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Faculty Handbook

3.2. Overview of Faculty Responsibilities

As described below, the four basic performance areas in which faculty may be evaluated at KSU are teaching, supervising, and mentoring of students, research and creative activity, professional service, and administration and leadership. For the purpose of clarification, administrative faculty are those for whom 50% or more of their workload is administrative in function. Teaching faculty are all others with faculty rank and status. Depending upon college and departmental guidelines, faculty members need not show achievement in all four areas; in fact, it is expected that most faculty members will not. However, outside of administrative and non-tenure track faculty, most teaching faculty will be evaluated based upon contributions in teaching, supervision and mentoring of students, research and creative activity, and professional service. (See faculty workload models in Section 2.2). What constitutes appropriate activities in all four areas is defined by departmental guidelines. These standards must be honored by all levels of review in the tenure and promotion process. Whatever the individual’s relative emphasis in the performance areas, all faculty members are expected to devote at least 5% of their time to professional service activities essential to the life of the institution. 
 
In addition, it is important to note that effectiveness in any performance area requires a basic foundation of prerequisite degrees and credentials as well as currency in one’s field. At KSU, such credentials and currency are known as professional development and all faculty are encouraged to participate in professional development opportunities both on and off campus. Faculty should address in their portfolio narratives how their continuing development activities influence, support, and/or shape their activities in their performance area(s) of emphasis.
 
The differing proportions of emphasis given to each performance area for a given faculty member will depend upon written agreements between the faculty member, department chair, and dean, in alignment with the college and departmental guidelines. The role(s) upon which each faculty member will be evaluated will be outlined in his or her Faculty Performance Agreement (FPA) (See Section 3.7). This agreement will be developed in consultation with the faculty member’s supervisor(s), who will have the responsibility to negotiate, assign, and coordinate the distribution of the various activities of individual faculty to assure that the collective work of the department, college, and University is accomplished. The overriding factor in determining the activities of each faculty member must be the needs of that faculty member’s college, department, and its academic programs. The FPA lists the faculty member’s goals and priorities for a period agreed upon by the faculty member and his or her supervisor(s) to fit current and anticipated circumstances. The FPA should:

  • clarify the general responsibilities and relative emphasis of the individual in teaching, supervising, and mentoring; research and creative activity; professional service; administration and leadership;
  • articulate the manner in which the faculty member’s activities relate to the departmental and college mission and goals;
  • identify the expectations for scholarly activity in all of the faculty member’s performance areas;
  • identify the performance area(s) that will include scholarship expectations and describe those expectations. 

 
Consistent with the University’s culture of shared governance, the details of an individual FPA are worked out in consultation between the chair and the faculty member and are subject to final approval by the dean. If the faculty member and the chair cannot reach agreement on the FPA, the dean will make the final determination.
 
As a faculty member matures and develops, and as the focus of colleges and departments evolve, an FPA may change. New agreements may reflect changes in the assignments that engage the faculty member or in the individual’s relative emphasis in one or more performance area. It may, in fact, be necessary to change an FPA during the course of a given year due to unexpected circumstances, such as changes in departmental staffing, new research opportunities, etc. If this occurs, the faculty member, in consultation with his or her supervisors, will draw up a new FPA that will be signed by all parties. Both this new and the old FPA will be used in the evaluation of the faculty member at the conclusion of the year and in subsequent tenure and promotion decisions.