President for Academic Affairs, and the Provost.

    Level 1: Assistant coach. No coaching experience necessary. Bachelor’s degree required.
    Level 2: Coach. Two years coaching experience required. Master’s degree required in discipline which George Fox University offers as a major.
    Level 3: Senior coach. Five years coaching experience required, at least two at the college level, and Master’s degree required in discipline which George Fox University offers as a major; or two years coaching experience required, and Doctoral degree required in discipline which George Fox University offers as a major.
    Level 4: Master coach. Ten years coaching experience required, at least seven at the college level, and Master’s degree required in appropriate discipline; or seven years coaching experience, at least four at the college level, and Doctoral degree required in discipline which George Fox University offers as a major. The coaching faculty member will have a record of excellence in coaching as demonstrated by contributions to the field of coaching outside the university, such as published articles, books, presentations, positions in professional associations, and coaching accomplishments that have distinguished the coach at the regional level.

    At any level, a coach whose team wins conference championships, regional championships, or national championships, or who is recognized by his/her peers as Coach of the Year will be eligible for a merit bonus.

Appendix K

Conditions and Benefits of Faculty Service: School of Professional Studies

  1. Recruitment of Faculty

    The selection of individuals to serve on the George Fox University faculty is crucial to the life of the University. In addition to the usual academic qualifications, George Fox teachers are expected to have a personal commitment to Jesus Christ and daily living that conforms to current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.

    Responsibility for negotiating with prospective faculty members lies with the Provost with the assistance of the Dean. The Dean reports vacancies to the Provost, prepares a suggested position announcement for submission to the appropriate Dean, and assists in the screening of applicants. The Dean answers inquiries and mails position announcements. All vacancies or new positions require a national search, except by permission of the Provost. Search committees are appointed by the Dean and should include members from the department conducting the search and at least one faculty member from outside the department conducting the search.

    Upon the invitation of the Dean, prospective faculty members may visit the campus to confer with search committees, and others as requested, to teach classes and to become acquainted with campus and community. A copy of the Faculty Handbook and this document should be made available to prospects. After a search process, the Provost may recommend employment of a prospective faculty member to the President. The President extends a contract to the person to be employed. This contract becomes an agreement only when it has been signed by both the President and the new faculty member.

    All new faculty must agree as a condition of employment to participate in the faculty orientation program designed to acquaint new faculty members with the expectations of the University.

  2. Guidelines and Standards for the Appointment of Faculty
    1. Guidelines for the Appointment of Full-Time Coaching Faculty
      • The President of the University appoints the full-time School of Professional Studies faculty in accordance with the procedures outlined in the Faculty Handbook.
      • Full-time School of Professional Studies faculty appointments shall be made only for programs which have been established by the Board of Trustees and for positions which are within the annual budget of the University as established by the Board of Trustees.
      • The University does not discriminate against any candidate on the basis of race, color, national or ethnic origin, sex, age, disability or any other status to the extent protected by applicable nondiscrimination laws.

      NOTE: The use of the phrase "to the extent protected by applicable nondiscrimination law" is the correct statement of the legal obligation of George Fox University. George Fox does not waive its right to assert that nondiscrimination laws are not applicable to a particular situation or alternately that to apply nondiscrimination laws to George Fox in a particular situation would be an unconstitutional infringement of the religious and associational rights of this church-directed institution.

    2. Standards for the Appointment of School Of Professional Studies Faculty

      Candidates for non-tenure-track positions generally should:

      • have a personal commitment to Jesus Christ and daily living that conforms to the current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.
      • embrace the mission of George Fox University.
      • hold the appropriate degree for the position and/or relevant professional experience.
      • demonstrate a commitment to the integration of Christian faith and learning.
      • have a record of teaching [or training] effectiveness, professionalism and concern for students, other faculty, and community members as persons.
      • demonstrate a commitment to academic excellence and the maintenance of high academic standards.
  3. The Effective Faculty Member: A George Fox University Profile
    1. Expectations of All Faculty Members
      • be committed to Jesus Christ as Savior and Lord.
      • signify general agreement with and daily living that conforms to the current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.
      • support the mission of George Fox University.
      • provide evidence of continuing professional development, flexibility and breadth of interests necessary for effective service in a liberal arts university.
    2. Expectations of Faculty in School Of Professional Studies Non-Tenure-Track Positions

      Certain positions at the University require unique skills and practices relevant to the specific mission of the department but are not tenure-track. These require a significant commitment to professional activities that replaces traditional scholarship. To be hired and renewed year by year, faculty members in a non-tenure-track position should hold the appropriate degree or credentials, including relevant professional experience; meet the expectations of teaching faculty as applicable; meet expectations as to service, namely, participate in professional organizations, participate actively in church, provide service for their community, the University, and their church; fulfill other tasks specified in the contract; and meet high expectations for their profession. Fulfillment of these expectations should be addressed and demonstrated in a Faculty Growth Plan.

      1. Teaching
        1. Each faculty member is expected to:
          • create a classroom or educational environment that promotes engaged learning and academic excellence.
          • demonstrate the relevance of Christian faith with the discipline of study.
          • demonstrate respect and appreciation for students, other faculty, and community members.
          • communicate clearly and accurately in the classroom.
          • know the appropriate field, and keep up to date in one’s discipline.
          • demonstrate enthusiasm for the subject matter and establish a culture of learning.
          • make a continuing study of and implement effective pedagogical methods and materials in the appropriate field.
        2. Effective teaching is characterized by the following:
          • Self-awareness and adaptation. The faculty member needs to be aware of his or her strengths and weaknesses and develop in a Faculty Growth Plan an approach to instruction that recognizes these
          • Student awareness and adaptation. The faculty member should be able to recognize differences in student needs and abilities and reasonably adapt to these differences.
          • Mentoring relationships. Effective faculty members develop mentoring relationships that extend beyond the classroom or educational environment.
          • Demonstrated effectiveness. The effectiveness of the faculty member in the areas of curriculum, instruction, and assessment should be demonstrable through faculty evaluation and evaluation of student learning.
      2. Professional Activities
        1. Professional activities include:
          • Consulting outside the university with businesses, professional organizations, or government agencies.
          • Workshops for businesses and professional organizations.
          • Networking with businesses, professional organizations, and public-benefit organizations and recruiting activities.
        2. The following activities may also become part of a growth plan and therefore count as professional activities.
          • Presentations at professional meetings, business organizations, government agencies.
          • Establishing new cohort sites.
          • Development of new programs and/or courses.
          • Publishing in professional magazines, e.g., for the business, social science, or technology sectors.
      3. Service

        Faculty members are expected to take the opportunity to serve beyond their load-credit assignments. Recipients of their service may include their departments, their professional disciplines, the university, the communities in which they live, and the broader Christian church.

        1. Service is variegated. The faculty member may participate in a broad variety of service activities. Some opportunities may be within the faculty member’s academic discipline; others may stand outside the member’s professional expertise.
        2. Service is intentional. Like professional activities and teaching, service should be a part of the faculty member’s growth plan. Because, however, service is by nature a response to need, the agenda of specific activities necessarily remains fluid.
        3. Service is documented. The faculty member should document service. Minimally, service activities should be documented by self-reporting in the review portfolio; when possible, activities should be documented as well by external confirmation.
        4. Service is sustained. Service is an integral part of the faculty member’s life within her or his communities. Careful documentation, therefore, should reveal a sustained pattern of service.

          Clarification: Employment outside the University, continuing education, and career preparation generally are not considered service. Any expectations of such activities contributing to service must be negotiated in advance with the Provost.

      School Of Professional Studies Ranks Defined

      Professional Studies faculty have different performance expectations than other faculty and therefore will need to meet different promotion standards for existing ranks. Because faculty rank is connected to faculty salary, the following system is designed to recognize School Of Professional Studies faculty achievement and subsequently result in salary improvement. For any promotion, generally at least three of the qualifying years of experience should have been at George Fox University.

      Adjunct Faculty: A master’s degree and relevant professional experience required. This rank is assigned to all specialty and primary instructors who are not full-time faculty.
      Assistant Professor: Doctoral or accepted terminal degree in an appropriate field required or the master’s degree and five years of applicable professional experience.
      Associate Professor: Doctoral or accepted terminal degree in an appropriate field required plus seven years of successful full-time teaching experience. The faculty member will have a record of excellent teaching, outstanding professional activity as defined above, and outstanding service to the community, church, and university.
      Full Professor: Doctoral or accepted terminal degree in an appropriate field required plus ten years of successful full-time teaching experience. The faculty member will have a record of excellent teaching, outstanding professional activity as defined above, and outstanding service to the community, church, and university.

Appendix L

Conditions and Benefits of Faculty Service: Library

  1. Recruitment of Library Faculty

    The selection of individuals to serve on the George Fox University faculty is crucial to the life of the University. In addition to the usual academic qualifications, George Fox library faculty are expected to have a personal commitment to Jesus Christ and daily living that conforms to current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.

    Responsibility for negotiating with prospective faculty members lies with the Provost with the assistance of the Associate Vice President for Academic Affairs and the University Librarian. The University Librarian reports vacancies, prepares a suggested position announcement for submission to the Associate Vice President for Academic Affairs, and assists in the screening of applicants. The Associate Vice President for Academic Affairs answers inquiries and mails position announcements. All vacancies or new positions require a national search, except by permission of the Provost. Search committees are appointed by the University Librarian and should include members from the library faculty and at least one faculty member from outside the library.

    Upon the invitation of the Provost or Associate Vice President for Academic Affairs, prospective library faculty members may visit the campus to confer with department chairs, search committees, and others as requested, to provide bibliographic instruction, and to become acquainted with campus and community. A copy of the Faculty Handbook should be made available to prospects. After a search process, the Provost may recommend employment of a prospective library faculty member to the President. The President extends a contract to the person to be employed. This contract becomes an agreement only when it has been signed by both the President and the new library faculty member.

    All new library faculty may participate in the faculty orientation program designed to acquaint new faculty members with the expectations of the University.

  2. Guidelines and Standards for the Appointment of Faculty
    1. Guidelines for the Appointment of Full-Time Coaching Faculty
      • The President of the University appoints the full-time Library faculty in accordance with the procedures outlined in the Faculty Handbook.
      • Full-time Library faculty appointments shall be made only for programs which have been established by the Board of Trustees and for positions which are within the annual budget of the University as established by the Board of Trustees.
      • The University does not discriminate against any candidate on the basis of race, color, national or ethnic origin, sex, age, disability or any other status to the extent protected by applicable nondiscrimination laws.

        NOTE: The use of the phrase "to the extent protected by applicable nondiscrimination law" is the correct statement of the legal obligation of George Fox University. George Fox does not waive its right to assert that nondiscrimination laws are not applicable to a particular situation or alternately that to apply nondiscrimination laws to George Fox in a particular situation would be an unconstitutional infringement of the religious and associational rights of this church-directed institution.

    2. Standards for the Appointment of Library Faculty

      Candidates for non-tenure-track positions generally should:

      • have a personal commitment to Jesus Christ and daily living that conforms to the current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.
      • embrace the mission of George Fox University.
      • hold the appropriate degree for the position and/or relevant professional experience.
      • demonstrate a commitment to the integration of Christian faith and learning.
      • have a record of teaching [or training] effectiveness, professionalism and concern for students, other faculty, and community members as persons.
      • demonstrate a commitment to academic excellence and the maintenance of high academic standards.
  3. The Effective Faculty Member: A George Fox University Profile
    1. Expectations of All Faculty:
      • be committed to Jesus Christ as Savior and Lord.
      • signify general agreement with and daily living that conforms to the current Statement of Faith and Community Responsibilities applicable to the Faculty of George Fox University.
      • support the mission of George Fox University.
      • provide evidence of continuing professional development, flexibility and breadth of interests necessary for effective service in a liberal arts university.
    2. Expectations of Faculty in Library Positions

      Certain positions at the University require unique skills and practices relevant to the specific mission of the department but are not tenure-track and do not require the same commitment to scholarship as tenured and tenure-track positions. To be hired and renewed year by year, library faculty should hold the appropriate degree or credentials; meet expectations as to professional effectiveness, professional development, and fulfill other tasks specified in the contract. Fulfillment of these expectations should be addressed and demonstrated in a Faculty Growth Plan.

      1. Professional Effectiveness as a Librarian
        1. Each librarian is expected to
          • demonstrate command and knowledge of, and keep up to date in, his or her specialty area(s).
          • fulfill specified responsibilities and planning goals satisfactorily.
          • integrate personal Christian faith with work as a professional librarian.
          • demonstrate respect and appreciation for students, other faculty, and community members.
          • meet the expectations of bibliographic instruction as applicable.
        2. Effective librarianship is characterized by the following:
          • Self-awareness and adaptation. The librarian needs to be aware of his or her strengths and weaknesses and develop an approach to growth that recognizes these.
          • Demonstrated effectiveness. The effectiveness of the librarian in the areas of responsibility should be demonstrable through administrative evaluation and student learning, where appropriate.
      2. Professional Development
        1. Each librarian is expected to maintain a breadth of professional growth and be engaged in an ongoing study of new directions in the librarian’s specialization and implications for the George Fox University library.
        2. Professional development is necessarily individualized, as each librarian pursues his or her specialty and interacts with other professionals. Patterns of professional growth vary by the nature of assigned responsibilities. Professional growth is demonstrated by the following:
          • A clear plan of action. The librarian should be able to describe effectively past and current development activities in his/her field and plans for future activity.
          • Continuing high performance. Professional growth is a life-long commitment that is demonstrated by regular contribution to one’s profession and GFU libraries.
          • Each librarian will need to find the appropriate balance between off-campus involvement and on-campus responsibilities.
          • Validation by peers. Results of professional development should be validated by others qualified to judge the work. Evidence of peer acceptance include: Invitations to give conference presentations, published articles or pieces, peer assessment of performance, invitations to provide consulting services, selection to organization offices or committees, or other evidence appropriate to librarianship.
      3. Service

        Librarians are expected to take the opportunity to serve beyond their assignments. Recipients of their service may include their departments, their professional disciplines, the university, the communities in which they live, and the broader Christian church.

        1. Service is variegated. The faculty member may participate in a broad variety of service activities. Some opportunities may be within the faculty member’s academic discipline; others may stand outside the member’s professional expertise.
        2. Service is intentional. Like professional development, service should be planned and intentional. Because, however, service is by nature a response to need, the agenda of specific activities necessarily remains fluid.
        3. Service is documented. The faculty member should document service. Minimally, service activities should be documented by self-reporting; when possible, activities should be documented as well by external confirmation
        4. Service is sustained. Service is an integral part of the faculty member’s life within her or his communities. Careful documentation, therefore, should reveal a sustained pattern of service.

        Clarification: Employment outside the University, continuing education, and career preparation generally are not considered service. Any expectations of such activities contributing to service must be negotiated in advance with the provost.

      Librarian Ranks Defined

      For any promotion, generally at least three of the qualifying years of experience should have been at George Fox University. Minimum standards for each rank are as follows.

      Visiting Librarian (appointments at this rank shall have a specified date of termination): A master’s degree from an American Library Association accredited program and specific skills to perform the responsibilities in the job description.
      Assistant Librarian: A master’s degree from an American Library Association accredited program, specific skills to perform the responsibilities in the job description, and ability to demonstrate professional effectiveness.
      Associate Librarian: A master’s degree from American Library Association accredited program, specific skills to perform the responsibilities in the job description, plus five years of full-time experience as Assistant Librarian. An Associate Librarian should demonstrate professional effectiveness as an established and successful librarian, and have a record of significant service to the University, church, and community.
      Senior Librarian : A master’s degree from American Library Association accredited program, specific skills to perform the responsibilities in the job description, plus five years of full-time experience as Associate Librarian. A Senior Librarian should demonstrate professional effectiveness as an established and successful librarian, and give evidence of outstanding service to the University, church, or community.

Appendix M

Bruin Data / Bruin Mail Login

Bruin Data

In your web browser, type http://bruindata.georgefox.edu in the address field and hit enter. You will then be taken to the Bruin Data login page. Your username should be the first letter of your first name followed by your last name, all as one lowercase word. Your password should be the last four digits of your social security number followed by *gfu, all as one word. Be sure that the “gfu” is not capitalized.

Example:
Name: John Doe
Username: jdoe
Password: 5400*gfu

From Bruin Data you can access different information via tabs on the Bruin Data page. In particular, a “My Classes” tab can be accessed, and from it, information about the courses you teach can be found. Click on the drop down menus to select which course you would like information on, and what type of information.

Bruin Mail

In your web browser, type http://bruinmail.georgefox.edu in the address field and hit enter. You will then be taken to the Bruin Mail login page. Your username and password are the same as explained above. This is your George Fox email account and your email address is your username@georgefox.edu.

Change your password

It is important that you change your assigned password after you login. To change you password, once you are logged on to Bruin Mail click the options icon and then the change password icon. Type your username in the account field, “campus” in the domain field, and then your current password in the old password field. Your new password must be at least seven characters long and contain three of the following: uppercase letters, lowercase letters, a symbol (such as an asterisk or underscore), and a number. Please also note that your Bruin Data password is the same as your Bruin Mail password.

Questions?
Please call the Service Desk at extension 2569.