POLICY STATEMENT

91桃色 College encourages research, creative and scholarly endeavors, entrepreneurial activity, and interactions with external entities. However, some external interests and relationships can lead to real or perceived Conflicts of Interest. Conflicts of Interest (COI) arise when financial or other personal considerations have the potential to adversely affect, or have the appearance of adversely affecting, an Employee鈥檚 professional judgment or ability to fulfill obligations to the College.

This policy establishes the requirements for disclosing, reviewing, managing, and eliminating Conflict of Interest situations at 91桃色.

DEFINITIONS

College Responsibilities: An employee鈥檚 professional responsibilities on behalf of 91桃色, and as defined by the College, including but not limited to: research, research consultation, teaching, professional practice, institutional committee memberships, and service on panels such as the Institutional Review Board (IRB).

Compensated Outside Services: Outside compensated work or compensated scholarly services performed by a 91桃色 Employee; does not include income derived solely from passive investments. Compensated Outside Services are recognized as a legitimate activity unless specifically prohibited by an Employee鈥檚 contract of employment. Compensated Outside Service is not considered appropriate when it interferes with the regular work of the 91桃色 Employee; involves unauthorized use of College facilities, personnel, or other resources; subjects other individuals or companies engaged in private practice to unfair competition; violates the general requirements of NRS 281A.400 -281A.480; or involves a Conflict of Interest specified by NSHE or 91桃色 policy.

Conflict of Interest or COI: Outside activity or interest that may, or may appear to, adversely affect, compromise, or be incompatible with the obligations of an Employee at 91桃色. Encompasses any situation in which an Employee of 91桃色 uses, or is in a position to use, influence and authority within the College to advance their own personal or Financial Interests, or the personal or Financial Interests of individuals in the Employee鈥檚 household; persons to whom the Employee is related by blood, adoption, or marriage within the third degree of consanguinity; or persons with whom the Employee has substantial and continuing outside business relationships. The bias of such conflicts could conceivably inappropriately affect the goals of research or instructional or administrative programs. The education of students, methods of analysis and interpretation of research data, hiring of staff, procurement of materials, and other administrative tasks at 91桃色 must be free of undue influence by outside interests. For the purposes of reporting COIs to federal funding agencies, the federal definition(s) supersedes this policy and will be used to determine which COIs must be reported.

Designated Official: Institutional officials who have been given authority to review and manage disclosures of Significant Financial Interests. Includes determining whether any Significant Financial Interests relate to federal funding; determining whether a Financial Conflict of Interest exists; and, if so, developing and implementing a Management Plan that specifies actions that have been, and will be, taken to manage the Conflict of Interest. The Associate Vice President of Human Resources is the Designated Official at 91桃色.

Employee: For the purposes of this policy, any person employed full-time as academic or administrative faculty at 91桃色. Individuals or Investigators (defined by federal awards as volunteers on funded projects, without paid compensation) are considered Employees under this policy.

Equity Interest: Any stock, stock option, or other ownership interest, as determined through reference to public prices or other reasonable measures of fair market value.

Excessive Compensated Outside Services: Compensated Outside Service that exceeds limits set in NSHE鈥檚 policy on Compensated Outside Professional Service (Title 4, Chapter 3, Section 9). Outside service must not occupy more than one (1) day鈥檚 equivalent time per work week (20%). Employees on twelve-month contracts must take annual leave if providing Outside Compensated Service during the standard work week.

Financial Conflict of Interest (FCOI): A Significant Financial Interest that could directly and significantly affect the design, conduct, or reporting of funded research or affect the performance of duties for or by any 91桃色 Employee.

Financial Interest: Anything of monetary value, including but not limited to: salary; other payments for services (e.g., consulting fees or honoraria); Equity Interests (e.g., stocks, stock options, other ownership interests); and intellectual property rights (e.g., patents, copyrights, and royalties from such rights).

Investigator: The Principal Investigator (PI), project director (PD), and/or any other person at 91桃色 who is responsible for the design, conduct, or reporting of a Sponsored Project which may include collaborators or consultants. The guidelines that apply to Investigators also apply to individuals in the Investigator鈥檚 household; persons to whom the Investigator is related by blood, adoption, or marriage within the third degree of consanguinity as defined by NSHE Board of Regents Handbook Title 4, Chapter 3, Section 7 (Nepotism); or persons with whom the Investigator has substantial and continuing outside business relationships. Hence, for the purposes of this policy鈥檚 disclosure requirement, the term 鈥淚nvestigator鈥� refers to the above individuals related to or working with the Investigator.

Management Plan: Mutually acceptable course of action to manage, mitigate, or alleviate the Conflict of Interest due to Compensated Outside Services.

Remuneration: Includes salary and any payment for services not otherwise identified as salary (e.g., consulting fees, honoraria, paid authorship).

Senior/Key Personnel: A project director (PD), Principal Investigator (PI), and any other person identified as Senior/Key Personnel (i.e., any individual who contributes in a substantive, meaningful way to the scientific or programmatic development, implementation, and reporting of a Sponsored Project) in a grant application, progress report, or any other report submitted to the funding agency.

Significant Financial Interest: Any arrangement that falls into one or more of the following categories:

(1) A Financial Interest consisting of one or more of the following interests of the employee (and those of the employee鈥檚 spouse and dependent children) that reasonably appears to be related to the College Responsibilities:

(i) With regard to any publicly-traded entity, a Significant Financial Interest exists if the value of any Remuneration received from the entity in the twelve (12) months preceding the disclosure and the value of any Equity Interest in the entity as of the date of disclosure, when aggregated, exceeds $5,000;

(ii) With regard to any non-publicly traded entity, a Significant Financial Interest exists if the value of any Remuneration received from the entity in the twelve (12) months preceding the disclosure, when aggregated, exceeds $5,000, or when the Investigator (or the Investigator’s spouse or dependent children) holds any Equity Interest;

(iii) Intellectual property rights and interests (e.g., patents, copyrights), upon receipt of income related to such rights and interests.

(2) Employees must disclose the occurrence of any reimbursed or sponsored travel (i.e., travel paid on behalf of the Employee) related to their institutional responsibilities. This disclosure will include, at minimum, the purpose of the trip, identity of the sponsor or organizer, destination, and duration. 91桃色 official(s) will determine if further information is needed, including disclosure of monetary value, in order to ascertain whether the travel constitutes a FCOI;

(3) Significant Financial Interest does not include the following: salary, royalties, or other Remuneration paid by 91桃色 to the employee, if the employee is currently employed or otherwise appointed by the College, including intellectual property rights assigned to the College and agreements to share in royalties related to such rights; income from investment vehicles, such as mutual funds and retirement accounts, as long as the Employee does not directly control the investment decisions made in these vehicles. All Significant Financial Interests must be evaluated by the College to determine whether or not they pose a Financial Conflict of Interest.

Sponsored Project: A research, training, service, or other type of project with identifiable objectives and/or deliverables for which external funding either is being requested or has been received.

PROCEDURES

I.听听听听听听听听听听听听听 Requirement to Disclose

91桃色 College Employees are considered public Employees and must comply with the Code of Ethical Standards of the State of Nevada as codified in Nevada Revised Statutes (NRS) 281A.400-281A.660.

All full-time academic and administrative faculty and professional staff shall disclose annually whether or not they plan to engage in any outside activity or professional involvement that may constitute a Conflict of Interest, and/or for which they will receive compensation.

In addition to the annual disclosure, Federally-funded Investigators must disclose the amount of compensation so the Designated Official may determine whether a Financial Conflict of Interest exists. All Employees affiliated with the College must disclose potential Conflicts of Interest prior to accepting a Sponsored Projects or other outside conflicts that may impact their position with the College. All potential Conflicts of Interest and/or Compensated Outside Services must be approved before the activity is undertaken.

College Employees shall also disclose benefits that may accrue to individuals in the Employee鈥檚 household; persons to whom the Employee is related by blood, adoption, or marriage within the third degree of consanguinity; or persons with whom the Employee has substantial and continuing outside business relationships.

Relationships within the third degree of consanguinity or affinity are defined as:

A. The employee鈥檚 spouse, child, parent, sibling, half-sibling, or step-relatives in the same relationship;

B. The spouse of the employee鈥檚 child, parent, sibling, half-sibling, or step relative; or

C. The employee鈥檚 in-laws, aunt, uncle, niece, nephew, grandparent, grandchild, or first cousin.

For Sponsored Projects, subcontractors and other external collaborators must provide adequate assurances to the College that they are in compliance with federal regulations and must provide reports of Conflicts of Interest in a timely manner to allow for reporting to funding agencies.

A disclosure in and of itself is not suggestive of any impropriety; it is customary and usual, and benefits both the individual and the College, as described in NSHE鈥檚 Compensated Outside Professional Services Policy (Title 4, Chapter 3, Section 9).

II.听听听听听听听听听听听 Disclosure Process

It is the responsibility of each 91桃色 Employee to disclose potential Conflicts of Interest or Compensated Outside Services. It is the responsibility of the College and the appropriate Designated Official to review disclosures and determine if the disclosed interests could directly and significantly affect the Employee鈥檚 performance of College Responsibilities and, if so, to require the management, reduction, or elimination of the Conflict of Interest.

Disclosures must be sent to the Employee鈥檚 supervisor and to Human Resources. Disclosures must occur when any of the following apply or occur: 1) on an annual basis by September 15^th of each year, 2) upon application for a Sponsored Project, or 3) prior to initiation of any such outside services. Disclosures must be made using the Conflict of Interest/Compensated Outside Services Disclosure form.

A. Situations that may create a Conflict of Interest and must be disclosed, regardless of the amount of compensation, include:

1. External Financial Interests;
2. Management positions with fiduciary responsibilities such as a board member, director, partner, or trustee with an outside entity that has a business relationship with NS;
3. Industry affiliations with pharmaceutical, medical device, or medical equipment companies;
4. Consulting and other compensated professional/commercial activities;
5. Use of students or support staff on external, non-NSC activities;
6. Use of College resources;
7. Clinical trials;
8. Contractual relationships between 91桃色 and other entities with which NS Employees have an outside relationship;
9. Any other relationship with an external entity that has the potential to result in a Conflict of Interest.

B. Employees do not need to disclose the following:

1. Salary, royalties, or other Remuneration paid by 91桃色 to the Investigator, if the Investigator is currently employed or otherwise appointed by the College, including intellectual property rights assigned to the College and agreements to share in royalties related to such rights;
2. Equity Interests or income from investment vehicles, such as mutual funds and retirement accounts, as long as the employee does not directly control the investment decisions made in these vehicles;
3. Income from seminars, lectures, or teaching engagements sponsored by a federal, state, or local government agency; a U.S. institution of higher education (as defined by 20 U.S.C. 1001(a)); an academic teaching hospital, medical center, or research institute that is affiliated with a U.S. institution of higher education;
4. Income from service on advisory committees or review panels for a federal, state, or local government agency; a U.S. institution of higher education; or an academic teaching hospital, medical center, or research institute that is affiliated with a U.S. institution of higher education.

C. To protect students鈥� rights as researchers and scholars, employees must comply with the following requirements:

1. 1. Employees must disclose restrictions on publication or communication rights on Sponsored Projects when students are involved in the project and their involvement is the basis for evaluating the student or fulfilling a degree requirement;
   2. Faculty members must disclose their intent to hire a 91桃色 College student as an Employee or as a contractor for an outside entity in which they have a Significant Financial Interest if any of the following apply:
      1. The student is enrolled in a class that the faculty member teaches;
      2. The student is under the faculty member鈥檚 supervision on a research project; and/or
      3. The faculty member is the chair of the student鈥檚 graduate committee.

III.听听听听听听听听听听 Review of Potential Conflicts of Interest and/or Excessive Outside Compensated Services

Determining whether a Conflict of Interest or Excessive Compensated Outside Services exists in a particular instance will often be a matter of judgment. The activities of employees must be governed by thoughtful and shared consideration of individual circumstances in applying the appropriate rules. Application of administrative discretion is an integral part of 91桃色鈥檚 Conflict of Interest and Compensated Outside Services review and remediation systems.

The Associate Vice President of Human Resources serves as Designated Official and reviews all disclosures from faculty. The Designated Official shall determine whether a Conflict of Interest and/or Excessive Compensated Outside Services are present. This determination and a response to the Employee must occur within thirty (30) calendar days of receipt of the disclosure; a lack of response after 30 days shall constitute approval by the Designated Official.

IV.听听听听听听听听听听 Managing Conflicts of Interest

If a Conflict of Interest and/or Excessive Compensated Outside Services appear to exist as identified in section II(A) of this policy, the supervisor, director, and/or dean will attempt to develop and document a Management Plan. The Management Plan must be forwarded to the appropriate Designated Official for review and approval, disapproval, or further development of management strategies.

The Management Plan will, at a minimum, describe the role and principal duties of the Investigator in the research project; conditions of the Management Plan; how the Management Plan is designed to safeguard objectivity in the research project; confirmation of the Investigator鈥檚 agreement to the Management Plan through signature; how the Management Plan will be monitored to ensure Investigator compliance; and other information as needed.

If a mutually acceptable Management Plan cannot be negotiated at the unit level, the Designated Official will review the Conflict of Interest and work with the faculty member鈥檚 supervisor to determine the best available actions (see Section V below). If an agreement is not reached, the Designated Official will render a final decision, including any required actions.

V.听听听听听听听听听听听 Available Actions

A. Actions if Conflict of Interest Exists: If a real or potential Conflict of Interest exists, one of the following actions will be taken:

1. Accept the Sponsored Project and allow the research to proceed, with conditions:
   1. Monitoring of research by independent reviewers;
   2. Public disclosure of Significant Financial Interest;
   3. Modification of research plan;
   4. Disqualification from participation in all or part of the Sponsored Project;
   5. Divestiture of Significant Financial Interest;
   6. Severance of relationships that create actual or potential conflicts;

2. Do not accept the Sponsored Project or Compensated Outside Service;
3. Require the 91桃色 Employee to cease participation in the project involving the Conflict of Interest while remaining an Employee;
4. Require the Employee to cease participation in College activities related to the Conflict of Interest.
5. Accept the Sponsored Project and allow the research to proceed, with conditions:
   1. Monitoring of research by independent reviewers;
   2. Public disclosure of Significant Financial Interest;
   3. Modification of research plan;
   4. Disqualification from participation in all or part of the Sponsored Project;
   5. Divestiture of Significant Financial Interest;
   6. Severance of relationships that create actual or potential conflicts.

听B. Actions if Excessive Compensated Outside Services Exist: In cases where Excessive Compensated Outside Services exist, one or more of the following actions will be taken:

1. Require that the Employee reduce the activity to a level that is allowable under Title 4, Chapter 3, Section 9 of the NSHE Code;
2. Require that the Employee cease performance of existing outside obligations while the Employee remains an Employee;
3. Disciplinary sanctions as set forth in Title 2, Chapter 6 of the NSHE Code.

If the Conflict of Interest or Compensated Outside Services involves a vice president or the provost, the president will review the disclosure and render a final decision. If the Conflict of Interest or Compensated Outside Services involves the president, the chancellor will review the disclosure and render a final decision.

VI.听听听听听听听听听听 Additional Requirements for Projects Funded by the U.S. Department of Health and Human Services (DHHS) Public Health Service (PHS)

A. Training: Investigators on Public Health Service-funded projects must complete training on Conflicts of Interest prior to engaging in research related to any PHS-funded grant. Training must be taken at least every four (4) years, and immediately when any of the following circumstances apply:

1. 1. The College revises its Financial Conflict of Interest policies or procedures in any manner that affects the requirements of Investigators;
   2. An Investigator is new to the College;
   3. The College finds that an Investigator is not in compliance with the institution鈥檚 Financial Conflict of Interest policy or Management Plan.

B. Retrospective Reviews: In addition to the mechanism set forth in section IX: Noncompliance (below), the Designated Official will conduct retrospective reviews of PHS-funded projects as needed. Retrospective reviews occur when:

1. 1. The College identifies a Significant Financial Interest that was not disclosed in a timely manner by an Investigator;
   2. A Significant Financial Interest was not previously reviewed or managed by 91桃色 during an ongoing PHS-funded research project (e.g., was not reviewed in a timely fashion or reported by a subawardee).

The Designated Official shall, within thirty (30) calendar days, review the Significant Financial Interest; determine whether it is related to PHS-funded research; and determine whether a Financial Conflict of Interest (FCOI) exists. If so:

1. 1. The Designated Official will implement, on at least an interim basis, a Management Plan that will specify the actions that have been, and will be, taken to manage the FCOI going forward;
   2. If the Investigator fails to comply with a FCOI Management Plan, within 120 days of the determination of noncompliance 91桃色 will complete a retrospective review of the Investigator’s activities and the PHS-funded research project to determine whether any PHS-funded research, or portion thereof, conducted during the time period of the noncompliance was biased in the design, conduct, or reporting of such research.

3. The College is required to document the retrospective review involving PHS-sponsored research; such documentation shall include, but is not necessarily limited to, all of the following key elements:

1. 1. Project number;
   2. Project title;
   3. PD/PI or contact PD/PI if a multiple PD/PI model is used;
   4. Name of the Investigator with the FCOI;
   5. Name of the entity with which the Investigator has a Financial Conflict of Interest;
   6. Reason(s) for the retrospective review;
   7. Detailed methodology used for the retrospective review;
   8. Findings of the review;
   9. Conclusions of the review.

Based on the results of the retrospective review, if appropriate, the College will update the previously submitted FCOI report, specifying the actions that will be taken to manage the Financial Conflict of Interest going forward. If bias relating to the Conflict of Interest is found, the College is required to notify the PHS Awarding Component promptly and submit a mitigation report.

4. Mitigation Report: The mitigation report must include, at a minimum:
   1. The key elements documented in the retrospective review above;
   2. A description of the impact of the bias on the research project and 91桃色鈥檚 plan of action or actions taken to eliminate or mitigate the effect of the bias (e.g., impact on the research project; extent of harm done, including any qualitative and quantitative data to support any actual or future harm; analysis of whether the research project is salvageable).
   3. Depending on the nature of the FCOI, the College may determine that additional interim measures are necessary with regard to the Investigator鈥檚 participation in the PHS-funded research project between the date that the Financial Conflict of Interest or the Investigator’s noncompliance is determined and the completion of the Institution’s retrospective review.

5. NIH Funding: If the National Institutes of Health determines that one of its funded clinical research projects whose purpose is to evaluate the safety or effectiveness of a drug, medical device, or treatment has been designed, conducted, or reported by an Investigator with an FCOI that was not managed or reported by 91桃色, the College will require the Investigator to disclose the FCOI in each public presentation of the results of the research and will request an addendum to previously published presentations.

听VII.听听听听听听听听 Disclosure to External Agencies

The College will comply with all requirements for external disclosure of Conflicts of Interest and Compensated Outside Services. This includes annual summary reports to the NSHE Board of Regents and specific reports/written disclosures to PHS and other funding agencies as stipulated in 2 CFR 200.112 and the acceptance of award documentation.

In accordance with federal regulations, information about Significant Financial Interests that were determined to be Financial Conflicts of interest for Senior/Key Personnel on PHS-Sponsored Projects will be made available on 91桃色鈥檚 publicly accessible website and must include the following:

A. Investigator鈥檚 name;

B. Investigator鈥檚 title and role with respect to the research project;

C. Name of the entity in which the Significant Financial Interest is held;

D. Nature of the Significant Financial Interest;

E. Approximate dollar value of the Significant Financial Interest.

All Employees shall inform those who engage them in outside professional work that they are not acting in the name of the College and that the College is neither a party to the contract nor liable for any actions of the Employee. Employees performing outside professional work or scholarly services are subject to Title 4, Chapter 1, Section 25 of NSHE鈥檚 policy on Personal Use of System Property or Resources.

VIII.听听听听听听听 Appealing Conflict of Interest Determinations

Employees may appeal a Conflict of Interest decision by sending notification (via email) to the appropriate Designated Official. Employees appeal to the president concerning the decision of the Designated Official. Appeals must be in writing and must be submitted within five (5) business days from the date the Designated Official鈥檚 decision is received by the employee. The president鈥檚 decision on the appeal is final.

IX.听听听听听听听听听听 Noncompliance

Possible violations of this policy and the rules and procedures described in it, as well as alleged deliberate and/or dishonest undisclosed conflicts, will be investigated by the Associate Vice President of Human Resources, who will recommend appropriate action, if any, to the president.

The procedures set forth in Chapter 6 of the NSHE Code and NRS Chapter 281A.500-550 will govern the imposition of any disciplinary sanctions by the College for violations of policy, rules, and procedures. In addition, the College will comply with all review and reporting requirements for noncompliant Investigators on funded projects.

X.听听听听听听听听听听听 Record Handling and Retention

The College considers all disclosures and related documentation to be personnel documents and will limit access to and disclosure of such records as provided for in the NSHE Regents Handbook and applicable College personnel and privacy policies. The College will meet Conflict of Interest requirements for information release specified in the award documentation of Sponsored Programs. The disclosure documentation will be stored by the Office of Human Resources as part of the faculty member鈥檚 personnel file. The Office of Grant Services will receive electronic copies of all disclosures related to Sponsored Projects and will provide all required reports to appropriate funding agencies.

All disclosures and documentation of resolutions must be maintained for a minimum of three (3) years following the completion of the award (for Sponsored Projects) or the termination of the outside activity (for Conflicts of Interest and Outside Compensated Service not related to a Sponsored Project). Copies in personnel files will be maintained in a format that allows for reporting of aggregate data as required by NSHE Title 4 Chapter 3 Section 8.14.

FORMS/INSTRUCTIONS

• Conflict of Interest/Compensated Outside Services Disclosure Form

ADDITIONAL CONTACTS

Office of the Provost
Phone: 702-992-2600
Email: provost@nevadastate.edu

RELATED INFORMATION

• Nevada Revised Statutes 400-281A.660
• NSHE Rules and Disciplinary Measures for Faculty ()
• NSHE鈥檚 policy on Personal Use of System Property or Resources (Handbook, , Section 25 and Section 27)
• NSHE policy on Nepotism (Handbook, , Section 7)
• NSHE鈥檚 Compensated Outside Professional Services Policy (Handbook, Section 9)
• United States Code General Definition of Institution of Higher Education (20 U.S.C. 1001(a))
• 2 CFR 200.112

APPROVAL SIGNATURES

Approved by Mr. Kevin Butler, Senior Vice President of Finance and Business, November 29, 2022.
Approved by Dr. DeRionne Pollard, President, November 30, 2022.

The post Conflict of Interest and Compensated Outside Services Policy (HR 1) appeared first on 91桃色.

POLICY STATEMENT

This policy provides the framework and procedures for the 91桃色 College Classified Dependent Grant-in-Aid benefit.

DEFINITIONS

Spouse: Any individual lawfully married to another individual.

Domestic Partner: Any individual so registered with the Office of the Secretary of the State of Nevada.

Financially Dependent Child: A natural, adopted, or step child of a classified staff member who is not financially independent, is claimed as an exemption for federal income tax purposes under the U.S. Internal Revenue Code (26 U.S.C. 搂 152), and has not attained the age of 24. The classified staff member must attest to a dependency each time a grant-in-aid benefit is issued.听 Financially Dependent children of a registered Domestic Partner are also eligible. For qualified dependent children who have served on active duty in the United States Armed Forces, the age limitation will be extended for a period of such active service, but not to exceed six (6) years.

Qualifying Classified Employment: Benefit-eligible Classified Staff appointment with an FTE at .50 or higher.

PROCEDURES

I. Benefit Overview

The 91桃色 College Classified Dependent Grant-in-Aid program establishes a tuition assistance benefit in which qualified dependents of 91桃色 College classified staff will receive reduced base registration fees for undergraduate courses.

Under this policy, qualified dependents shall refer only to Spouses or Domestic Partners and Financially Dependent Children. Classified employees must attest to dependency for each tuition reduction request and 91桃色 College may at any time request proof of dependent eligibility for verification purposes.

II. Program Eligibility

Dependents of Qualifying Classified Employees must apply for the Grant-in-Aid benefit each academic term and are subject to the following limitations and requirements:

A. Limitations and Course of Study

• The 91桃色 College Classified Dependents Grant-in-Aid benefit may only be used for undergraduate state-supported courses taught at 91桃色 College;
• There are no limitations to the number of credits that will be covered for each academic term (fall, spring, summer);
• Fees covered by this program will be equivalent to the current amount of the grant-in-aid benefit for professional employees, which pays only the State Operating Budget portion of the base registration fee as specified in Chapter 7, Section 17 of the Nevada System of Higher Education Procedures and Guidelines Manual;
• This program does not pay for the cost of additional fees such as differential registration fees, special course fees, excess credit fees, or books;
• If a Spouse or Financially Dependent Child does not qualify as a resident student, only the portion of the per-credit registration fee allocated to the State Operating Budget is paid by this benefit;
• Individuals are personally responsible for, and agree to indemnify and hold 91桃色 College harmless for, any and all tax liabilities that may arise from this benefit.

B. Maintenance of Award Eligibility

• Recipients of the 91桃色 College Classified Dependents Grant-in-Aid benefit must meet the Financial Aid Satisfactory Academic Progress (SAP) requirements as follows:
  • Meet the minimum required undergraduate cumulative grade point average;
  • Satisfactorily complete at least 70% of cumulative credit hours attempted;
  • Complete their degree/certificate program within the maximum time frame of credit hours allowed. Undergraduates seeking their first baccalaureate degree cannot attempt more than 180 credits.

III. Procedure for Requesting Benefit

Requests for benefit shall be processed and approved via the following process:

A. Submission of the Classified Dependent Grant-in-Aid Request Form

• Form is located on the 91桃色 College portal and can accessed via the following path: Documents > Human Resources > Forms > Benefits.
• Must be completed and submitted for each academic term in which a benefit is being requested.
• Completed forms must be received in Human Resources no later than two (2) weeks before the start of the academic term in which the benefit is requested. Submission after the two-week deadline may delay processing of the benefit and may require out-of-pocket payment for courses with reimbursement to follow.

B. Course Registration and Payment

• If not already complete, finalize course registration for the selected academic term.
• Pay for additional fees and/or credits not covered by the Classified Dependent benefit.

FORMS/INSTRUCTIONS

Classified Dependent Grant-in-Aid Request Form

APPROVALS

Approved by Kevin Butler, Senior Vice President of Finance & Administration
Approved by President Bart Patterson.

The post Classified Dependent Grant-in-Aid Policy (HR 2) appeared first on 91桃色.

POLICY STATEMENT

91桃色 recognizes the important role that Student Employment plays, not only in the operation of the University but also with the academic and professional development of students. Student positions are intended to create a learning experience that complements a student鈥檚 academic and career goals while providing valuable work experience and helping meet the staffing needs of the University.

DEFINITIONS

At-will Employee: An employee who may resign from work or be terminated from work at any time for any lawful reason.

Federal Work-Study: A federally funded financial aid program to provide payment for work performed by students on campus or in the community, based on the financial needs of the student and the availability of funding.

Federal Insurance Contributions Act (FICA): A federal employment tax imposed on both the employees and employers to fund Social Security and Medicare. In the State of Nevada, University employees do not pay into Social Security and in lieu of this tax, pay into a FICA Alternative or other qualified plan.

FICA Exempt: Employee who is not required to make FICA contributions, based on a minimum of half-time student enrollment.

Fiscal Year: For 91桃色, the fiscal year runs from July 1 through June 30.

Student Employment: Part-time employment of a current 91桃色 student in a position within 91桃色, funded from either Federal Work-Study or departments with self-supporting funds, generally to meet part-time, temporary, or seasonal needs.

Student Worker: A Student Worker is an At-will Employee whose major efforts are directed toward receiving a formal education and is employed part-time by 91桃色. Student Workers are authorized to work a maximum of 19.5 hours per week during academic periods in which they are enrolled and classes are in session.

PROCEDURES

I. Eligibility Requirements

To be eligible for Student Employment, an individual must be enrolled at 91桃色 as an undergraduate or graduate student during the fall or spring semesters. While individual department/units may require higher standards, the minimum requirements for all Student Workers include:

• Undergraduate enrollment in at least six (6) credits per semester OR
• Graduate enrollment in at least five (5) credits per semester;
• AND Cumulative GPA of 2.0 (undergraduate) or 3.0 (graduate).

Students enrolled in their final semester at 91桃色 or students whose academic program does not allow for half-time enrollment may be exempt from the minimum enrollment requirement. Authorization for exemption is granted by HR in consultation with the supervisor prior to initiating the hire.

The supervisor is responsible for verifying enrollment. Verification will occur at the time of initial application and at the beginning of each academic term thereafter.

To be considered for employment, students must be authorized to work in the United States. If hiring an international student, departments must contact Human Resources for guidance before making an offer of employment.

Students may work during the winter and/or summer terms if they meet one of the following enrollment requirements:

• Be enrolled in at least one (1) credit during the summer term;
  Be enrolled for the academic term immediately preceding and following winter and/or summer terms.

Students who are working but are not enrolled in at least 6 credits (undergraduate) or 5 credits (graduate) will not be considered FICA Exempt and will be required to pay into the NSHE FICA Alternative Plan. Contributions to FICA will not be reimbursed due to late enrollment.

Students who drop below half-time status after the start of the semester will be permitted to continue working so long as they maintain enrollment at a minimum of three (3) credits. Students with a pattern of habitual course withdrawals will be subject to the termination provision.

Failure to maintain the above requirements may result in the revocation of Student Employment eligibility and immediate termination.

II. Procedures for Requesting/Hiring a Student Worker

Departments/Units must have an operational budget available to pay the hourly wage of a Student Worker. Once funding is established, the supervisor will utilize the following process for creating and filling the student position. Student Workers are not authorized to begin working prior to completing the hire and onboarding processes in Workday.

1. Supervisor completes the Student Job Requisition Template (all Student Worker positions). Completed forms should be submitted electronically to hr@nevadastate.edu. Forms can be found in the documents section of the NSU Portal, under Human Resources > HR Docs > Forms > Recruitment and Search Process. Human Resources will review the job requisition for completeness. At this time, HR will determine, in consultation with the supervisor, an appropriate salary grade and hourly rate in accordance with the Student Classification and Compensation Schedule.
2. Supervisor initiates and submits the 鈥淐reate Job Requisition鈥� business process in Workday. Guidance on completing the job requisition can be found using the 鈥淲orkday Training Resources鈥� worklet in Workday and searching for 鈥渃reate job requisition.鈥� Approved job requisitions will be posted on the NSU jobs portal and applications will be accepted. In addition to resume, cover letter, and references, student applicant will be required to upload a copy of their class schedule showing that they meet the minimum enrollment requirement.
3. Supervisor will review submitted applications, conduct interviews, select applicant(s), and initiate the Workday Hire process. During the initial application review, supervisors will be responsible for verifying each applicant鈥檚 enrollment status. Students who do not meet the minimum enrollment requirements will not be considered for hire.
4. Once the Student Worker has completed the hire and onboarding processes, including an I-9, they will be notified of their completion and will be authorized to begin working.

III. Classification and Compensation Schedule

The student classification and compensation schedule is designed to establish consistent hiring and pay practices for all Student Workers. The schedule adheres to the State of Nevada minimum wage and hourly rates. Salaries must be at a wage no less than the minimum required by law and may not exceed the maximum allowable wage for the assigned wage range.

The level and salary applied to a student position is determined by the Office of Human Resources and will be based on job duties/responsibilities, supervision needed, qualifications, and level of expertise required for the job.

Positions are typically placed at the minimum of the pay range. Placement above the minimum may be warranted based on the complexity of the job duties, level of independent judgement, scope and responsibility, and skill/experience required for the position.

New student positions must be submitted to Human Resources prior to a department posting a position for recruitment or making an offer of employment.

Listed below are the classification and compensation ranges for Student Workers:

Student Worker I
Wage Range: $12.00 – $16.00

Duties at this level typically vary from routine and simple to slightly complex, requiring basic decision-making. Employees at this level receive training or are instructed how to perform assigned duties. Duties are performed under direct supervision to ensure completeness and accuracy of tasks performed.

Examples of duties: basic clerical duties, filing, answering phones, shelving books, copying, washing laboratory glassware, stocking shelves, and other manual tasks involving light physical effort. Basic computer skills, reviewing documents for completeness, data entry, cashiering, simple hardware/software maintenance under supervision, library research requiring student to summarize materials, and situations requiring similar judgement. Positions requiring manual skills and arduous physical work are included in this classification.

Student Worker II
Wage Range: $14.00 – $18.00

Duties at this level fall into three areas or a combination of these areas:

1. Duties range from somewhat to moderately complex, are varied and involve a degree of responsibility and judgement.
2. Duties are specialized or technical requiring exceptional and diversified skills.
3. Duties include training lower level Student Worker positions and acting as a lead supervisor over other Student Workers.

Employees at this level must take initiative regularly and must be able to provide information regarding unit procedures, rules, and regulations. Employee is given general instruction and will be expected to prioritize work, use initiative, and make decisions regarding work assignments. Employee must possess specific knowledge and skills to perform duties without detailed supervision.

Examples of duties: Tutoring students in a structured environment (e.g. ASC or Writing Center), desktop publishing, routine hardware/software maintenance, editorial assistance, laboratory work involving research and testing, research work involving collection and interpretation of data, higher level administrative tasks, supervision, training, or overseeing a function or service area.

Student Worker III
Wage Range: $16.00 – $20.00

Duties at this level are specialized or technical requiring exceptional and diversified skills. Assignments involve: Analysis, independent judgement and knowledge of the principles, practices, and concepts of a professional field (e.g. accounting, management information systems, computer science, biology, etc.), advanced customer service or employee supervision. Employees at this level are expected to independently prioritize work, use initiative, and function with autonomy and independent decision-making.

Examples of duties: provide academic support within individual courses, provide embedded supplemental instruction support, lead workshops and/or class sessions to support academic instruction, report compilation, highly technical programming, grant writing, database development, web development, highly technical laboratory or research work. Position in this category normally involve work that is closely related to the student鈥檚 academic program.

Increases to Student Pay

Students may be eligible for a longevity increase if the following criteria have been met:

• The Student Worker has served in their current position for a minimum of 12 months;
• The Student Worker has not received an increase to their compensation in the previous 12 months;
• The direct supervisor and department director/manager recommend giving the increase.

Increases to student pay are based on the availability of student funds allocated to the department.

The maximum allowable increase for a Student Worker is 50 cents per hour per fiscal year. Increases shall not cause the Student Worker鈥檚 pay to exceed the wage range maximum for the assigned classification level.

Supervisors are responsible for notifying Human Resources, in writing, of all requests to increase pay. If requests are received prior to the Student Worker鈥檚 anniversary date, the increase will be effective on the anniversary. If requests are received after the anniversary date, the increase will be effective on the date the request was received in Human Resources. Increases will not be retroactive.

IV. Employment Rules Applicable to Student Workers

A. Standard Hours and Overtime

Student positions are temporary, part-time positions and should provide flexible work schedule to accommodate the student鈥檚 class schedule and other academic responsibilities, and should not impede the student鈥檚 academic pursuits. The following restrictions apply to all student positions:

• Student Workers are authorized to work a maximum of 19.5 hours per week during academic periods in which they are enrolled and classes are in session.
• Student Workers may not work more than 8 hours per day.
• Students may be authorized to work up to 40 hours per week during breaks when classes are not in session (e.g. spring break) or during winter break and/or summer session if they are not enrolled in classes.
  • Authorization must be granted by the appropriate campus Executive (e.g. President/Provost/Senior Vice President/Vice President).
  • Written approval must be provided to Human Resources prior to increasing the Student Worker鈥檚 hours.
• Maximum weekly hours apply to hours worked across all jobs, within NSHE, in which the student may be employed, regardless of NSHE institution.
• Overtime shall not be authorized for Student Workers. In the unusual event that overtime is worked, the Student Worker must be compensated at one and one-half times the normal hourly rate.
• Student Workers may not exceed the department鈥檚 budgeted salary allocation for student positions.

B. Time Tracking and Payroll

One of the most important responsibilities of a supervisor is to ensure that student payroll information is submitted and approved in a timely and accurate manner. It is the responsibility of the student and supervisor to be aware of payroll deadlines and procedures. Payroll cutoff schedules are available from the 鈥淲orkday Training Resources鈥� worklet on the Workday homepage and by searching 鈥淧ayroll.鈥�

Payroll periods are from the 1st through the 15th and the 16th through the last day of each month. Paydays occur on the 10th and 25th of each month.

Students must clock-in and out in Workday for each shift in which they work. Students must also submit their time for approval by their supervisor by the end of each pay period (15th and last day of the month). Supervisors must approve time within one day of the end of the pay period.

If a student is eligible for work study, their primary job will display a time type for work study and they should select that option each time they clock in. If work study is not an option, the Student Worker should select the time type of 鈥淪tudent Hours Worked.鈥� Supervisors and Student Workers will be notified by HR when they are awarded Federal Wwork-Study.

If a student fails to clock-in or out for a particular shift, the supervisor or timekeeper can enter the time retroactively. Retroactive time entry can be logged for two prior pay periods. Supervisors should contact Human Resources if retroactive pay is needed beyond two prior periods.

C. Performance Evaluation

Evaluations are valuable tools in assessing a student鈥檚 progress, providing positive reinforcement, discussing areas of improvement, and for establishing goals for the individual and the department.

It is important that supervisors identify job responsibilities and expected performance standards for the Student Worker and provide ongoing and consistent evaluation of work performance. Human Resources recommends that Student Workers be evaluated at the conclusion of each semester.

A standard evaluation form assists supervisors with evaluation process. The form can be found in the documents section of the NSU Portal, under Human Resources > Forms > Performance Evaluation Forms.

D. Breaks and Meals

Breaks: Student Workers are entitled to one 15-minute rest period, with pay, for every consecutive 4-hour period in which they work. In general, rest periods should occur near the middle of each 4-hour period but should not be taken at the beginning or end of the work period.

Meals: Student Workers, who work a consecutive 6-hour work period are entitled to one unpaid 30-minute meal period. Supervisors may authorize a meal period of up to 1-hour. Meal periods should occur near the middle of the shift but may not be taken at the beginning or end of the work period. Employees may not work through or skip their scheduled meal period.

E. Benefits

Every Student Worker is covered during their working hours by Workers鈥� Compensation Insurance for work-related injury/illness. The coverage provides an incapacitated worker the means of support and medical care when unable to work because of a job-related injury/illness. Employees must immediately report any job-related accident or illness to their supervisor and Human Resources. Supervisors complete appropriate forms for the Workers鈥� Compensation Office.

Student Workers are not eligible to receive other employment benefits such as shift differential pay, call-back pay, paid holidays, paid vacation time, paid sick leave, retirement benefits, or permanent status.

F. Termination

Student Employment is considered at-will and can be terminated at any time by either the employer or employee and for any lawful reason. Supervisors shall consult with Human Resources prior to terminating a Student Worker from their position.

A student may resign from their position. Reasonable notice for the employment separation should be communicated, in writing, to the supervisor.

Where termination occurs, the supervisor or employee should initiate the termination/resignation function within Workday when feasible following the notice of termination.

FORMS/INSTRUCTIONS

• Student Employment Job Description
• Student Job Requisition Template
• Student Performance Evaluation Form

HISTORY

• HR 3.2 to 3.3: Level 1 Student Workers pay range was shifted due to change of State of Nevada minimum wage effective 7/1/24. Level 2 and 3 Student Worker shift in pay range due to institutional
  compensation practices and to maintain existing equity between student worker levels.
• HR 3.1 to 3.2: Level 1 Student Workers pay range was shifted due to change of State of Nevada minimum wage effective 7/1/23. Level 2 and 3 Student Worker shift in pay range due to institutional
  compensation practices and to maintain existing equity between student worker levels.

APPROVALS

Approved by Betty Kim, Interim Associate Vice President of Human Resources, April 25, 2024.
Approved by Gloria Walker, Vice President of Finance and Business, April 25, 2024.
Approved by Dr. DeRionne Pollard, President, April 28, 2024.

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POLICY STATEMENT

The 91桃色 College (NSC) Administrative Faculty Merit Pay Policy supports the College’s commitment to reward excellence. Merit Pay is awarded to recognize and retain high-performing Administrative Faculty who make significant contributions to the mission and goals of NSC.

This policy defines a College-wide framework for Administrative Faculty Merit Pay determination, in compliance with Chapter 6, Section 10 of the NSC Bylaws. The policy is pursuant to the preservation of transparency in Merit Pay awards.

DEFINITIONS

Academic Faculty: Generally consists of those professional staff members who specifically create and disseminate scholarly information through teaching, or providing counseling or library services closely and directly supportive of teaching and research. (See NSHE Board of Regents Handbook, Title 4, Chapter 3, Section 2(1)(b) and NSC Bylaws Chapter 3, Section 2 (b) and, Chapter 3, Section 3(a)).

Administrative Faculty: A subset of the category of administrators defined in section 1.1.b of the NSHE Code and Title 4, Chapter 3, Section 2(1)(d) of the NSHE Board of Regents Handbook. (NSHE Code, Chapter 7, section 7.2.1.; NSC Bylaws, Chapter 3, Section 2(c) and 3(b) ).

Eligible Administrative Faculty: Administrative Faculty who have a start date at NSC no later than September 30 of the Fiscal Year.

Fiscal Year: Period beginning July 1 of one year and extending through June 30 of the next year.

Institutional Base Salary (IBS): The annual compensation paid by the College for an individual’s appointment, whether that individual’s time is spent on research, instruction, administration, or other activities. IBS excludes any income that an individual earns outside of duties stipulated in the employee’s basic appointment.

Merit Pay: Addition to Institutional Base Salary earned by eligible Administrative Faculty for high levels of performance as documented in the annual evaluation report.

Merit Pool: Total funds allocated as a designated percentage of NSC’s annual budget.

Share: Portion of the Merit Pool available to Administrative Faculty based on 鈥渆xcellent鈥� and 鈥渃ommendable鈥� ratings in their annual evaluations.

PROCEDURES

I. Introduction

NSHE institutions are authorized to develop written policies and criteria for Merit Pay recommendation. The award of Merit Pay is intended to recognize, reward, and reinforce exemplary performance. Merit Pay must be earned each year.

Merit Pay is awarded to Administrative Faculty members based on their contributions, accomplishments, and ongoing high levels of performance. The ability to earn Merit Pay serves as an incentive to perform well. A fundamental premise of an equitable Merit Pay system is that it is built upon a sound and valid performance management system, one that is perceived as being fair, measurable, and objective.

Merit Pay is added to Institutional Base Salary (IBS) when calculating the IBS for the new Fiscal Year; any Cost of Living Adjustment (COLA) is added to IBS after Merit Pay is calculated.

II. Criteria for Administrative Faculty Eligible for Merit Pay

The annual evaluation report provides the basis for consideration of annual Merit Pay increases. Merit Pay is awarded to Administrative Faculty who receive an overall rating of 鈥渃ommendable鈥� or 鈥渆xcellent鈥� on their annual evaluation reviews. All annual evaluation reports should provide sufficient information to allow for full and fair evaluation of Administrative Faculty in compliance with Chapter 5, Section 8 of the NSC bylaws.

Because annual evaluation reports are the basis for Merit Pay increases, those records are considered confidential and not a matter of public record. Once awarded, the amount of the Merit Pay increase is a matter of public record.

A. Ineligibility: Administrative Faculty members are not be eligible for Merit Pay if they receive a rating of 鈥渟atisfactory鈥� or below in their annual evaluation review. In addition, Administrative Faculty who would otherwise be considered for Merit Pay will be ineligible if they fall into any of the following categories:

1. Newly-hired Administrative Faculty who begin employment at NSC on or after October 1 of the Fiscal Year;
2. Administrative Faculty who received a promotion on or after October 1, unless Merit Pay eligibility is specifically included in the negotiated contract;
3. Administrative Faculty who are in a temporary appointment. Academic faculty on a temporary Administrative Faculty appointment are eligible for merit pay under the Academic Faculty Merit Pay Policy.

B. Exclusions: The Administrative Faculty Merit Pay Policy does not apply to:

1. Academic Faculty;
2. Part-time instructors;
3. Classified Staff;
4. Casual labor;
5. Student workers;
6. Employees on multi-year contracts;
7. The President.

III. Award Process for Administrative Faculty Merit Pay

Merit Pay salary increases will be awarded once annually. Merit Pay increases go into effect July 1 and first appear on August paychecks. This policy, the available Merit Pool, the number of shares to be distributed, and the value per share will be provided no later than July 1 of each year.

The annual performance evaluation will provide the basis for consideration of the annual Merit Pay increase. While specific policies may differ by unit, all Annual Evaluation Reports should provide sufficient information to allow for full and fair evaluation of faculty, pursuant of Chapter 5, section 8 of the NSC bylaws.

If an Administrative Faculty member fails to submit self-assessment materials for evaluation, the faculty member is ineligible for Merit Pay based on that year鈥檚 evaluation. If a supervisor fails to complete an annual evaluation, the Administrative Faculty member may submit their self-assessment to the supervisor鈥檚 direct supervisor for evaluation; that evaluation rating will then be used to determine eligibility for Merit Pay.

The Senior Vice President of Finance and Business Operations and/or Director of Human Resources is responsible for calculating the amount of Merit Pay awarded per Share. This amount is calculated by adding up the total number of Shares, then dividing the Merit Pool by the number of Shares.

The calculation will include both self-supporting and state-supported positions. Grant, contract, and other self-supporting funding sources should be used to pay their 听Share of professional merit pay and the associated fringe costs. If grant, contract, or other self-supporting funding does not support a budget revision to include the merit increase, a merit increase will not be provided to associated positions.

A. Determining the Administrative Faculty Merit Pool:

1. The Merit Pool is calculated using Institutional Base Salaries (prorated for FTE) for all eligible Administrative Faculty position classifications filled as of October 1^st of the prior year.
2. The Office of Human Resources will generate a report from Workday as of September 30^th that provides necessary salary information and collaborate with the Office of Budget and Finance to calculate the merit pool by October 31^st of each year.
3. The Administrative Faculty Merit Pool will be one percent (1%) of the total of all eligible Institutional Base Salaries. See Appendix for an example.
4. Fringe costs are not included in Merit Pool calculation.

B. Distribution of Merit Shares: Administrative Faculty Merit Pool funds are awarded based on annual evaluation ratings. Administrative Faculty who receive an overall rating of 鈥渃ommendable鈥� or 鈥渆xcellent鈥� are automatically eligible for a Share of the Merit Pool:

鈥淓xcellent鈥�: 听听听听听听听听听听听听听听听听听 2 Shares
鈥淐ommendable鈥�:听听听听听听听听听 1 Share

See Appendix for an example.

IV. Notice of Merit Pay

When an Administrative Faculty member has been awarded Merit Pay, the pay adjustment will be visible in Workday.

The official date of notification of Merit Pay awards for the purpose of review and grievance shall be (a) the first day of the fall semester or (b) the day the merit list is released to campus, whichever date is later. The Merit Pay list is considered a public record subject to disclosure.

V. Availability and Use of Merit Pool Funds

The provisions of this policy may be suspended for NSC or NSHE as a whole. Requests for suspension of the provisions of this section must be presented to the Board with justification and require approval of the Board. NSC will report annually to the Board on how the provisions of this section have been met (NSHE Handbook, Title 4, Chapter 3, Section 50).

VI. Review of Merit Pay Increase

Pursuant to Title 2, Chapter 5, Section 5.16 of NSHE Code, Administrative Faculty members who are in disagreement with their particular award of Merit Pay may seek review in accordance with the grievance process adopted in the NSC Bylaws.

RELATED INFORMATION

• , Section 5.12 Evaluation, 5.16 Review of Evaluations and/or Denials of Salary lncrease
• , Section 50 Annual Professional Performance Pay Awards
• , Chapter 6, Section 8 Evaluations; Chapter 6, Section 10 Merit Determinations; Chapter 6, Section 3-4 Grievance Procedures for Faculty

HISTORY

Replaces AD 1, adopted 12/31/2014.

APPROVALS

Approved by Dr. Sam Jewell, Faculty Senate Chair, 1/13/2022.
Approved by Dr. Vickie Shields, Provost, 1/14/2022.
Approved by Dr. DeRionne Pollard, President, 1/14/2022.

APPENDIX: SAMPLE CALCULATIONS

I. Example of Merit Pool Calculation

听If 50 Administrative Faculty made $70,000, the total Institutional Base Salary pool would be $3,500,000.

The total Administrative Faculty Merit Pool would be calculated as follows:

$3,500,000 x 1% = $35,000

听II. Example of Merit Share Distribution

听Each Faculty member is assigned shares for the ratings in the annual evaluation report.

Excellent = 2 shares
Commendable =听 1 share

The value of one Merit Pay share is calculated by dividing the Merit Pool by the sum of Total Evaluation Shares.

Share Value = Merit Pool / Total Evaluation Shares

In a hypothetical year, the annual review ratings are as follows:

20 Administrative Faculty with Excellent = 40 Shares
30 Administrative Faculty with Commendable = 30 Shares
Total Evaluation Shares = 70

Example Merit Pay would be calculated as follows:

$35,000 Administrative Faculty Merit Pool / 70 Shares = $500 per Share

III. Example Administrative Faculty Merit Pay

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POLICY STATEMENT

In seeking to become a premier employer of choice in our state and region, 91桃色 recognizes the need to establish contemporary, well-designed policies that balance the changing needs of our workforce with our obligations to remain strong stewards of public resources, provide equitable and sustainable processes for all employees, and adhere to relevant State and NSHE laws, regulations, and policies.

This policy outlines alternative work arrangement options that are consistent with Title 4, Chapter 3, Section 51 of the NSHE Handbook and Chapter 4, Section 20 of the NSHE Procedures and Guidelines Manual (PGM), State of Nevada Remote Work Policy, and includes 91桃色 specific requirements, limitations, and considerations.

NSHE policies and procedures and the State of Nevada Remote Work Policy serve as the official governing documents and shall be used, where appropriate and applicable, to resolve policy conflicts that may arise between NSHE and 91桃色 policies and procedures.

This policy applies during normal operations only. It does not apply to emergency work arrangements stemming from emergency closure, suspension, or mandated change to normal institutional, campus, or building(s) operations. Further, this policy does not apply to remote work that is approved as a reasonable accommodation under the Americans with Disabilities Act (鈥淎DA鈥�).

Additionally, this policy does not remove or restrict an employee鈥檚 rights as outlined in Title 4, Chapter 8, Section 14 of the NSHE Handbook as it relates to sexual harassment, discrimination, Title IX, or retaliation.

Given the complexities associated with managing alternative work arrangements, frequent shifts related to operational needs, and changes associated with positions, this policy and associated provisions will be reviewed and analyzed on an annual basis. These reviews may result in the revision, elimination, or expansion of alternative work arrangements for specific positions or position classification groups.

This policy establishes consistent and equitable opportunities for providing alternative work arrangements for eligible employees which will add to the effective utilization of institutional space and increase efforts to recruit and retain top-tier talent.

DEFINITIONS

Alternative Work Arrangement (AWA): An approved work arrangement that differs from the standard work schedule and includes: fully remote work; temporary remote work; situational telecommute; compressed work schedule; and flex time.

Campus Executive: President, Provost, or Vice President level position.

Compressed Work Schedule: Regularly schedule work hours that are worked and fixed over fewer than five (5) days.

Exempt Employee: An employee who is exempt from the overtime and minimum wage provisions of the Fair Labor Standards Act (FLSA) based on the position being classified as executive, professional, or administrative and meeting the specific FLSA criteria for exemption. For 91桃色, this include all Academic Faculty, Administrative Faculty, PTI, and Letter of Appointment.

Flex Time: Adjustment to an employee鈥檚 starting and departure times that differ from the standard Non-Academic Faculty work schedule or standard departmental schedule. May include: Fixed Flex Time that occurs on a regularly-scheduled basis or Ad-Hoc Flex Time that occurs on a day-to-day basis.

Fully Remote Work: A remote work schedule that allows an employee to perform the duties and responsibilities of their assigned position at a remote work location on a full-time basis.

Modified Overtime Agreement: A mutual overtime agreement between an employee and employer allowing for overtime to be paid for hours worked over 40 in a work week in lieu of 8 hours in a workday. Agreements are available through NS鈥檚 Human Resources Department.

Non-Exempt Employee: An individual who is not exempt from the overtime and minimum wage provisions of the FLSA and is therefore entitled to pay for all hours worked beyond 8 hours per day or 40 hours per week (with a modified overtime agreement). Non-exempt employees may be paid on a salary, hourly, or other basis. For 91桃色, this includes Classified, part-time hourly, and student workers.

Payroll Reciprocity: An agreement between two states that allows an employee that works and lives in different states to request an exemption from tax withholding in their employment state and only pay taxes in the state where they live.

Position Designation: An occupational job class and/or position identified by Campus Executives, and approved by the President, to be eligible for fully remote or temporary remote work.

Primary Worksite (post of duty): An employee鈥檚 primary workspace and place where they normally perform work duties.

Remote Work Location: A worksite approved by 91桃色 that is not an on-campus worksite.

Situational Telecommute: A work arrangement that allows an employee to work from a remote work location on a one-time or short-term basis to accommodate a special circumstance. This arrangement does not constitute an ongoing or regular remote work schedule.

Standard Non-Academic Faculty Work Schedule: 91桃色鈥檚 standard work schedule is 8am-5pm, Monday-Friday, with limited exceptions based on documented business needs of individual departments.

Temporary Remote Work (TRW): A work arrangement that allows an eligible employee to work, on a periodic and regularly-schedule basis, from a remote work location.

Work Week: The standard work week for determining overtime for non-exempt employees is 12:00am Sunday to 11:59pm on Saturday as established by NSHE system-wide practice.

I. Eligibility & Limitations on Alternative Work Arrangements

Employees of 91桃色 may be eligible for one or more of the alternative work arrangements as outlined in Section II of this policy. The following applies to all alternative work arrangements:

A. Eligibility for a work arrangement does not guarantee that a request for such an agreement will be approved.

B. In accordance with Title 4, Chapter 3, Section 51 of the NSHE Handbook and the State of Nevada Remote Work Policy, participation in an alternative work arrangement is not a right and is a discretionary privilege. The arrangements will vary among employee type and across departments, offices, and units depending on the needs of the particular area and the function and responsibilities of employees. Not all positions will be eligible for alternative work arrangements as some position by their nature and responsibility require daily onsite presence and interaction.

C. In accordance with Chapter 4, Section 20 of the NSHE PGM, positions on the Executive Salary Schedule and Academic Faculty are ineligible for Temporary Remote Work.

D. Classified employees are eligible for Temporary Remote Work in accordance with the State of Nevada Remote Work Policy.

E. Employees must have supervisory and/or Campus Executive approval prior to engaging in an alternative work arrangement.

F. Employees whose performance evaluations are below 鈥渟atisfactory鈥� (Administrative Faculty) or 鈥渕eet standards鈥� (Classified), or employees who are currently on a performance improvement plan are not eligible for an alternative work arrangement.

G. Upon termination of an alternative work arrangement, employees are expected to return to a standard non-academic faculty work schedule and/or return to an on-campus primary worksite (post of duty). Employees who elect not to return to the standard work schedule and/or to campus will agree to resign their position effective on the date on which the agreement is terminated. If the employee does not resign their position, the employee will be deemed to have abandoned their employment and NS will initiate the appropriate disciplinary proceedings.

H. Alternative work arrangements must advance the institution鈥檚 mission and shall not reduce or impede employee productivity, the quality of instruction or service provided to students, co-workers, and the campus community or 91桃色鈥檚 access to or communication with the employee.

I. While on an alternative work arrangement, the employee must be available for video/teleconferences scheduled on an as-needed basis and must be available to physically attend scheduled work meetings as requested or required by the needs of 91桃色, department, unit, or supervisor.

J. Denial or revocation of an employee鈥檚 alternative work arrangement request shall not be subject to any grievance, reconsideration, or appeal unless such complaint alleges sexual harassment or discrimination as the basis for the denial or revocation. Complaints of this nature shall be directed to Human Resources.

II. Alternative Work Arrangements

A. Academic Faculty & Part-Time Instructor (PTI): Given the unique nature of academic and instructional positions, 91桃色 recognizes the need to perform job duties and serve students through delivery methods that often don鈥檛 align with a standard work week or schedule. Therefore, academic faculty and PTIs should refer to the Academic Workload Policy for requirements and restrictions related to alternative work arrangements.

B. Fully Remote Work: Fully remote work is restricted to part-time instructor positions. All other employee types (Academic Faculty, Administrative Faculty, Classified, Student Worker, 1,000 hour, and non-PTI LOA hourly and salaried positions) are not eligible for fully remote work. Positions must be designated as fully remote eligible as outlined in NS鈥檚 Alternative Work Arrangement Procedures.

C. Temporary Remote Work (TRW): Pursuant to Chapter 4, Section 20 of the NSHE Procedures and Guidelines Manual (PGM), TRW applies to select administrative faculty positions. Pursuant to the State of Nevada Remote Work Policy, TRW applies to select classified positions. 91桃色 has, in accordance with PGM, adopted additional procedures to permit student workers, 1,000 hour, and non-PTI LOA hourly and salaried positions to engage in TRW arrangements. The following applies to TRW arrangements:

1. Administrative Faculty and Classified positions must be designated as TRW eligible as outlined in NS鈥檚 Alternative Work Arrangement Procedures prior to the submission or approval of an alternative work arrangement request.
2. Designation of a position as TRW eligible does not guarantee approval of a TRW request.
3. Administrative Faculty and Classified employees must be employed in a TRW eligible position for no less than three (3) months before becoming eligible for a TRW arrangement.
4. TRW arrangements are limited to no more than three (3) remote workdays per work week.
5. TRW does not apply to authorized work performed away from the primary worksite that is part of the employee鈥檚 standard job responsibilities, including but not limited to: work travel, sabbatical, community engagement, and conferences/training.
6. All TRW agreements must be reviewed and renewed at least annually to correspond with NS鈥檚 fiscal year (July 1 to June 30), or whenever there is a modification to the agreement and a change in supervisor, employment status, office conditions, or job duties.

D. Situational Telecommute: All 91桃色 employees are eligible for situational telecommute work schedules. The follow applies to all situational telecommute arrangements:

1. Instances in which situational telecommuting may be approved include but are not limited to: operational need; short-term childcare; and need to maximize productivity when personal appointments or special work assignments impact the telecommuter鈥檚 availability.
2. Situational Telecommute shall not be used for long-term childcare, personal or family medical leave.
3. The duration of a situational telecommute agreement should cover the time needed related to the identified instance but shall not exceed one (1) workweek. Exceptions may be granted upon approval of the campus executive in consultation with Human Resources.
4. Employees must receive pre-approval from their supervisor prior to working remotely. Approval must include the date(s) for the remote work and the address and location of the remote work location.
5. Situational telecommute approval does not constitute a regular or ongoing work arrangement. Approval is at the discretion of the supervisor and is not a requirement or entitlement.

E. Compressed Work Schedule: All full-time 91桃色 employees (Academic Faculty, Administrative Faculty, Classified) are eligible for compressed work schedules. The following applies to all compressed work schedules:

1. Exempt and non-exempt employees may request a compressed schedule as follows:
   1. Four (4) ten-hour days (compressed schedule A)
   2. Four (4) nine-hour days & one (1) four-hour day (compressed schedule B)
2. Non-exempt employees (Classified) must have a Modified Overtime Agreement in place with Human Resources in order to be eligible for a compressed schedule.
3. In considering requests for compressed schedules, the supervisor must consider departmental business needs, impact to operations, staffing levels, and their ability to provide effective supervision. Requests that would result in the closure of a department/office or those that would reduce the services offered shall not be approved.

F. Flex Time: All full-time 91桃色 employees (Academic Faculty, Administrative Faculty, Classified) are eligible for flex time. The following applies to all flex time arrangements:

1. Fixed Flex Time:
   1. Regular or ongoing flex time arrangements shall not cause an employee to work less than the required 40 hours per work week.
   2. In considering requests for regular or fixed flex schedules, supervisors must consider departmental business needs, impact to operations, staffing levels, and their ability to provide effective supervision.
   3. Requests that would result in the early closure of a department/office or those that would reduce the services offered shall not be approved.
2. Ad-Hoc Flex Time:
   1. An exempt employee who works in excess of the number of their regularly scheduled workday hours may, upon the approval of the supervisor, reduce a future workday within the pay period (first day of the month through the last day of the month). To maintain the exemption status of the position, flexing of time shall not be based on a strict hour-for-hour basis. Approval for flextime is at the discretion of the supervisor and is not a requirement or entitlement.
   2. A non-exempt employee who works in excess of 8 hours in a day or 40 hours in a workweek (with an accompanying Modified Overtime Agreement) may, upon the approval of the supervisor, reduce a workday within the same workweek. Flex time must occur within the same workweek and may not be 鈥渂anked鈥� or adjusted to a different workweek. Flexing time shall be on a strict hour-for-hour basis. In the absence of approved flextime, the employee shall be entitled to overtime/compensatory time for any hours worked in excess of the standard work schedule. Overtime/compensatory time must be pre-approved by the supervisor.

III. Guidelines for Managing Alternative Work Arrangements

The following guidelines apply to all alternative work arrangements and detail additional requirements and limitations associated with AWA.

A. Non-exempt employees shall not work more than eight (8) hours per day or forty (40) hours per work week without a Modified Overtime Agreement (Classified only).

B. Supervisors, in consultation with the Dean/Director and Campus Executive, have the discretion to manage the conditions under which alternative work arrangements are approved, scheduled, and operationalized within their respective units.

C. All alternative work arrangements must conform to the overtime/compensatory time, record keeping, meal and rest break, and any other provisions of the Fair Labor Standards Act and/or other relevant federal and state employment laws, regulations, or policies. Meal and/or rest periods shall not be eliminated as a result of an employee鈥檚 approved alternative work arrangement.

D. Employees on a fully or temporary remote work or situational telecommute arrangement must be available by telephone, email, and/or other communication and collaboration technology as identified by the supervisor during scheduled work hours, with the exception of meal and break periods.

E. Employees are required to have the appropriate technology and security measures in place to perform assigned job duties and responsibilities. In addition, employees must have access to the 91桃色 email system and any other institutional system(s) and applications necessary to perform their job responsibilities.

F. The supervisor retains the right to require an employee working remotely to be physically present at the institution on a day that conflicts with the agreed-upon arrangement. When possible, an employee will be given a minimum of 24 hours鈥� advance notice of the need for a physical presence. The employee may request approval to swap their remote day for another day during the same work week, however the supervisor is not obligated to grant such requests.

G. Employees with approved alternative work arrangements are subject to all terms and conditions of employment, law, policies, procedures, and regulations as outlined in the NSHE Handbook and Policies and Guidelines Manual, Nevada Administrative Code, NS policy, or any other relevant federal or state law or regulations.

H. Classified employees with an approved alternative work arrangement are required to submit hours worked through the COE application.

IV. Holiday and Campus Closures

A. Fully Remote and Temporary Remote Work Arrangements

1. In the event of a delayed opening, early closure, or full-day closure of campus due to a holiday, inclement weather or other emergency condition, non-essential employees working on a fully or temporary remote work arrangement are not required to work remotely.
2. If administrative leave is granted for a non-holiday closure, employees must enter the appropriate leave in the Workday leave system.

B. Compressed Work Schedules

1. 1. Holiday pay and non-holiday campus closure administrative leave (when provided) is granted for a maximum of eight (8) hours per workday.
   2. Administrative leave will not be provided to employees on a compressed work schedule whose day off coincides with a non-holiday delayed opening, early closure, or full-day closure.
   3. Employees on a compressed work schedule whose day off coincides with a holiday, or those scheduled to work on a holiday or non-holiday full-day closure will be responsible for making up any work time missed beyond the granted holiday pay or administrative leave
      1. Non-exempt employees may elect to: (1) record two hours of leave (annual or compensatory time) for the holiday or closure; (2) flex their remaining workweek to work eight-hour shifts; or (3) add two hours to a remaining workday(s) within the same workweek.
      2. Exempt employees may elect to: (1) flex their remaining workweek to work eight-hour shifts; or (2) add two hours to a future workday(s) within the same pay period (1st of the month through the last day of the month).

V. Revocation

In accordance with Chapter 4, Section 20 of the NSHE Procedures and Guidelines Manual, if an administrative faculty鈥檚 alternative work arrangement becomes inconsistent with the needs of the institution or unit, the employee鈥檚 agreement may, upon twenty-four (24) hours鈥� written notice, and in consultation with the supervisor and Human Resources, be revoked by the appropriate Campus Executive.

All provisions outlined in Chapter 4, Section 20 of the NSHE Procedures and Guidelines Manual shall apply to this section.

In accordance with the State of Nevada Remote Work Policy, a temporary remote work agreement for a classified employee may be terminated at any time at the discretion of the supervisor.

VI. Supervisor and Employees

91桃色 will provide education and information, as appropriate, for supervisors and employees to enhance understanding and increase awareness of the Alternative Work Arrangement policy and Procedures related to alternative work arrangements.

A. Goals to be achieved through education and training are:

1. Ensuring that all supervisors and employees are aware of the eligibility, limitations, and requirement related to alternative work arrangements.
2. Deterring the misuse or abuse of alternative work arrangements.
3. Identifying efficiencies to be gained through alternative work arrangements.
4. Ensuring the equitable and consistent application of alternative work arrangements.

B. Supervisors and employees will be required to complete an alternative work arrangement training prior to submitting or approving an alternative work arrangement request. Additional education and information sessions may be developed and delivered by the institution.

VII. Remote Work Locations

The following outlines the requirements and limitations regarding all remote work locations:

A. Remote work locations shall be limited to the State of Nevada. Part-time instructors (PTI) may be permitted to work in other states within the United States where NSHE has a payroll reciprocity agreement in place and for which Dean approval has been granted.

B. Employees who are fully remote or are on a temporary remote work or situational telecommute agreement must designate a remote work location on the agreement request.

C. The remote work location will be considered an extension of the 91桃色 worksite. Therefore, the institution will be liable for job-related accidents that occur at the remote work location during the employee鈥檚 working hours while the employee is performing official 91桃色 business.

D. 91桃色 reserves the right to inspect the workspace upon 24-hours鈥� notice or to have the employee submit a self-certified safety checklist for determining that the site is safe and free from hazards.

E. Worker鈥檚 Compensation liability is limited to the designated workspace as opposed to all areas of the remote work location.

F. 91桃色 will not be liable for theft or damages to the employee鈥檚 real or personal property while the employee is working at the remote work location and assumes no liability for injuries occurring at the remote work location outside of the established work hours.

G. Employees are expected to maintain safe working conditions and to practice the same safety habits in the remote work location as they would in their on-campus workspace.

H. Remote work locations must allow employees to maintain confidentiality of sensitive information (e.g. FERPA, employee information) and practice the same level of data security as they would in their on-campus workspace.

I. Employees remain responsible for all insurance, utility, telephone, internet connections, and related costs at the remote work location.

J. Employees should consult their tax advisor with respect to tax consequences.

K. In the event of injury at the remote work location, the employee shall immediately (as circumstances permit) contact their supervisor and Human Resources. Failure to report an injury may result in the immediate termination of the alternative work arrangement.

VIII. Supplies and Equipment

91桃色 will not purchase equipment solely for the purpose of permitting an employee to engage in an alternative work arrangement, unless such arrangement is required by a condition of employment, as the result of an approved ADA accommodation, or as necessary during periods of mandated remote work. Any purchase is subject to budget limitations.

Employees are liable for any 91桃色 property provided and should promptly notify their supervisor and/or ITS of any malfunction in equipment and take all appropriate actions to return such equipment if repairs are necessary.

All equipment and supplies provided by the institution remain the property of 91桃色 and must be returned promptly at the conclusion of any alternative work arrangement.

Employees may use their own equipment, provided the institution incurs no cost. Repair and maintenance of employee-owned equipment is the responsibility of the employee.

IX. Campus Space

The decision to enter into an Alternative Work Arrangement may have the following implications related to campus space assignments:

1. An employee who is working remotely more than two (2) days per week will share an assigned office with one or more other employees. The workspace may be shared with an employee of dissimilar classification.
2. An employee who is working fully remote will not be assigned a dedicated on-campus workspace.
3. 91桃色 will provide limited drop-in space for employees who are not assigned an individual workspace. The drop-in space will be equipped with a computer and related periphery. The drop-in space is available on a first-come, first-served basis and cannot be reserved in advance.

FORMS/INSTRUCTIONS

• Alternative Work Arrangement Procedure (HR 7.2 – P.2)

HISTORY

HR 7.1 to HR 7.2: Effective 5/1/24, policy expanded Temporary Remote Work eligibility to Classified employees per Governor鈥檚 mandate.

RELATED INFORMATION

• Nevada Administrative Code, section 284.257
• NS Academic Workload Policy
• Title 4, Chapter 3, Section 51 of the NSHE Handbook
• Title 4, Chapter 8, Section 13 of the NSHE Handbook

APPROVALS

Approved by Gloria Walker, Vice President of Finance and Business Operations, April 25, 2024.
Approved by Dr. DeRionne Pollard, President, April 28, 2024.

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POLICY STATEMENT

The 91桃色 College Academic Workload Policy provides clear guidance for faculty and those responsible for faculty workload determination. The guidelines help establish an equitable measure of workload, financial accountability, and institutional efficiency.

This policy revision updates the Courseload Credits for clinical courses. It replaces AA 3.1: Academic Workload Policy.

DEFINITIONS

A-Contract (Twelve-Month) Full-Time Faculty: Faculty expected to teach thirty (30) coursework credits per year, which may be divided as twelve (12) coursework credits each semester and six (6) coursework credits during the summer, or as determined in consultation with the Deans.

B-Contract (Nine-Month) Full-Time Faculty:听Faculty expected to teach twenty-four (24) coursework credits per academic year or twelve (12) coursework credits each semester. Summer assignments are not considered part of the academic year for coursework credit assignments for a B-contract faculty member.

Coursework Credits: Activities associated with instruction.

Workload Credit: Overall responsibility consisting of: a) teaching, b) scholarly research, creative activity, and/or professional development, and c) service.

PROCEDURES

I. Introduction

The NSHE Handbook states, 鈥渁ll instructional faculty members are expected to teach; develop curriculum; conduct other instructional activities including advising, grading, and preparing for classes; maintain currency in their academic discipline; and perform public and professional service, service to the institution, and similar academic activities. In addition, at the universities, state college, and Desert Research Institute, academic faculty members are expected to conduct scholarly research or creative activity鈥� (Title 4, Chapter 3, Section 3.3). The NSHE Handbook further states, 鈥淔aculty workload cannot and should not be measured solely by the time spent by the faculty member in the classroom.鈥� The President is granted authority to determine guidelines for faculty workloads (Title 4, Chapter 3, Section 7).

The workload responsibilities for each faculty member are determined in consultation with the Dean/Department Chair (or equivalent).

NSHE Handbook sets an 鈥渆xpectation of 24 instructional units per academic year, or 12 units each semester鈥� for academic faculty at 91桃色 College (Title 4, Chapter 3, Section 3.6.b), with enhanced twelve (12)-month contracts for nursing faculty available for three-term nursing programs (Title 4, Chapter 3, Section 41). The Chancellor is responsible for regularly compiling reports on faculty workloads.

II. Responsibilities of Full-Time Instructional Faculty

听Instructional faculty are required to teach, contribute to curriculum development, and perform related activities such as assessment, advising, and developing course content. In addition, faculty will maintain currency in their academic discipline, perform service, and complete scholarship.

Instructional faculty responsibilities include:

A. Reporting to appropriate Department Chair or Dean.

B. Working collaboratively within the learning community.

C. Teaching assigned courses:

1. 1. Developing or contributing to course syllabi and distributing to students and Division Chair or Dean prior to start of class;
   2. Instructing assigned courses as outlined in syllabi;
   3. Responding to the needs of student learners providing high-quality education;
   4. Reviewing and selecting resources for courses, such as textbooks and audiovisual materials;
   5. Performing student learning assessment and course assessment;
   6. Scheduling and posting office hours (designated as in-person, online, or by phone) for student consultation and academic advising;
   7. Identifying supplies, equipment, and other resources necessary for classroom instruction and requesting materials through the Department Chair or Dean.

D. Availability to students, staff, and faculty:

1. 1. Instructional faculty will be accessible during their contract period and schedule established by the Department Chair or Dean;
   2. Absences from campus for professional development activities must be approved by the Department Chair or Dean;
   3. Absences due to emergencies or illnesses require notification of the Department Chair or Dean and plans for alternate assignment or faculty substitution will be determined;
   4. Faculty members are expected to meet with advisees each semester.

E. Performing service in accordance with the Standards of Academe for their respective school.

F. Performing scholarship in accordance with the Standards of Academe for their respective School.

G. Engaging in professional development activities that contribute to new teaching methodologies, maintaining currency in assigned teaching fields, and supporting requirements for current

H. Preparing annual self-evaluation report.

I. Performing other related duties as assigned.

J. Faculty course workload and non-instructional assignments or reassignments establish the basis for the determination of faculty workload. The general relationship of instructional workload to Coursework Credit is that three (3) hours in a lecture class are equivalent to three (3) hours of Coursework Credit. Exceptions include:

1. 1. Nursing Clinical and Laboratory Settings: Each hour of instruction constitutes one-half (0.5) Courseload Credit. For instance, a two (2)-hour clinical course counts as one (1) Courseload Credit toward the faculty member鈥檚 overall instructional workload.
   2. STEM Laboratory Settings: Each hour of instruction constitutes one (1.0) Courseload Credit. For instance, a three (3)-hour STEM lab counts as three (3) Courseload Credits toward the faculty member鈥檚 overall instructional workload.
   3. Team Taught Courses

i.听 Type One (turn teaching): Two or more faculty members teach a course with one faculty member teaching at a time. Each faculty member receives the appropriate Coursework Credits for the portion of the course taught. For example, if two faculty members teach half of a three (3)-credit course, each faculty member receives one and a half (1.5) Coursework Credits.

ii.听 Type Two (co-teaching): Two faculty members specializing in different disciplines or specialty areas within a department jointly teach a class that requires the active engagement of both faculty members in the classroom for the duration of the course. Each faculty member receives one and a half (1.5) Coursework Credits. Approval of such team-taught interdisciplinary courses shall be determined by the respective supervisors of the two faculty members as approved by the Deans (or designee).

K. Requirements for Class Size

1. 1. 1. STEM Laboratory Courses: For a STEM laboratory course, class size shall not exceed twenty-four (24) students. The corresponding lecture therefore shall not exceed forty-eight (48) students.

L. A faculty member may teach a classroom, laboratory, or equivalent course for another department/School other than their own, including an interdisciplinary program. The course will be considered part of the faculty member’s Coursework Credits. The faculty member’s Division Chair or Dean must approve this assignment.

III. Courseload Adjustments

Coursework workload may be adjusted when faculty have responsibilities that have been approved by their Dean (or designee) and Provost as having Workload Credit. The Dean (or designee) and Provost will specify such reassignments in writing. A non-exhaustive list of eligible activities is listed below.

A. Coursework eligible for reassignment

1. 1. Chairing Faculty Senate;
   2. Course development;
   3. Curriculum development;
   4. Accreditation activities;
   5. Large class size in relation to course content and delivery method;
   6. Department/Division Chair;
   7. Coordinator/ lead faculty/ program supervisor;
   8. Non-credit remediation

B. Some tasks are only considered overload activities. Overload compensation will be equivalent to the faculty member’s summer rate of pay. Examples of activities eligible only for overload:

1. 1. Independent Study: Guidelines for the approval of the number of credits must be based on a formula (e.g., number of independent study credits equivalent to one [1] credit of classroom lecture, or 0.056 X course credit X number of students). Independent Study course approval is the responsibility of the Dean (or designee).
   2. Principal Investigator or the equivalent for a grant proposal.

IV. Activities Eligible for Stipends

Occasionally, the Department Chair or Dean (or designee) may determine that a particular assignment warrants additional compensation based on significant workload in the course, and a stipend may be provided for such service. Requests for stipends shall follow the guidelines issued by the Office of the Provost.

Stipends are provided on a semester-by-semester basis. The agreement does not imply a commitment by the administration to continue to provide a stipend. Funding of conference or professional travel is not to be construed as a stipend.

If a full-time faculty member’s workload for fall or spring semester is in excess of the standard workload, the faculty member may negotiate with the Dean (or designee) to either receive an equivalently reduced workload in the following semester or receive additional compensation, so long as the adjustments remain within a single academic year.

RELATED INFORMATION

• Board of Regents Handbook: Title 4, Chapter 3, Section 3
• NSC Promotion and Tenure Guidelines and Standards of Academe
• Workload Policy memo from Bart Patterson, President, August 4, 2016

HISTORY

AA 3: Academic Workload Policy approved by President Maryanski, August 2009
AA 3.1: Academic Workload Policy revisions approved by President Patterson, August 2019

APPROVALS

Approved by Faculty Senate Chair Serge Ballif, December 9, 2019.
Approved by Provost Dr. Vickie Shields, February 5, 2020.
Approved by President Bart Patterson, February 24, 2020.

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POLICY STATEMENT

This policy delineates the expectations for annual reviews and for earning tenure and/or promotion within the School of Education (SoE) at 91桃色 (NS) within the Nevada System of Higher Education (NSHE).

DEFINITIONS

Academic Rank: The position of academic faculty within NS鈥檚 promotion and Tenure structure. NS recognizes four ranks: Rank I for Lecturer, Rank II for Assistant Professor, Rank III for Associate Professor, and Rank IV for Professor.

Administrators with Academic Rank: Administrative faculty who hold a shadow appointment.

Diversity, Equity, and Inclusion (DEI): Initiatives, activities, or efforts that promote a culture of belonging in which all perspectives are valued; advocate for and amplify voices of marginalized and minoritized people to advance the success of historically excluded individuals and populations; and bridge communities to lay pathways for social justice, equal opportunity, excellence, and innovation in a diverse global society.

Lecturer: Title conferred on full-time, non-Tenure-track academic faculty whose roles focus on academic or clinical course instruction. The Academic Rank of Lecturer includes three levels: Lecturer (Level I), Senior Lecturer (Level II), and Distinguished Lecturer (Level III).

Other Professional Duties (OPD): Assigned job duties that are evaluated in lieu of Teaching for promotion and tenure. Other Professional Duties may be a short-term or long-term assignment.

Peer Review: External review and evaluation of research and creative works conducted by peer experts in the field prior to publication or exhibition.

Probationary Period: Period of full-time employment in a Tenure-track position before applying for Tenure; may not exceed seven years except with approval of the president, as allowed in NSHE Code.

Service: Consultation, administration, or other activities directed toward the NS community鈥檚 welfare. Activities including, but not limited to, advising students and/or mentoring colleagues; participation in professional organizations; working with NS faculty, staff, and students in the best interests of the academic community and the people it serves and to the extent that the job performance of the faculty member鈥檚 unit is not otherwise adversely affected; membership on and contributions to NS or NSHE committees; recognition among colleagues for possessing professional integrity and the capacity for further significant intellectual and professional achievement; and recognition and respect outside NS for participation in activities that use the faculty member’s knowledge and expertise, further the mission of NS, or provide an opportunity for professional growth through interaction with industry, business, government, and other institutions at the local, state, national, or global level (NSHE Code Section 7.4.2). Faculty specialty practice shall not exceed 20% of academic base pay per NSHE policy.

Scholarship: Activities including, but not limited to, creation, application, synthesis, or transmission of knowledge; cross-disciplinary collaboration; acquiring and sustaining faculty expertise; and, in appropriate fields or disciplines, visual, performing, and literary arts that express original ideas, interpretations, imaginations, thoughts, or feelings (NSHE Code Chapter 7, Section 7.4.2). NS recognizes three categories of Scholarship: Growth and Development, Scholarship of Discovery and Creation, and Scholarship of Dissemination.

Scholarship of Discovery and Creation: Engagement in activities that lead to the development or production of research findings or, in relevant fields, artistic creations.

Scholarship of Dissemination: Communicating findings, knowledge, product/s, or artistic work related to Scholarship for the benefit of others.

Scholarship of Growth and Development: Maintaining currency of knowledge and advancements related to Teaching, mentoring, and other professional activities while developing additional skills.

Teaching: Activities associated with instruction of students, including, but not limited to, lecture course, laboratory, practicum, and laboratory instruction; course preparation; holding regular office hours; evaluation of students’ performance; direction of independent study, student research, and thesis projects; and consultations with students enrolled in classes.

Tenure: A status granted to an eligible academic faculty member after a Probationary Period that provides protection from summary dismissal.

Timeline: Required timing and procedures for faculty to submit materials for the promotion and/or Tenure may be found within .

Unit Promotion and Tenure (P&T) Committee: Unit Committees are composed of three Tenured faculty members drawn from the unit’s ranks. For applications for promotion to the rank of Professor, faculty at the rank of Professor are preferred, but Tenured faculty at the rank of Associate Professor may serve with approval of the Dean.

PROCEDURES

I. Overview and Philosophy

The major objective of Tenure is to provide a substantial degree of security to those persons who have exhibited excellent abilities, sufficient to convince the Nevada community that their expected Services and performances in the future justify the privileges afforded by Tenure (NSHE Code Chapter 7, Section 7.1.2). The purpose of promotion is to advance and compensate full-time faculty with a demonstrated record of excellence in Teaching/OPD and appropriate levels of Service and Scholarship (as defined by the unit鈥檚 Tenure expectations). Advancement is reflected in promotion in Academic Rank or level, and compensation reflected in an increase in salary.

This document outlines the guidelines and expectations for the SoE Unit P&T Committee and the SoE Dean to review and submit their recommendations to the Provost and NS P&T Committee as to whether an applicant should receive promotion and/or Tenure. The President will make all final promotion decisions and will forward all positive Tenure recommendations to the Nevada Board of Regents. The Board of Regents will vote on Tenure appointments.

II. Guidelines and Expectations for Tenure and Promotion to Rank III Associate Professor

The only areas evaluated for promotion and Tenure decisions shall be Teaching/OPD, Scholarship, and Service.

Evaluations for Tenure and promotion in SoE assess faculty鈥檚 developmental progression in Teaching, Scholarship, and Service. In Teaching, faculty are expected to demonstrate advances in pedagogy and contributions to the overall Teaching program. In OPD, faculty are expected to demonstrate a record of excellence in performing assigned duties in the position description, including demonstrated effectiveness, efficiency, and professional growth and improvement over the course of the Probationary Period. In Scholarship, faculty are expected to publish at least one Peer Reviewed article or Peer Reviewed, discipline-appropriate equivalent in a scholarly journal or outlet. Because the Scholarship process varies by discipline and may involve progression over multiple years, Tenure expectations for Scholarship should focus on the faculty member’s cumulative accomplishments completed when applying for promotion during the Probationary Period. In Service, faculty progress in their Service commitments and progressively assume additional responsibilities in one’s Department, SoE, and NS. More detailed examples and expectations for Teaching/OPD, Scholarship, and Service are found in Appendix A and in the .

To receive Tenure and promotion, the NS Promotion and Tenure (P&T) Committee must assign a candidate鈥檚 portfolio a rating of 鈥淓xcellent鈥� in the area of Teaching/OPD and a minimum rating of 鈥淪atisfactory鈥� in the areas of Scholarship and Service. Candidates should submit a portfolio, per the page limit outlined in the听Promotion听& Tenure Application, that addresses these criteria for promotion and Tenure.

The Unit P&T Committee and the SoE Dean will each recommend ratings for each area, as well as their recommendation as to whether the applicant should receive promotion and Tenure, using the below guidelines and expectations specific to SoE for each area of evaluation.

Per the , academic faculty (with the exception of those housed in the Library) must teach a minimum of 50% of the Teaching load expected for their position during the full Probationary Period to be eligible for Tenure (Section III.F.). These credits may be taught in any combination of academic terms, including winter and summer sessions, during the Probationary Period. A-contract faculty must teach a minimum of 75 total credits and B-contract faculty must teach a minimum of 60 credits during the Probationary Period. Academic faculty with other Teaching loads specified in their contract must teach a minimum of 50% of the specified total credits expected for their Probationary Period.

Annual review criteria hold Tenure-track faculty to high-performance standards in Teaching, Scholarship, and Service. While ratings on annual reviews inform a faculty鈥檚 promotion and Tenure review process, ratings may vary between annual reviews and the promotion and Tenure review. Annual reviews are meant to inform faculty of their progress toward promotion and Tenure, but they are not an equivalent: annual reviews do not substitute for NS and NSHE requirements to earn promotion and/or Tenure as outlined below.

Therefore, annual review ratings are contextualized to represent expectations for 鈥淯nsatisfactory鈥�, 鈥淪atisfactory鈥�, 鈥淐ommendable鈥�, and 鈥淓xcellent鈥� ratings in the Tenure and promotion application process. The promotion and Tenure ratings will be based on faculty members’ cumulative performance during the time leading up to the Tenure and promotion review. An overall rating from the NS P&T Committee of 鈥淯nsatisfactory鈥� in any area disqualifies a candidate from promotion and Tenure.

Authorized periods of leave, paid or unpaid, may be excluded from the required number of years of employment upon written request of the faculty member and approval of the Dean and Provost in accordance with published policy. Such requests should be submitted in writing, via email, to the Dean and Provost, and should include a justification for the request.

II.A听听听听听听 Teaching/Other Professional Duties

Faculty must have a pattern of growth and excellence. This includes, but is not limited to, the following: demonstrated Teaching/OPD effectiveness and use of evidence-based practices for instructional design and delivery; the ability to communicate effectively with students and create an inclusive learning environment for a diverse study body; and demonstrated skill in class management and performance of other duties related to Teaching and mentoring students. Faculty with OPD must have a record of excellence in performing assigned duties in the position description, including demonstrated effectiveness, efficiency, and professional growth and improvement over the course of the Probationary Period.

For supporting documentation of Teaching effectiveness, faculty members applying for Tenure and promotion in SoE shall provide a brief narrative description, per the page limit outlined in the听Promotion听& Tenure Application, of excellence in Teaching/OPD, including evidence of commitment to DEI. This narrative will provide context for the review of the individual’s excellence in Teaching or OPD/OPD. It is the candidate’s responsibility to make a case that the level of “Excellent” is achieved in Teaching. Appropriate and consistent application of rigor for each SoE course shall be prioritized over student perception of Teaching effectiveness when a candidate makes a case for a rating of Excellent in Teaching.

II.B听听听听听听 Scholarship

To receive Tenure, the candidate must have a record of accomplishments in the Scholarship of Discovery and Creation and/or the Scholarship of Dissemination leading to Peer Reviewed contributions or equivalent that are appropriate to the candidate’s field, position, and requirements or expectations of program-specific accrediting bodies. It is the candidate鈥檚 responsibility to present evidence that the body of Scholarship completed during the Probationary Period is sufficient to merit granting of Tenure and promotion to the rank of Associate Professor.

Faculty members applying for Tenure and promotion shall provide a brief narrative description, per the page limit outlined in the听Promotion听& Tenure Application, regarding Scholarship. This narrative will provide context for the review of the individual’s rating in Scholarship, including evidence of commitment to DEI. External validation (Peer Reviewed) of one’s work in a published or exhibited product is requisite for promotion and Tenure at NS. One published Peer-Reviewed article or Peer Reviewed, discipline-appropriate equivalent in a scholarly journal or outlet is required for a 鈥淪atisfactory鈥� rating and Tenure. Faculty should provide evidence and justification for a scholarly outlet they wish to be considered as an equivalent to a Peer Reviewed article. Publications, or the equivalent, will be considered for Tenure and promotion only if they are published with NS as the faculty member鈥檚 affiliation. Faculty must include descriptions of the publications that indicate that the outlet is a reputable Peer Reviewed journal.

Evidence of productive Scholarship may be supported by published records and other original discipline specific Peer Reviewed and editor-reviewed work of a professional nature, including research on the Scholarship of Teaching, creative works for those in the arts, and the mentoring of substantial student research projects. Scholarly collaboration is encouraged and supported by the faculty of SoE; however, candidates鈥� authorship role, per discipline best practices, will be reviewed for the purpose of promotion and Tenure.

Predatory pay-for-publication outlets are not admissible. Tenure-seeking faculty members should plan out their Scholarship agendas during their Probationary Period, so they have time to complete the required expectations listed below.

II.C.听听听听听 Service

The applicant must have a record of meaningful, active Service to the faculty member鈥檚 students, program, Unit, and/or broader institution and community. Faculty members applying for Tenure and promotion shall provide a brief narrative, per the page limit outlined in the听Promotion听& Tenure Application, describing performance in Service, including evidence of commitment to DEI. This narrative will provide a context for reviewing the individual’s contributions to SoE, NS, to students, to the profession, and to the community. A consistent rating of 鈥淪atisfactory鈥� on annual review is not equivalent to a rating of 鈥淪atisfactory鈥� on the Tenure review. It is the candidate’s responsibility to make a case that the level of “Satisfactory” or higher is achieved in Service.

III.听听听听 Guidelines and Expectations for Promotion to Rank IV Professor

In evaluating a candidate’s qualifications for promotion to Professor, any accomplishments relevant to the criteria for promotion occurring during the period since promotion to Associate Professor may be considered. The applicant must present evidence of continued effective performance in Teaching/OPD, Scholarship, and Service that align with the criteria outlined for granting Tenure and promotion from the Associate Professor’s rank. An Associate Professor is expected to be in the position for five years before applying for promotion to Professor. Promotion to Professor is optional.

The rank of Professor is awarded to those who demonstrate the following: cumulative and ongoing professional achievements; significant contributions to advancing the University鈥檚 mission; continued innovation and dedication in Teaching/OPD; leadership with sustained contributions in Service beneficial to the University and NS鈥� internal and/or external communities in significant ways; professional growth and improvement over time germane to the applicants position; scholarly contributions; and evidence of commitment to DEI at NS. More detailed examples and expectations for Teaching/OPD, Scholarship, and Service are found in Appendix B and in the .

To be eligible for promotion to Professor, the University P&T Committee must assign a candidate’s portfolio a rating of “Excellent” in the area of Teaching/OPD and a “Commendable” in either Scholarship or Service with rating of at least 鈥淪atisfactory鈥� in the third area. An overall rating from the NS P&T Committee of 鈥淯nsatisfactory鈥� in any area disqualifies a candidate from promotion.

III.A听听听听听 Teaching/Other Professional Duties

The applicant for promotion to rank of Professor must provide evidence of consistent, sustained activities and contributions that benefit the University community. Faculty members applying for this promotion shall provide a brief narrative, per the page limit outlined in the听Promotion听& Tenure Application, describing performance in Teaching/OPD.

For Teaching, candidates should demonstrate continued innovation, professional growth, and improvement that builds on evidence-based practices and the candidate’s own evolving methods or practices. It is expected that the candidate will share successful efforts with other faculty and their professional community through leadership in campus initiatives related to their position and fulfillment of the University’s mission. It is the candidate’s responsibility to make a case that the level of “Excellent” is sustained in Teaching.

For OPD, applicants must show consistent, sustained, and meaningful undertaking and execution of professional duties, including serving in capacities that benefit the University, the profession, the community, and/or NSHE when relevant. Faculty members applying for this promotion shall provide a brief narrative, per the page limit outlined in the听Promotion听& Tenure Application, describing performance in OPD, including evidence of commitment to DEI. Professional duties rendered to the University will be given the most emphasis during the evaluation process. With promotion to Professor, the rank comes with the expectation that the candidate will have fulfilled other obligations professionally, with leadership roles being a prominent part of those duties. It is the candidate’s responsibility to make a case that the level of 鈥淓xcellent鈥� is achieved in the category of Teaching/OPD over the post-Tenure period.

III.B听听听听听 Scholarship

Candidates for promotion to the rank of Professor must show scholarly contributions in the post-Tenure period. Faculty members applying for this promotion shall provide a brief narrative, per the page limit outlined in the听Promotion听& Tenure Application, describing performance in Scholarship, including evidence of commitment to DEI. Candidates must include accomplishments in the Scholarship of Discovery and Creation and/or the Scholarship of Dissemination leading to Peer Reviewed contributions or equivalent that are appropriate to the candidate’s field, position, and requirements or expectations of program-specific accrediting bodies. The candidate’s responsibility is to make a case that the level of “Satisfactory,” or higher is achieved in Scholarship while being in the Associate Professor’s rank. All scholarly work under consideration for application to Professor must be produced since the time of Tenure and while the applicant is affiliated with NS.

III.C.听听听听 Service

Applicants must show consistent, sustained, and meaningful Service, including serving in capacities that benefit the University, NS staff, NS students, the profession, the community, and NSHE. Faculty members applying for this promotion shall provide a brief narrative, per the page limit outlined in the Promotion & Tenure Application, describing performance in Service, including evidence of commitment to DEI. Service to the University will carry the most significance during the evaluation process and should include leadership roles. With promotion to Professor, the rank comes with the expectation that the candidate will have fulfilled Service obligations professionally, with leadership roles being a prominent part of that Service. The candidate’s responsibility is to make a case that the level of “Satisfactory,鈥� or higher is achieved in Service over the post-Tenure period.

III. Guidelines and Expectations for Promotion of Rank I Non-Tenure-Track Lecturers

Full-time academic faculty in Lecturer (Rank I, Level I) and Senior Lecturer (Rank I, Level II) positions who satisfy the required years of employment are eligible to apply for promotion. Lecturers are not required to apply for promotion; however, those applying for promotion to Senior Lecturer or Distinguished Lecturer (Rank I, Level III) will submit their materials in accordance with the published timeline.

Lecturers must complete five full academic years of employment at NS, or a combination of four years of employment at NS with a year of credit awarded for full-time employment at another accredited institution as determined and approved by their supervisory Dean, to be eligible for promotion to Senior Lecturer.

Faculty at the level of Senior Lecturer must complete nine full years of employment at NS (with a minimum of three full academic years at the level of Senior Lecturer) or a combination of eight years of employment at NS (with a minimum of three full academic years at the level of Senior Lecturer) in addition to a year of credit awarded for full-time employment at another accredited institution or as a full-time faculty member on a temporary contract at NS, as determined and approved by their supervisory Dean, to apply for promotion to Distinguished Lecturer. Temporary or emergency Lecturer contracts may be used to satisfy one full academic year of this requirement.

Authorized periods of leave, paid or unpaid, may be excluded from the required number of years of employment upon written request of the faculty member and approval of the Dean and Provost in accordance with published policy. Such requests should be submitted in writing, via email, to the Dean and Provost, and should include a justification for the request.

For a candidate to receive a promotion to Senior Lecturer, the NS P&T Committee must assign a candidate鈥檚 portfolio a rating of 鈥淓xcellent鈥� in Teaching and/OPD and a minimum rating of 鈥淪atisfactory鈥� in both Service and Scholarship of Growth and Development. More detailed examples and expectations for Teaching/OPD, Scholarship of Growth and Development, and Service are found in Appendix C and in the .

For a candidate to receive a promotion to Distinguished Lecturer, the NS P&T Committee must assign the applicant鈥檚 portfolio an overall rating of 鈥淓xcellent鈥� in the area of Teaching/OPD as well as a rating of 鈥淐ommendable鈥� in either Scholarship of Growth and Development or Service. An overall rating from the NS P&T Committee of 鈥淯nsatisfactory鈥� in any area disqualifies a candidate from promotion.

IV.A听听听听 Teaching/Other Professional Duties

Faculty members applying for promotion to Senior Lecturer shall provide a brief narrative description, per the page limit outlined in the听Promotion听& Tenure Application, of excellence in Teaching. This narrative will provide a context for the review of the individual’s Teaching excellence and it is the candidate’s responsibility to make a case that the level of 鈥淓xcellent鈥� is achieved, including evidence of commitment to DEI. Those applying for promotion to Distinguished Lecturer must provide evidence of a pattern of sustained and substantial excellence in Teaching, with meaningful contributions in other areas of evaluation. Appropriate and consistent application of rigor for each course shall be prioritized over student perception of Teaching effectiveness when a candidate makes a case for a rating of “Excellent” in Teaching.

IV.B.听听听 Scholarship of Growth and Development

The applicant must have a record of continuing activities in the Scholarship of Growth and Development. Faculty members applying for this shall provide a brief narrative, per the page limit outlined in the听Promotion听& Tenure Application, describing performance in this area, including evidence of commitment to DEI. Evidence may include, but is not limited to the following: creation, application, synthesis, or transmission of knowledge; cross-disciplinary collaboration; acquiring and maintaining expertise; and visual, performing, and literary arts that express original ideas, imagination, thoughts, or feelings; professional development germane to the candidate鈥檚 area of expertise or a relevant area of professional interest. It is the candidate’s responsibility to make a case that the level of “Satisfactory,” or higher is achieved in the Scholarship of Growth and Development while in the rank of Lecturer. Those applying for promotion to Distinguished Lecturer must make a case that the level of “Satisfactory,” or higher is sustained in Scholarship of Growth and Development while at the rank of Senior Lecturer.

IV.C.听听听 Service

The applicant must have a record of meaningful, active Service to the faculty member鈥檚 students, program, unit, or broader institution. Faculty members applying to Senior Lecturer shall provide a brief narrative, per the page limit outlined in the听Promotion听& Tenure Application, describing performance in Service, including evidence of commitment to DEI. This narrative will provide a context for reviewing the individual’s contributions to SoE, NS, to students, to the profession, and to the community. It is the candidate’s responsibility to make a case that the level of “Satisfactory” or higher is achieved in Service while at the rank of Lecturer. Those applying for promotion to Distinguished Lecturer must make a case that the level of “Satisfactory,” or higher is sustained in Service while at the rank of Senior Lecturer. Annual review ratings are used to inform the promotion process, but the annual review and promotion rankings may vary.

V. 听听听听 Annual Reviews

SoE subscribes to the philosophy that Teaching should be the primary area of emphasis for faculty members, with Scholarship and Service as important but lower priorities. Faculty will be recruited, evaluated, awarded Tenure, and promoted predicated on this perspective. Scholarship is not required as part of a Lecturer contract, and is not evaluated in annual reviews.

The academic evaluation process and reward system SoE have three purposes: to provide the means by which faculty, through annual reviews, progress through the academic ranks; to certify high achievement; and, to determine eligibility for merit pay when applicable. The annual review is meant to serve as a guide of progress toward promotion and/or Tenure, but not as a substitute for the criteria for promotion and Tenure.

Evaluators should converse with faculty member to determine the quality of Service, considering the time and effort required and the substance of the contribution. The quantities indicated below are general guidelines, not fixed designations. The quantity required may vary based on the quality of the contribution. Failure to meet designated obligations may diminish a faculty member鈥檚 annual review ratings, regardless of other contributions.

V.A.听听听听 Annual Review Plan

Faculty will submit a self-evaluation each year responding to goals and listing accomplishments in consultation with the supervisor or evaluator. The annual review plan will include goals for the faculty member to achieve in Teaching, Scholarship (for Tenure-track faculty), and Service to ensure they are on track toward Tenure and/or promotion. At each annual review, the faculty member must provide a copy of the annual review plan agreed upon at the previous year鈥檚 review and indicate which items they completed.听As part of the annual review, the faculty member will indicate progress toward each goal during the year under consideration, with an emphasis on Teaching goals. Faculty members may not fully accomplish each goal, but should demonstrate effort toward achieving them while striving for development. Faculty may also indicate accomplishments beyond the goals, and new faculty who do not have an annual review plan from a previous year should also discuss accomplishments rather than goal fulfillment.

V.B.听听听听 Annual Review Portfolio

Faculty will submit an annual review self-evaluation each year responding to goals and listing accomplishments. Faculty may also submit a portfolio, including the self-evaluation, of no more than 12 pages. In addition to this portfolio, faculty may submit no more than 15 pages of additional evidence or materials related to accomplishments and may be required by their supervisor to submit a narrative in addition to lists or tables. The page limit on evidence does not apply to the following: CV, syllabi, student evaluations, student papers submitted to demonstrate instructor feedback, or items specifically requested by the evaluator after receiving the annual review file.

V.C.听听听听 Teaching/Other Professional Duties

For annual reviews, Teaching refers to the act of cultivating a rich learning environment, which includes sharing knowledge, nurturing critical inquiry, inspiring curiosity, and encouraging students to apply what they have learned. Teaching primarily reflects instruction-related activities that directly impact student learning. Because NS is a Teaching institution, offering engaging and meaningful instruction is a highly valued activity in SoE.

According to the NS鈥� mission statement, “excellence in Teaching leads to innovative, technology-rich learning opportunities that promote the acquisition of interdisciplinary knowledge and skills.” To support this mission, the lines of evidence for excellence in Teaching provide some comparability in evaluation while recognizing the diverse ways in which faculty may demonstrate Teaching excellence.

As part of their annual review materials, faculty members shall submit a Teaching narrative that provides context for the review of the individual’s Teaching effectiveness. The narrative will be a reflection on important Teaching activities, accomplishments, and challenges experienced in the year under review, including evidence of commitment to DEI.

Faculty with OPD should submit a narrative that outline the duties and their impact, when possible.

V.D. 听听听 Guidelines and Expectations for Annual Reviews

V.D.1. Teaching and/or Other Professional Duties

Teaching effectiveness is measured by the Dean or Associate Dean using the following lines of evidence:

• Syllabus for each course taught using the standard SoE template
• Official course evaluations for each course taught with annual means per course including intersession and summer semesters
• Final grade distributions for each course taught
• Teaching observation(s) from the Dean or designated individual
• A teaching narrative
• A current CV
• Faculty must provide evidence/examples in their narrative on teaching that demonstrates teaching or professional duty effectiveness.

V.D.1.i Evidence of Teaching or Professional Duty Effectiveness

Teaching or professional duty effectiveness examples should be evidence-based strategies or best practices known for improving student learning, engagement, achievement, outcomes, or retention, especially for first-generation and diverse students, or for the key responsibilities of a position assigned other professional duties. Emphasis should be placed on quality and substance, not quantity, of evidence. The Teaching examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

V.D.1.ii Teaching and Professional Duty Categories

1. Instructional Design: 鈥渟kills in designing, sequencing, and presenting experiences which induce learning.鈥�

• • Create/revise course materials (e.g., syllabi, lectures, individual class agenda, activities, assignments, effective graphics, supplemental materials, integrate evidence-based practices learned at conferences/trainings/workshops)
  • Choose course materials that effectively align with curriculum (e.g., readings, required materials/equipment, open-source materials)
  • Design/plan field trips, experiential learning, and service learning for a class
  • Develop lab activities
  • Develop/prep pre-clinical and post-conference materials/plans
  • Develop student trainings necessary for clinical/lab or other experiences (e.g., lab safety, CERNER competence, electronic health records)
  • Develop an independent study course
  • Prepare for each class session (e.g., collect needed materials, review agenda)
  • Plan grading based on assignment structures, assessment methods, and course structure/pacing
  • Incorporate information literacy into courses and use the library as a resource
  • Design course to integrate Supplemental Instruction or Writing Intensive elements
  • Use developmentally appropriate evidence-based instructional practices
  • Draft assignment instructions using principles of the transparent assignment model so all learners have an equitable understanding of the instructions
  • Develop student learning outcomes for courses
  • Develop course content consistent with best practices in DEI.

2. Instructional Delivery: 鈥溾�nteractive skills that promote or facilitate learning.鈥�

• • Teach study/learning skills, metacognition
  • Deliver instruction in various formats including lecture, clinical, lab, and virtual
  • Teaching methodology consistent with best practices in DEI.
  • Record/post lectures and activities (e.g., online lectures, edited lecture capture for study aids)
  • Supervise lab/clinical/other activities and experiential learning
  • Conduct exam review sessions
  • Avails self to clarify assignment instructions, clarify content when unclear to students via office hours, remote sessions, after class conversations
  • Incorporation in the classroom of professional development centered on DEI.

3. Instructional Assessment: 鈥溾�eveloping and using tools and procedures for assessing student learning鈥�. Includes developing effective tests and using appropriate grading practices and procedures.

• • Develop/revise effective quizzes and exams (qualitative or quantitative)
  • Create rubrics
  • Grade student work (e.g., give appropriate type of feedback on drafts and final papers)
  • Proctor ATI or other discipline-specific standardized exams and evaluate results
  • Embed formative and summative assessment practices regularly in instruction, which may include midterm/final assessments
  • Use of research on learning theory to develop effective learning environments

4. Course/Clinical Placement Management: 鈥溾�aintaining and operating a course鈥� or clinical placement

• • Manage/supervise course and off-campus learning sites (in-person or online, including student teaching and clinical sites)
  • Troubleshoot lab/technology issues
  • Submit verifications of participation and other required course reporting
  • Reserve rooms/space and complete other administrative tasks for exams or other activities or organize poster sessions and other exhibition events for a class
  • Implement student accommodations approved by the DRC
  • Utilize the NSU student notification systems for academic concerns (e.g. Starfish and CARES Team)
  • Make arrangements for guest speakers
  • Supervise required external testing (e.g., ATI, Praxis) within a course

5. Instructional Research: 鈥溾�kills and techniques associated with the scholarly inquiry into all aspects of instruction, teaching, and education.鈥� (May overlap in some cases with Scholarship of Growth & Discovery; for teaching, the focus is directly relevant to the implementation in your own courses.)

• • Identify and implement changes that demonstrably improve the learning experience for students in your courses
  • Search for open-source texts
  • Embed time-in-motion research, class feedback, or action research as part of instructional practice

6. Effective Use of Information Technology: 鈥溾�ll forms of technology used to create, store, exchange, and use information鈥︹��

• • Explore and utilize evolving instructional and assistive technology
  • Troubleshoot technology or media
  • Create/maintain Canvas shells
  • Apply concepts of Universal Design for Learning (UDL) across courses

7. Effective Communication: 鈥溾�ow to recognize an individual鈥檚 preferred style of communicating and what strategy to use in communicating most effectively with [them].鈥�

• • Respond effectively, appropriately, and in a timely manner to student emails/other communications
  • Foster inclusivity in classroom and in course materials
  • Convey feedback on assignments appropriately for needs/levels of students
  • Ensure course materials are accessible/ADA-compliant
  • Effective public speaking (e.g., lecturing in class)

8. Team Building and Conflict Management: 鈥淕roups鈥o through several predictable stages before useful work can be done.鈥� 鈥溾�dentifying and handling conflict in a sensible, fair, and efficient manner.鈥�

• • Address student issues/concerns related to your class, refer to Starfish or CARE Team if needed
  • Develop and post appropriate classroom policies and expectations in syllabi/Canvas
  • Effectively design and manage group work/projects; address conflicts or issues that arise; train students on working together as a group
  • Build rapport with students

9. Growth & Development: Maintaining currency of knowledge and advancements related to teaching, mentoring, and other professional activities while developing additional skills.

• • Engage regularly in professional development and training opportunities
  • Read best practices, research, and/or completing literature reviews related to teaching and learning
  • Oversee student research effectively
  • Attend a conference related to teaching, mentoring, or your other professional duties
  • Continuing education, specialized program training, maintaining clinical or other professional competence, or earning certificates related to licensing, certification requirements, or professional duties
  • Participate in CTLE workshops, activities, Faculty Learning Communities (FLCs) (with evidence of implementation of a concept or some other type of final product)
  • Implement information and/or skills from campus trainings/workshops to enhance your teaching or professional activities
  • Take courses to retain licensure/increase knowledge
  • Self- reflection through student evaluations

V.D.1.iii Rating Teaching in the Annual Review Process

When rating teaching, evaluators will consider the faculty member鈥檚 progress toward meeting the goals in the annual review plan. The quality of contributions will be rated more highly than the quantity.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying the best practices under Evidence of Teaching or Professional Duties Effectiveness.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices under Evidence of Teaching or Professional Duty Effectiveness.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices under Evidence of Teaching or Professional Duty Effectiveness.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices under Evidence of Teaching or Professional Duty Effectiveness.

V.D.2. Scholarship (Tenure-Track Faculty Only)

Evidence of productive scholarship can be supported by published records and other original discipline specific peer-reviewed and editor-reviewed work of a professional nature, including research on the scholarship of teaching, evidence-based speech-language pathology and the mentoring of substantial student research projects. Categories of evidence of scholarship are presented in Section 3.2.

Scholarly activities should be systematic and show a contribution in areas such as pedagogy, models and methods of teaching, speech-language pathology, curriculum research, grants, etc. Evidence of scholarship in-progress serves as an indicator of the candidate鈥檚 intent to demonstrate scholarly productivity. Statements of scholarship in-progress, supported by evidence, are required.

Quality is an essential factor in judging scholarship. Quality refers to the effect that scholarship makes on advances in knowledge, the professional community, and the enrichment of teaching and learning. This concept of quality places high emphasis on original thinking, process, and effect as opposed to the sheer quantity of products. To this end, faculty will provide a narrative description to the Dean of the School of Education, on an annual basis, of their scholarly activities.

Tenure-track and Tenured faculty must have accomplishments in the Scholarship of Dissemination to be eligible for Tenure and/or promotion. One refereed publication is required for satisfactorily meeting expectations for promotion and Tenure from Assistant to Associate. It is recommended that Tenure-track faculty will have a minimum of one work submitted for review by the third-year review that reflects sole or principal authorship.

Non-Tenure-track faculty engage in Growth and Development, a form of scholarship focused on teaching/professional growth, and these may satisfy their entire scholarship requirement. Contributions in the Scholarship of Discovery/Creation or Dissemination may also be counted, but are not required.

Each year, all faculty members shall present evidence of scholarly progress that outlines their scholarly contributions over the year in review. Evaluators will then assess each faculty member’s scholarly output by applying the categories to the ratings requirements.

V.D.2.i Evidence of Scholarship (Tenure-Track Faculty Only)

Scholarship of Discovery/Creation

Definition: Engagement in activities that lead to the development or production of research findings or, in relevant fields, artistic creations. Examples:

• Secure materials for creative arts projects
• Develop manuscripts for submission (e.g., writing, revisions)
• Develop grant proposals
• Supervising/managing research/creative grant activities
• Write IRB proposals
• Design study, develop surveys, assessments, or other research or creative project measures, collect and clean data (e.g., knowledge/use of psychometrics & statistics)
• Manage undergraduate research/creative works (e.g. teach students to write IRB proposals, discuss articles/literature, give feedback) leading to a final scholarly product (outside of a course that is part of the teaching load)
• Significant mentoring role for students conducting independent research or creative projects (outside of a class that is part of the teaching load)
• Manage participants/human subjects
• Data analysis
• Develop software/write computer code

Scholarship of Dissemination

Definition: Communicating findings, knowledge, product(s), or artistic work related to scholarship for the benefit of others. Examples:

• Published a peer-reviewed journal article or book chapter
• Substantial role in guiding a student research project that may or may not be accepted for peer-reviewed publication
• Acceptance of a national-level external research grant (level of contribution may be indicated by whether faculty member is among principal researchers)
• Completion of two or more chapters or equivalent of an accepted editor- or peer-reviewed book that is scholarly and based on original research and thought
• Completion and publication of a book that is scholarly and based on original research and thought
• Completion and publication of an edited or co-edited book that is relevant to the candidate鈥檚 discipline
• Exhibition, publication, or release of a substantial creative work in a peer-reviewed venue
• Serving as editor of a journal or book;
• Write a textbook
• Serving as chair of Master’s鈥� thesis and/or Doctoral dissertation committee
• Invited public scholarship (e.g. keynote speaker, blogs, editorials)
• File a patent based on research/creative works
• Submission of a manuscript to a refereed publication for initial peer-review
• Resubmission of an article to a peer-reviewed journal that required substantial revisions
• Completion and publication of one book chapter (editor- or peer-reviewed);
• Presentation of a scholarly paper or a research presentation at a professional conference
• Substantial role in mentoring a student or students toward the successful presentation of a scholarly paper or poster at a professional conference
• Mentoring a student to publish work in an undergraduate research journal or creative outlet
• Editor-reviewed articles & book chapters
• Refereeing a book for an academic press
• Receipt of an NSU, local or regional external grant or seed money (level of contribution may be indicated by whether faculty member is among principal researchers)
• Peer-reviewed exhibition or release of a single, discipline-specific, stand-alone piece of creative work
• Completion of a scholarly technical/professional report or monograph;
• Publish professional/technical reports
• Publication of a laboratory workbook or other original material generated by the faculty member and used as course content
• Acceptance of book prospectus
• Presentation of a poster at professional conference
• Submit grant proposal
• Write a book review for a journal
• Organize/edit conference proceedings
• Management of an external grant (level of contribution may be indicated by whether the faculty member is the principal researcher)
• Develops, conducts, and/or supervises research with students
• Acceptance of an invited publication
• Evidence of preparation of scholarly work with a clear timeline for completion (e.g., pilot testing; data collection, literature review)
• Submit to film festivals, exhibitions, journals, or conferences
• Completion of other scholarly products (e.g., software or conference proceedings);
• Refereeing an article for a peer-reviewed journal
• Serving as a reviewer for regional, national, or international conferences;
• Serving as invited reviewer of textbook
• Publication of a peer-recognized field-specific encyclopedia article
• Submission of an external grant (level of contribution may be indicated by whether a faculty member is the principal researcher). Note: Submission of external grant applications that require significant research and preparation may be considered as a level B item at evaluator’s鈥� discretion
• Two short discipline-specific published works that advance public knowledge (non-refereed); (Note: Two works that fall into this category together count as one item for the purposes of annual review. This item cannot be counted more than once in any review year.)
• Exhibit creative works
• Give invited talks/workshops
• Write for non-academic outlets related to your discipline or to teaching and learning

Scholarship of Growth and Development for Lecturers

• Maintaining current knowledge within the profession
• Advancing knowledge and skills in their specialized field of expertise
• Teaching awards
• Faculty mentoring

V.D.2.ii Scholarship Ratings for Annual Review (Tenure-Track Faculty Only)

Level A: Includes the following items or equivalent not listed in priority order:

• Published a peer-reviewed journal article or book chapter
• Substantial role in guiding a student research project that may or may not be accepted for peer-reviewed publication
• Acceptance of a national-level external research grant (level of contribution may be indicated by whether faculty member is among principal researchers)
• Completion of two or more chapters or equivalent of an accepted editor- or peer-reviewed book that is scholarly and based on original research and thought
• Completion and publication of a book that is scholarly and based on original research and thought
• Completion and publication of an edited or co-edited book that is relevant to the candidate鈥檚 discipline
• Exhibition, publication, or release of a substantial creative work in a peer-reviewed venue
• Serving as editor of a journal or book;
• Write a textbook
• Serving as chair of Master’s鈥� thesis and/or Doctoral dissertation committee
• File a patent based on research/creative works

Level B: Includes the following items or equivalent not listed in priority order:

• Submission of a manuscript to a refereed publication for initial peer-review
• Resubmission of an article to a peer-reviewed journal that required substantial revisions or further research, as documented by evidence
• Completion and publication of one book chapter (editor- or peer-reviewed);
• Presentation of a scholarly paper or a research presentation at a professional conference
• Substantial role in mentoring a student or students toward the successful presentation of a scholarly paper or poster at a professional conference
• Mentoring a student to publish work in an undergraduate research journal or creative outlet
• Editor-reviewed articles & book chapters
• Invited public scholarship (e.g. keynote speaker, blogs, editorials)
• Refereeing a book for an academic press
• Receipt of an NSU, local or regional external grant or seed money (level of contribution may be indicated by whether faculty member is among principal researchers)
• Peer-reviewed exhibition or release of a single, discipline-specific, stand-alone piece of creative work
• Completion of a scholarly technical/professional report or monograph;
• Publish professional/technical reports
• Publication of a laboratory workbook or other original material generated by the faculty member and used as course content
• Acceptance of book prospectus
• Presentation of a poster at professional conference
• Submit grant proposal
• Write a book review for a journal
• Organize/edit conference proceedings
• Management of an external grant (level of contribution may be indicated by whether the faculty member is the principal researcher)

Level C: Includes the following items or equivalent not listed in priority order:

• Develops, conducts, and/or supervises research with students
• Acceptance of an invited publication
• Evidence of preparation of scholarly work with a clear timeline for completion (e.g., pilot testing; data collection, literature review)
• Submit to film festivals, exhibitions, journals, or conferences
• Completion of other scholarly products (e.g., software or conference proceedings);
• Refereeing an article for a peer-reviewed journal
• Serving as a reviewer for regional, national, or international conferences;
• Serving as invited reviewer of textbook
• Publication of a peer-recognized field-specific encyclopedia article
• Submission of an external grant (level of contribution may be indicated by whether a faculty member is the principal researcher). Note: Submission of external grant applications that require significant research and preparation may be considered as a level B item at evaluator’s鈥� discretion
• Two short discipline-specific published works that advance public knowledge (non-refereed); (Note: Two works that fall into this category together count as one item for the purposes of annual review. This item cannot be counted more than once in any review year.)
• Exhibit creative works
• Give invited talks/workshops
• Write for non-academic outlets related to your discipline or to teaching and learning
• Secure materials for creative arts projects
• Develop manuscripts for submission (e.g., writing, revisions)
• Develop grant proposals
• Supervising/managing research/creative grant activities
• Write IRB proposals
• Design study, develop surveys, assessments, or other research or creative project measures, collect and clean data (e.g., knowledge/use of psychometrics & statistics)
• Manage undergraduate research/creative works (e.g. teach students to write IRB proposals, discuss articles/literature, give feedback) leading to a final scholarly product (outside of a course that is part of the teaching load)
• Significant mentoring role for students conducting independent research or creative projects (outside of a class that is part of the teaching load)
• Manage participants/human subjects
• Data analysis
• Develop software/write computer code

SoE set the following rating guidelines for assessing Scholarship on the annual review. These benchmarks serve solely as a guide. Evaluators can be flexible in the ratings where faculty members have undertaken forms of scholarship or scholarly leadership not listed here.

Note: A consistent rating of Satisfactory on annual reviews is not equivalent to a rating of Satisfactory on the Tenure review. Tenure-seeking faculty should plan out their scholarship agenda so they have time to complete the required expectations listed in the Tenure Guidelines.

Excellent: Exceeds expectations in a sustained manner. Distinguished by the quality and quantity of contributions which advance knowledge, as indicated by:

One (1) Level A item, or equivalent; OR

Two (2) Level B and two (2) Level C items, or equivalent.

Commendable: Exceeds expectations. Evidence of quality peer-reviewed research accomplishment as evidenced by either:

Two (2) Level B items or equivalent; OR

One (1) Level B item and two (2) Level C items.

Satisfactory: Meets expectations. Active program of quality research or creative activity which contributes to the discipline鈥檚 body of knowledge and includes either:

Two (2) items at Level C or equivalent; OR

One (1) Level B item or equivalent.

Unsatisfactory: Fails to meet expectations. Fails to produce evidence of a Satisfactory performance.

V.D.3. Service

Service is a standard element of an academic faculty member鈥檚 position, and an integral part of creating a healthy and thriving campus and community. To be eligible for promotion and/or Tenure at NSU, a faculty member must complete service projects in the time leading up to promotion and/or Tenure. Service, as defined in the NSHE Code (Chapter 7, Section 7.4.2 (a.3) and in the categories below, may include Service to the Profession and Service to the Community; however, to receive promotion and/or Tenure, a faculty member鈥檚 service portfolio must include Service to the Institution.

V.D.3.i. Evidence of Service

Academic faculty must submit evidence of meaningful service that may include, but is not limited to, evidence of completed projects and contributions to ongoing activities. A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative. The Service examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

*Depending on the work involved, selected items throughout this Service section may be considered Scholarship. It is up to the faculty member to make a case regarding where such items should be counted; the evaluator(s) make the final determination.

Service to the Institution

Definition: 鈥溾�arrying out assigned non-teaching responsibilities or duties鈥hat contribute to the functional operation of the institution鈥� (Arreola, p. 28). For academic faculty with other professional duties in place of some or all teaching responsibilities, service includes activities and duties outside of the normal expectations and requirements of the position.

1. Committee Work鈥�

• • Work completed on program, department, school, and campus committees (e.g., Sabbatical Leave Committee, Promotion & Tenure Committee, Technology Committee, Faculty Senate, NFA, Campus Taskforces, Nursing Reinstatement and Behavioral Review Committees, Search Committees, University Grade Appeal Committee)
  • Serve on Master鈥檚 or Honors Thesis Committee for NSU students
  • Graduate admissions review
  • Planning committees for events (e.g. Convocation, student research conferences, campus events)
  • Actively contribute to required program or department meetings

2. Administrative Duties (for those with Other Professional Duties, this includes administrative responsibilities outside of the faculty member鈥檚 normal position expectations)

• • Accreditation-related activities
  • Chairing a committee
  • Significant role organizing/planning School or campus activities/events
  • Serve as course coordinator for a program (beyond teaching your own course)
  • Administer competency exams and standardized testing (separately from exams in your own course)
  • Supervise clinical observation hours (not clinical instruction)
  • Maintain/update degree and program materials
  • Review petitions
  • Recruit/hire PTIs
  • TAPP liaison
  • Policy analysis/development
  • Dual credit supervision
  • Maintain NSU/department/program website or social media content
  • Identify and implement changes that demonstrably improve the learning experience for students, faculty, and staff (outside of a class)
  • Plan field trips and experiential learning (outside your own course)
  • Supervising/managing institutional or student support grant activities

3. Student Advising/Mentoring: 鈥淎cademic advising is defined as consulting with students on an individual basis for the purpose of providing guidance and advice concerning their academic endeavors.鈥� (Arreola, p. 31)

• • Writing recommendation or nomination letters
  • Chairing master鈥檚 or honors thesis project committee or taking significant mentor role for master鈥檚 or honors project
  • Monitor student clinical, research, and creative projects (outside of one鈥檚 own course) d. Invisible labor involved in counseling students (e.g. emotional labor, mentoring on topics beyond academics, mentoring beyond graduation)
  • Assist with student clubs and events (e.g., Help coordinate NSSA events, serve as club advisor)
  • Discuss degree/graduate school plans/preparation, provide feedback on statements of purpose/cover letters, advising about grad school
  • Assisting students with job/volunteer/internship applications
  • Discuss and/or write degree plan/pathway
  • Review/judge for campus events (e.g., URCWC proposals/presentations)
  • Get approval or assist with approval for student research鈥�(e.g. IRB approval)
  • Professional development of students
  • Secure funding for student projects
  • Oversee collaborations between students for research/creative projects
  • General mentoring/counseling of students (and alumni)
  • Organize service learning activities (when not part of a class)
  • Support and encourage active participation in external partnerships and initiatives (e.g. CCSD events)

4. Mentoring Other Faculty

• • Peer observations of teaching
  • Help with onboarding
  • Serve as mentor for new faculty
  • Lead CTLE events/workshops or FLC
  • Support PTIs
  • Support faculty through the promotion and/or Tenure process
  • Give talks/workshops for the campus community (Convocation, professional development, etc.)

5. Curriculum/Program Development and Assessment

• • Complete and submit curriculum proposals
  • Contribute to accreditation paperwork
  • Program/outcomes assessment
  • Write budget proposals and strategic initiative justifications
  • Developing/reporting on results of surveys to assess campus programs or needs

6. Community Outreach

• • Attend events at the request of the University (e.g., community events, legislative days)
  • Attend conferences on behalf of NSU (not for own scholarship/teaching)
  • Volunteer at campus events (e.g. Open House, Scorpion Day, Tunnel of Awareness, Be Involved, graduation, student clubs)
  • Recruit students
  • Networking and partnership building for internships/field placements
  • Volunteer to supervise students participating in community events (outside of course requirements, e.g. health fairs, medical tents/hydration stations)
  • Attend NSHE/BOR meetings on behalf of NSU.

7. General Program or Unit Service

• • Searches: attend presentations, meals, etc. (non-committee members)
  • Give guest lectures
  • Fix/maintain lab equipment (e.g. SLP program or technology lab)

Service to the Profession

Definition: 鈥溾�oluntarily carrying out responsibilities or duties鈥hich contribute to the functional operation of a professional organization within one鈥檚 content field鈥� (p. 28)

• Serve on master鈥檚/dissertation committees (external to NSU)
• Serve as external reviewer for Tenure applications (for other institutions)
• Chair/organize conference committee or session (non-NSU-sponsored)
• Chair or serve as officer or member of national conference, professional organization, or professional organization committee
• Edit academic journal
• Serve on journal editorial board
• Peer review conference submissions

Service to the Community

Definition: the 鈥溾�pplication of a faculty member鈥檚 recognized area of expertise in the community without pay鈥� (p. 28); and 鈥溾�he definition of community service must be restricted to those activities that could reasonably reflect, positively or negatively, on the academic program in which the faculty member teaches鈥� (p. 30).

Community service that does not apply to the faculty member鈥檚 disciplinary or professional expertise or is not connected to higher education and/or the faculty member鈥檚 academic program is not included.

• Serve on NV Department of Education, NSHE, or other state-wide workgroups voluntarily or at the request of NSU
• Give talks/workshops for community groups (related to position or academic expertise)
• Community service (related to position or academic expertise)
• Serve on state/national boards

V.D.3.ii Rating Service in the Annual Review Process

While the emphasis is on institutional service, faculty members may propose including significant forms of academic leadership in service to the profession (national, regional, or local) as part of the performance rating. Such service should be demonstrably related, directly or indirectly, to the mission of NSU or SoE or to the faculty member鈥檚 discipline or department.

To acknowledge various service contributions, the three service levels equate to this point scale:

1 Level A activity = 4 points

1 Level B activity = 2 points

1 Level C activity = 1 point

A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative.

The following lists offer examples of potential activities that may reflect time and depth of service for each level and should be interpreted as a guide. Level A activities are typically reserved for leadership roles in service or those that involve significant contact hours directly with students, such as advising and clinical supervision. However, a faculty member may argue that a particular service activity goes beyond Levels B and C and deserves a higher rating.

Level A: Substantive involvement in a single meaningful event or participation in an endeavor that requires a high time commitment.

Examples of Level A Service include, but are not limited to,

• Serving as Faculty Senate chair;
• Serving as NFA president;
• Serving as a search committee chair;
• Serving as Curriculum Committee chair;
• Serving as the Promotion and Tenure Committee chair;
• Serving as president in a local, state, regional, or national professional or learned society;
• Serving as a faculty advisor for SOE program students;
• Supervise clinical observation hours (not clinical instruction);
• Substantially developing curricula or programs (e.g., designing a program or making substantial degree revisions that include new course proposals);
• Serving as editor of a journal.

Level B: Substantive involvement in a single meaningful event or participation in an endeavor that requires a moderate time commitment.

Examples of Level B Service include, but are not limited to,

• Holding office in Faculty Senate (vice chair, secretary, or parliamentarian);
• Chairing a Faculty Senate committee, or actively serving on a Faculty Senate committee that holds regular meetings;
• Chairing an SOE committee, or actively serving on an SOE committee that holds regular meetings
• Chairing an NSU committee or task force, or actively serving on and NSU committee or taskforce that holds regular meetings;
• Serving as a search committee member;
• Serving as an officer in a local, state, regional, or national professional or learned society;
• Substantially revising curricula or programs (e.g., redesigning a program or making substantial degree revisions that include modified course proposals);
• Providing individual mentorship to students that goes well beyond the advisory role expected of faculty;
• Chair honors or graduate thesis committee;
• Serve as course coordinator for a program (beyond teaching your own course);
• Serve as mentor for new faculty;
• Support PTIs鈥�;
• Participating in a significant humanitarian endeavor that directly relates to the faculty member鈥檚 discipline, position, or skills;
• Playing a significant role in planning a conference;
• Acting as a faculty advisor to a student organization;
• Serving as co-editor of a journal.

Level C: Substantive involvement in a single meaningful event or participation in an endeavor that requires a low time commitment.

Examples of Level C Service include, but are not limited to,

• Leading a campus presentation;
• Serving on the Travel and Incentive Grant Committee or another committee with infrequent meetings;
• Actively recruiting at University fair events;
• Presenting at a faculty development workshop;
• Serving as a Faculty Senate representative;
• Serve on honors or graduate thesis committee;
• Actively contribute to required program or department meetings;
• Attend events at the request of the University (e.g., community events, legislative days)
• Volunteer at campus events (e.g. Open House, Scorpion Day, Tunnel of Awareness, Be Involved, graduation, student clubs);
• Providing pro bono consultation to individuals or local, state, regional, national, or federal organizations;
• Contributing in a significant way to a committee for a governmental, academic, or community organization;
• Writing a grant for a community organization;
• Establishing partnerships with external organizations (e.g., creating student internship opportunities);
• Volunteering with a private or public organization that directly relates to the faculty member鈥檚 discipline, position, or skills;
• Serving as a reviewer for a journal.

Excellent: Exceeds expectations in a sustained manner. To achieve an Excellent rating, the faculty member must receive 8 points. At least one commitment must include service to the institution.

Commendable: Exceeds expectations. To achieve a Commendable rating, the faculty member must receive 6-7 points. At least one commitment must include service to the institution.

Satisfactory: Meets expectations. To achieve a Satisfactory rating, the faculty member must receive 4-5 points. At least one commitment must include service to the institution.

Unsatisfactory: Fails to meet expectations. To achieve an Unsatisfactory rating, the faculty member must receive less than 4 points or no service to the institution.

Appendix A: Guidelines and Criteria for Rank II Assistant Professor to Rank III Associate Professor

I. Teaching and Other Professional Duties

Teaching excellence and best classroom practices are required at all academic ranks. Therefore, the SoE believes the evidence of teaching or professional duty effectiveness should be the same at all ranks.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying the best practices listed in Evidence of Teaching or Professional Duties Effectiveness.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices listed in Evidence of Teaching or Professional Duty Effectiveness.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices in Evidence of Teaching or Professional Duty Effectiveness.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices in Evidence of Teaching or Professional Duty Effectiveness.

Evidence of Teaching or Professional Duty Effectiveness

Teaching or professional duty effectiveness examples should be evidence-based strategies or best practices known for improving student learning, engagement, achievement, outcomes, or retention, especially for first-generation and diverse students, or for the key responsibilities of a position assigned other professional duties. Emphasis should be placed on quality and substance, not quantity, of evidence. The Teaching examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

Teaching and Professional Duty Categories

1. Instructional Design: 鈥渟kills in designing, sequencing, and presenting experiences which induce learning.鈥�

• • Create/revise course materials (e.g., syllabi, lectures, individual class agenda, activities, assignments, effective graphics, supplemental materials, integrate evidence-based practices learned at conferences/trainings/workshops)
  • Choose course materials that effectively align with curriculum (e.g., readings, required materials/equipment, open-source materials)
  • Design/plan field trips, experiential learning, and service learning for a class
  • Develop lab activities
  • Develop/prep pre-clinical and post-conference materials/plans
  • Develop student trainings necessary for clinical/lab or other experiences (e.g., lab safety, CERNER competence, electronic health records)
  • Develop an independent study course
  • Prepare for each class session (e.g., collect needed materials, review agenda)
  • Plan grading based on assignment structures, assessment methods, and course structure/pacing
  • Incorporate information literacy into courses and use the library as a resource
  • Design course to integrate Supplemental Instruction or Writing Intensive elements
  • Use developmentally appropriate evidence-based instructional practices
  • Draft assignment instructions using principles of the transparent assignment model so all learners have an equitable understanding of the instructions
  • Develop student learning outcomes for courses
  • Develop course content consistent with best practices in DEI.

2. Instructional Delivery: 鈥溾�nteractive skills that promote or facilitate learning.鈥�

• • Teach study/learning skills, metacognition
  • Deliver instruction in various formats including lecture, clinical, lab, and virtual
  • Teaching methodology consistent with best practices in DEI.
  • Record/post lectures and activities (e.g., online lectures, edited lecture capture for study aids)
  • Supervise lab/clinical/other activities and experiential learning
  • Conduct exam review sessions
  • Avails self to clarify assignment instructions, clarify content when unclear to students via office hours, remote sessions, after class conversations
  • Incorporation in the classroom of professional development centered on DEI.

3. Instructional Assessment: 鈥溾�eveloping and using tools and procedures for assessing student learning鈥�. Includes developing effective tests and using appropriate grading practices and procedures.

• • Develop/revise effective quizzes and exams (qualitative or quantitative)
  • Create rubrics
  • Grade student work (e.g., give appropriate type of feedback on drafts and final papers)
  • Proctor ATI or other discipline-specific standardized exams and evaluate results
  • Embed formative and summative assessment practices regularly in instruction, which may include midterm/final assessments
  • Use of research on learning theory to develop effective learning environments

4. Course/Clinical Placement Management: 鈥溾�aintaining and operating a course鈥� or clinical placement

• • Manage/supervise course and off-campus learning sites (in-person or online, including student teaching and clinical sites)
  • Troubleshoot lab/technology issues
  • Submit verifications of participation and other required course reporting
  • Reserve rooms/space and complete other administrative tasks for exams or other activities or organize poster sessions and other exhibition events for a class
  • Implement student accommodations approved by the DRC
  • Utilize the NSU student notification systems for academic concerns (e.g. Starfish and CARES Team)
  • Make arrangements for guest speakers
  • Supervise required external testing (e.g., ATI, Praxis) within a course

5. Instructional Research: 鈥溾�kills and techniques associated with the scholarly inquiry into all aspects of instruction, teaching, and education.鈥� (May overlap in some cases with Scholarship of Growth & Discovery; for teaching, the focus is directly relevant to the implementation in your own courses.)

• • Identify and implement changes that demonstrably improve the learning experience for students in your courses
  • Search for open-source texts
  • Embed time-in-motion research, class feedback, or action research as part of instructional practice

6. Effective Use of Information Technology: 鈥溾�ll forms of technology used to create, store, exchange, and use information鈥︹��

• • Explore and utilize evolving instructional and assistive technology
  • Troubleshoot technology or media
  • Create/maintain Canvas shells
  • Apply concepts of Universal Design for Learning (UDL) across courses

7. Effective Communication: 鈥溾�ow to recognize an individual鈥檚 preferred style of communicating and what strategy to use in communicating most effectively with [them].鈥�

• • Respond effectively, appropriately, and in a timely manner to student emails/other communications
  • Foster inclusivity in classroom and in course materials
  • Convey feedback on assignments appropriately for needs/levels of students
  • Ensure course materials are accessible/ADA-compliant
  • Effective public speaking (e.g., lecturing in class)

8. Team Building and Conflict Management: 鈥淕roups鈥o through several predictable stages before useful work can be done.鈥� 鈥溾�dentifying and handling conflict in a sensible, fair, and efficient manner.鈥�

• • Address student issues/concerns related to your class, refer to Starfish or CARE Team if needed
  • Develop and post appropriate classroom policies and expectations in syllabi/Canvas
  • Effectively design and manage group work/projects; address conflicts or issues that arise; train students on working together as a group
  • Build rapport with students

9. Growth & Development: Maintaining currency of knowledge and advancements related to teaching, mentoring, and other professional activities while developing additional skills.

• • Engage regularly in professional development and training opportunities
  • Read best practices, research, and/or completing literature reviews related to teaching and learning
  • Oversee student research effectively
  • Attend a conference related to teaching, mentoring, or your other professional duties
  • Continuing education, specialized program training, maintaining clinical or other professional competence, or earning certificates related to licensing, certification requirements, or professional duties
  • Participate in CTLE workshops, activities, Faculty Learning Communities (FLCs) (with evidence of implementation of a concept or some other type of final product)
  • Implement information and/or skills from campus trainings/workshops to enhance your teaching or professional activities
  • Take courses to retain licensure/increase knowledge
  • Self- reflection through student evaluations.

II. Scholarship

Tenure-track and Tenured faculty must have accomplishments in the Scholarship of Dissemination to be eligible for Tenure and/or promotion. One Peer Reviewed publication is required for satisfactorily meeting expectations for promotion and Tenure from Assistant to Associate. It is recommended that Tenure-track faculty will have a minimum of one work submitted for review by the third-year review that reflects sole or principal authorship.

SoE set the following rating guidelines for assessing Scholarship for promotion and Tenure. These benchmarks serve solely as a guide.

Excellent: Exceeds expectations in a sustained manner. Distinguished by the quality and quantity of contributions which advance knowledge, as indicated by:

One (1) Peer Reviewed article or Peer Reviewed, discipline-appropriate equivalent in a scholarly journal or outlet; AND

• One (1) Level A item, or equivalent; OR
• Two (2) Level B and two (2) Level C items, or equivalent.

Commendable: Exceeds expectations. Evidence of quality peer-reviewed research accomplishment as evidenced by either:

One (1) Peer Reviewed article or Peer Reviewed, discipline-appropriate equivalent in a scholarly journal or outlet; AND

• Two (2) Level B items or equivalent; OR
• One (1) Level B item and two (2) Level C items.

Satisfactory: Meets expectations. Active program of quality research or creative activity which contributes to the discipline鈥檚 body of knowledge and includes either:

One (1) Peer Reviewed article or Peer Reviewed, discipline-appropriate equivalent in a scholarly journal or outlet; AND

• Two (2) items at Level C or equivalent; OR
• One (1) Level B item or equivalent.

Unsatisfactory: Fails to meet expectations. Fails to produce evidence of a Satisfactory performance.

Evidence of Scholarship

Scholarship of Discovery/Creation

Definition: Engagement in activities that lead to the development or production of research findings or, in relevant fields, artistic creations. Examples:

• Secure materials for creative arts projects
• Develop manuscripts for submission (e.g., writing, revisions)
• Develop grant proposals
• Supervising/managing research/creative grant activities
• Write IRB proposals
• Design study, develop surveys, assessments, or other research or creative project measures, collect and clean data (e.g., knowledge/use of psychometrics & statistics)
• Manage undergraduate research/creative works (e.g. teach students to write IRB proposals, discuss articles/literature, give feedback) leading to a final scholarly product (outside of a course that is part of the teaching load)
• Significant mentoring role for students conducting independent research or creative projects (outside of a class that is part of the teaching load)
• Manage participants/human subjects
• Data analysis
• Develop software/write computer code

Scholarship of Dissemination

Definition: Communicating findings, knowledge, product(s), or artistic work related to scholarship for the benefit of others. Examples:

• Published a peer-reviewed journal article or book chapter
• Substantial role in guiding a student research project that may or may not be accepted for peer-reviewed publication
• Acceptance of a national-level external research grant (level of contribution may be indicated by whether faculty member is among principal researchers)
• Completion of two or more chapters or equivalent of an accepted editor- or peer-reviewed book that is scholarly and based on original research and thought
• Completion and publication of a book that is scholarly and based on original research and thought
• Completion and publication of an edited or co-edited book that is relevant to the candidate鈥檚 discipline
• Exhibition, publication, or release of a substantial creative work in a peer-reviewed venue
• Serving as editor of a journal or book;
• Write a textbook
• Serving as chair of Master’s鈥� thesis and/or Doctoral dissertation committee
• Invited public scholarship (e.g. keynote speaker, blogs, editorials)
• File a patent based on research/creative works
• Submission of a manuscript to a refereed publication for initial peer-review
• Resubmission of an article to a peer-reviewed journal that required substantial revisions
• Completion and publication of one book chapter (editor- or peer-reviewed);
• Presentation of a scholarly paper or a research presentation at a professional conference
• Substantial role in mentoring a student or students toward the successful presentation of a scholarly paper or poster at a professional conference
• Mentoring a student to publish work in an undergraduate research journal or creative outlet
• Editor-reviewed articles & book chapters
• Refereeing a book for an academic press
• Receipt of an NSU, local or regional external grant or seed money (level of contribution may be indicated by whether faculty member is among principal researchers)
• Peer-reviewed exhibition or release of a single, discipline-specific, stand-alone piece of creative work
• Completion of a scholarly technical/professional report or monograph;
• Publish professional/technical reports
• Publication of a laboratory workbook or other original material generated by the faculty member and used as course content
• Acceptance of book prospectus
• Presentation of a poster at professional conference
• Submit grant proposal
• Write a book review for a journal
• Organize/edit conference proceedings
• Management of an external grant (level of contribution may be indicated by whether the faculty member is the principal researcher)
• Develops, conducts, and/or supervises research with students
• Acceptance of an invited publication
• Evidence of preparation of scholarly work with a clear timeline for completion (e.g., pilot testing; data collection, literature review)
• Submit to film festivals, exhibitions, journals, or conferences
• Completion of other scholarly products (e.g., software or conference proceedings);
• Refereeing an article for a peer-reviewed journal
• Serving as a reviewer for regional, national, or international conferences;
• Serving as invited reviewer of textbook
• Publication of a peer-recognized field-specific encyclopedia article
• Submission of an external grant (level of contribution may be indicated by whether a faculty member is the principal researcher). Note: Submission of external grant applications that require significant research and preparation may be considered as a level B item at evaluator’s鈥� discretion
• Two short discipline-specific published works that advance public knowledge (non-refereed); (Note: Two works that fall into this category together count as one item for the purposes of promotion and Tenure. This item cannot be counted more than once in any review year.)
• Exhibit creative works
• Give invited talks/workshops
• Write for non-academic outlets related to your discipline or to teaching and learning

III. Service

Academic faculty must submit evidence of meaningful service that may include, but is not limited to, evidence of completed projects and contributions to ongoing activities. A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative. The Service examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

*Depending on the work involved, selected items throughout this Service section may be considered Scholarship. It is up to the faculty member to make a case regarding where such items should be counted; the evaluator(s) make the final determination.

III.A Rating Service for Promotion to Rank of Associate Professor

While the emphasis is on institutional service, faculty members may propose including significant forms of academic leadership in service to the profession (national, regional, or local) as part of the performance rating.听 Such service should be demonstrably related, directly or indirectly, to the mission of NSU or SoE or to the faculty member鈥檚 discipline or department.

A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying service commitments under Section 1.2, Evidence of Service.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices under Section 1.2, Evidence of Service.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices under Sections 1.2, Evidence of Service.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices under Sections 1.2, Evidence of Service.

III.B Evidence of Service

Service to the Institution

Definition: 鈥溾�arrying out assigned non-teaching responsibilities or duties鈥hat contribute to the functional operation of the institution鈥� (Arreola, p. 28). For academic faculty with other professional duties in place of some or all teaching responsibilities, service includes activities and duties outside of the normal expectations and requirements of the position.

1. Committee Work鈥�

• • Work completed on program, department, school, and campus committees (e.g., Sabbatical Leave Committee, Promotion & Tenure Committee, Technology Committee, Faculty Senate, NFA, Campus Taskforces, Nursing Reinstatement and Behavioral Review Committees, Search Committees, University Grade Appeal Committee)
  • Serve on Master鈥檚 or Honors Thesis Committee for NSU students
  • Graduate admissions review
  • Planning committees for events (e.g. Convocation, student research conferences, campus events)
  • Actively contribute to required program or department meetings

2. Administrative Duties (for those with Other Professional Duties, this includes administrative responsibilities outside of the faculty member鈥檚 normal position expectations)

• • Accreditation-related activities
  • Chairing a committee
  • Significant role organizing/planning School or campus activities/events
  • Serve as course coordinator for a program (beyond teaching your own course)
  • Administer competency exams and standardized testing (separately from exams in your own course)
  • Supervise clinical observation hours (not clinical instruction)
  • Maintain/update degree and program materials
  • Review petitions
  • Recruit/hire PTIs
  • TAPP liaison
  • Policy analysis/development
  • Dual credit supervision
  • Maintain NSU/department/program website or social media content
  • Identify and implement changes that demonstrably improve the learning experience for students, faculty, and staff (outside of a class)
  • Plan field trips and experiential learning (outside your own course)
  • Supervising/managing institutional or student support grant activities

3. Student Advising/Mentoring: 鈥淎cademic advising is defined as consulting with students on an individual basis for the purpose of providing guidance and advice concerning their academic endeavors.鈥� (Arreola, p. 31)

• • Writing recommendation or nomination letters
  • Chairing master鈥檚 or honors thesis project committee or taking significant mentor role for master鈥檚 or honors project
  • Monitor student clinical, research, and creative projects (outside of one鈥檚 own course) d. Invisible labor involved in counseling students (e.g. emotional labor, mentoring on topics beyond academics, mentoring beyond graduation)
  • Assist with student clubs and events (e.g., Help coordinate NSSA events, serve as club advisor)
  • Discuss degree/graduate school plans/preparation, provide feedback on statements of purpose/cover letters, advising about grad school
  • Assisting students with job/volunteer/internship applications
  • Discuss and/or write degree plan/pathway
  • Review/judge for campus events (e.g., URCWC proposals/presentations)
  • Get approval or assist with approval for student research鈥�(e.g. IRB approval)
  • Professional development of students
  • Secure funding for student projects
  • Oversee collaborations between students for research/creative projects
  • General mentoring/counseling of students (and alumni)
  • Organize service learning activities (when not part of a class)
  • Support and encourage active participation in external partnerships and initiatives (e.g. CCSD events)

4. Mentoring Other Faculty

• • Peer observations of teaching
  • Help with onboarding
  • Serve as mentor for new faculty
  • Lead CTLE events/workshops or FLC
  • Support PTIs
  • Support faculty through the promotion and/or Tenure process
  • Give talks/workshops for the campus community (Convocation, professional development, etc.)

5. Curriculum/Program Development and Assessment鈥�

• • Complete and submit curriculum proposals
  • Contribute to accreditation paperwork
  • Program/outcomes assessment
  • Write budget proposals and strategic initiative justifications
  • Developing/reporting on results of surveys to assess campus programs or needs

6. Community Outreach

• • Attend events at the request of the University (e.g., community events, legislative days)
  • Attend conferences on behalf of NSU (not for own scholarship/teaching)
  • Volunteer at campus events (e.g. Open House, Scorpion Day, Tunnel of Awareness, Be Involved, graduation, student clubs)
  • Recruit students
  • Networking and partnership building for internships/field placements
  • Volunteer to supervise students participating in community events (outside of course requirements, e.g. health fairs, medical tents/hydration stations)
  • Attend NSHE/BOR meetings on behalf of NSU

7. General Program or Unit Service

• • Searches: attend presentations, meals, etc. (non-committee members)
  • Give guest lectures
  • Fix/maintain lab equipment (e.g. SLP program or technology lab)

Service to the Profession

Definition: 鈥溾�oluntarily carrying out responsibilities or duties鈥hich contribute to the functional operation of a professional organization within one鈥檚 content field鈥� (p. 28)

• Serve on master鈥檚/dissertation committees (external to NSU)
• Serve as external reviewer for Tenure applications (for other institutions)
• Chair/organize conference committee or session (non-NSU-sponsored)
• Chair or serve as officer or member of national conference, professional organization, or professional organization committee
• Edit academic journal*
• Serve on journal editorial board*
• Peer review conference submissions*

Service to the Community

Definition: the 鈥溾�pplication of a faculty member鈥檚 recognized area of expertise in the community without pay鈥� (p. 28); and 鈥溾�he definition of community service must be restricted to those activities that could reasonably reflect, positively or negatively, on the academic program in which the faculty member teaches鈥� (p. 30).

Community service that does not apply to the faculty member鈥檚 disciplinary or professional expertise or is not connected to higher education and/or the faculty member鈥檚 academic program is not included.

• Serve on NV Department of Education, NSHE, or other state-wide workgroups voluntarily or at the request of NSU
• Give talks/workshops for community groups (related to position or academic expertise)
• Community service (related to position or academic expertise)
• Serve on state/national boards

Appendix B:Guidelines and Criteria for Rank III Associate Professor to Rank IV Professor

I. Teaching and Other Professional Duties

Teaching excellence and best classroom practices are required at all academic ranks. Therefore, the SoE believes the evidence of teaching or professional duty effectiveness should be the same at all ranks.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying the best practices under Section 1.2, Evidence of Teaching or Professional Duties Effectiveness.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices under Section 1.2, Evidence of Teaching or Professional Duty Effectiveness.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices under Sections 1.2, Evidence of Teaching or Professional Duty Effectiveness.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices under Sections 1.2, Evidence of Teaching or Professional Duty Effectiveness.

I.A. Evidence of Teaching or Professional Duty Effectiveness

Teaching or professional duty effectiveness examples should be evidence-based strategies or best practices known for improving student learning, engagement, achievement, outcomes, or retention, especially for first-generation and diverse students, or for the key responsibilities of a position assigned other professional duties. Emphasis should be placed on quality and substance, not quantity, of evidence. The Teaching examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

Teaching and Professional Duty Categories

1. Instructional Design: 鈥渟kills in designing, sequencing, and presenting experiences which induce learning.鈥�

• • Create/revise course materials (e.g., syllabi, lectures, individual class agenda, activities, assignments, effective graphics, supplemental materials, integrate evidence-based practices learned at conferences/trainings/workshops)
  • Choose course materials that effectively align with curriculum (e.g., readings, required materials/equipment, open-source materials)
  • Design/plan field trips, experiential learning, and service learning for a class
  • Develop lab activities
  • Develop/prep pre-clinical and post-conference materials/plans
  • Develop student trainings necessary for clinical/lab or other experiences (e.g., lab safety, CERNER competence, electronic health records)
  • Develop an independent study course
  • Prepare for each class session (e.g., collect needed materials, review agenda)
  • Plan grading based on assignment structures, assessment methods, and course structure/pacing
  • Incorporate information literacy into courses and use the library as a resource
  • Design course to integrate Supplemental Instruction or Writing Intensive elements
  • Use developmentally appropriate evidence-based instructional practices
  • Draft assignment instructions using principles of the transparent assignment model so all learners have an equitable understanding of the instructions
  • Develop student learning outcomes for courses
  • Develop course content consistent with best practices in DEI.

2. Instructional Delivery: 鈥溾�nteractive skills that promote or facilitate learning.鈥�

• • Teach study/learning skills, metacognition
  • Deliver instruction in various formats including lecture, clinical, lab, and virtual
  • Teaching methodology consistent with best practices in DEI.
  • Record/post lectures and activities (e.g., online lectures, edited lecture capture for study aids)
  • Supervise lab/clinical/other activities and experiential learning
  • Conduct exam review sessions
  • Avails self to clarify assignment instructions, clarify content when unclear to students via office hours, remote sessions, after class conversations
  • Incorporation in the classroom of professional development centered on DEI.

3. Instructional Assessment: 鈥溾�eveloping and using tools and procedures for assessing student learning鈥�. Includes developing effective tests and using appropriate grading practices and procedures.

• • Develop/revise effective quizzes and exams (qualitative or quantitative)
  • Create rubrics
  • Grade student work (e.g., give appropriate type of feedback on drafts and final papers)
  • Proctor ATI or other discipline-specific standardized exams and evaluate results
  • Embed formative and summative assessment practices regularly in instruction, which may include midterm/final assessments
  • Use of research on learning theory to develop effective learning environments

4. Course/Clinical Placement Management: 鈥溾�aintaining and operating a course鈥� or clinical placement

• • Manage/supervise course and off-campus learning sites (in-person or online, including student teaching and clinical sites)
  • Troubleshoot lab/technology issues
  • Submit verifications of participation and other required course reporting
  • Reserve rooms/space and complete other administrative tasks for exams or other activities or organize poster sessions and other exhibition events for a class
  • Implement student accommodations approved by the DRC
  • Utilize the NSU student notification systems for academic concerns (e.g. Starfish and CARES Team)
  • Make arrangements for guest speakers
  • Supervise required external testing (e.g., ATI, Praxis) within a course

5. Instructional Research: 鈥溾�kills and techniques associated with the scholarly inquiry into all aspects of instruction, teaching, and education.鈥� (May overlap in some cases with Scholarship of Growth & Discovery; for teaching, the focus is directly relevant to the implementation in your own courses.)

• • Identify and implement changes that demonstrably improve the learning experience for students in your courses
  • Search for open-source texts
  • Embed time-in-motion research, class feedback, or action research as part of instructional practice

6. Effective Use of Information Technology: 鈥溾�ll forms of technology used to create, store, exchange, and use information鈥︹��

• • Explore and utilize evolving instructional and assistive technology
  • Troubleshoot technology or media
  • Create/maintain Canvas shells
  • Apply concepts of Universal Design for Learning (UDL) across courses

7. Effective Communication: 鈥溾�ow to recognize an individual鈥檚 preferred style of communicating and what strategy to use in communicating most effectively with [them].鈥�

• • Respond effectively, appropriately, and in a timely manner to student emails/other communications
  • Foster inclusivity in classroom and in course materials
  • Convey feedback on assignments appropriately for needs/levels of students
  • Ensure course materials are accessible/ADA-compliant
  • Effective public speaking (e.g., lecturing in class)

8. Team Building and Conflict Management: 鈥淕roups鈥o through several predictable stages before useful work can be done.鈥� 鈥溾�dentifying and handling conflict in a sensible, fair, and efficient manner.鈥�

• • Address student issues/concerns related to your class, refer to Starfish or CARE Team if needed
  • Develop and post appropriate classroom policies and expectations in syllabi/Canvas
  • Effectively design and manage group work/projects; address conflicts or issues that arise; train students on working together as a group
  • Build rapport with students

1. 9. Growth & Development: Maintaining currency of knowledge and advancements related to teaching, mentoring, and other professional activities while developing additional skills.

• • Engage regularly in professional development and training opportunities
  • Read best practices, research, and/or completing literature reviews related to teaching and learning
  • Oversee student research effectively
  • Attend a conference related to teaching, mentoring, or your other professional duties
  • Continuing education, specialized program training, maintaining clinical or other professional competence, or earning certificates related to licensing, certification requirements, or professional duties
  • Participate in CTLE workshops, activities, Faculty Learning Communities (FLCs) (with evidence of implementation of a concept or some other type of final product)
  • Implement information and/or skills from campus trainings/workshops to enhance your teaching or professional activities
  • Take courses to retain licensure/increase knowledge
  • Self- reflection through student evaluations

听II. Scholarship

Tenure-track and Tenured faculty must have accomplishments in the Scholarship of Dissemination to be eligible for Tenure and/or promotion. Two Peer Reviewed publications, or the equivalent are required for satisfactorily meeting expectations for promotion from Associate to Professor. For faculty that received Tenure and promotion from Assistant to Associate at NS, this may include a total of two Peer Reviewed publications, or the equivalent, with at least one from the post-Tenure period.

SoE set the following rating guidelines for assessing Scholarship for promotion and Tenure. These benchmarks serve solely as a guide.

Excellent: Exceeds expectations in a sustained manner. Distinguished by the quality and quantity of contributions which advance knowledge, as indicated by:

Two (2) Peer Reviewed articles or Peer Reviewed, discipline-appropriate equivalents in scholarly journals or outlets; AND

• Two (2) Level A items, or equivalent; OR
• Three (3) Level B items and three (3) Level C items, or equivalent.

Commendable: Exceeds expectations. Evidence of quality peer-reviewed research accomplishment as evidenced by either:

Two (2) Peer Reviewed articles or Peer Reviewed, discipline-appropriate equivalents in scholarly journals or outlets; AND

• Two (2) Level B items or equivalent; OR
• Two (2) Level B items and two (2) Level C items, or equivalent.

Satisfactory: Meets expectations. Active program of quality research or creative activity which contributes to the discipline鈥檚 body of knowledge and includes either:

Two (2) Peer Reviewed articles or Peer Reviewed, discipline-appropriate equivalents in scholarly journals or outlets; AND

• One (1) Level B item or equivalent; OR
• One (1) Level B item and one (1) Level C item, or equivalent.

Unsatisfactory: Fails to meet expectations. Fails to produce evidence of a Satisfactory performance.

III.A Evidence of Scholarship

Scholarship of Discovery/Creation

Definition: Engagement in activities that lead to the development or production of research findings or, in relevant fields, artistic creations. Examples:

• Secure materials for creative arts projects
• Develop manuscripts for submission (e.g., writing, revisions)
• Develop grant proposals
• Supervising/managing research/creative grant activities
• Write IRB proposals
• Design study, develop surveys, assessments, or other research or creative project measures, collect and clean data (e.g., knowledge/use of psychometrics & statistics)
• Manage undergraduate research/creative works (e.g. teach students to write IRB proposals, discuss articles/literature, give feedback) leading to a final scholarly product (outside of a course that is part of the teaching load)
• Significant mentoring role for students conducting independent research or creative projects (outside of a class that is part of the teaching load)
• Manage participants/human subjects
• Data analysis
• Develop software/write computer code

Scholarship of Dissemination

Definition: Communicating findings, knowledge, product(s), or artistic work related to scholarship for the benefit of others. Examples:

• Published a peer-reviewed journal article or book chapter
• Substantial role in guiding a student research project that may or may not be accepted for peer-reviewed publication
• Acceptance of a national-level external research grant (level of contribution may be indicated by whether faculty member is among principal researchers)
• Completion of two or more chapters or equivalent of an accepted editor- or peer-reviewed book that is scholarly and based on original research and thought
• Completion and publication of a book that is scholarly and based on original research and thought
• Completion and publication of an edited or co-edited book that is relevant to the candidate鈥檚 discipline
• Exhibition, publication, or release of a substantial creative work in a peer-reviewed venue
• Serving as editor of a journal or book;
• Write a textbook
• Serving as chair of Master’s鈥� thesis and/or Doctoral dissertation committee
• Invited public scholarship (e.g. keynote speaker, blogs, editorials)
• File a patent based on research/creative works
• Submission of a manuscript to a refereed publication for initial peer-review
• Resubmission of an article to a peer-reviewed journal that required substantial revisions
• Completion and publication of one book chapter (editor- or peer-reviewed);
• Presentation of a scholarly paper or a research presentation at a professional conference
• Substantial role in mentoring a student or students toward the successful presentation of a scholarly paper or poster at a professional conference
• Mentoring a student to publish work in an undergraduate research journal or creative outlet
• Editor-reviewed articles & book chapters
• Refereeing a book for an academic press
• Receipt of an NSU, local or regional external grant or seed money (level of contribution may be indicated by whether faculty member is among principal researchers)
• Peer-reviewed exhibition or release of a single, discipline-specific, stand-alone piece of creative work
• Completion of a scholarly technical/professional report or monograph;
• Publish professional/technical reports
• Publication of a laboratory workbook or other original material generated by the faculty member and used as course content
• Acceptance of book prospectus
• Presentation of a poster at professional conference
• Submit grant proposal
• Write a book review for a journal
• Organize/edit conference proceedings
• Management of an external grant (level of contribution may be indicated by whether the faculty member is the principal researcher)
• Develops, conducts, and/or supervises research with students
• Acceptance of an invited publication
• Evidence of preparation of scholarly work with a clear timeline for completion (e.g., pilot testing; data collection, literature review)
• Submit to film festivals, exhibitions, journals, or conferences
• Completion of other scholarly products (e.g., software or conference proceedings);
• Refereeing an article for a peer-reviewed journal
• Serving as a reviewer for regional, national, or international conferences;
• Serving as invited reviewer of textbook
• Publication of a peer-recognized field-specific encyclopedia article
• Submission of an external grant (level of contribution may be indicated by whether a faculty member is the principal researcher). Note: Submission of external grant applications that require significant research and preparation may be considered as a level B item at evaluator’s鈥� discretion
• Two short discipline-specific published works that advance public knowledge (non-refereed); (Note: Two works that fall into this category together count as one item for the purposes of promotion and Tenure. This item cannot be counted more than once in any review year.)
• Exhibit creative works
• Give invited talks/workshops
• Write for non-academic outlets related to your discipline or to teaching and learning

III. Service

Academic faculty must submit evidence of meaningful service that may include, but is not limited to, evidence of completed projects and contributions to ongoing activities. A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative. The Service examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

*Depending on the work involved, selected items throughout this Service section may be considered Scholarship. It is up to the faculty member to make a case regarding where such items should be counted; the evaluator(s) make the final determination.

III. A Rating Service for Promotion to Rank of Associate Professor

While the emphasis is on institutional service, faculty members may propose including significant forms of academic leadership in service to the profession (national, regional, or local) as part of the performance rating.听 Such service should be demonstrably related, directly or indirectly, to the mission of NSU or SoE or to the faculty member鈥檚 discipline or department.

A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying service commitments under Section 1.2, Evidence of Service.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices under Section 1.2, Evidence of Service.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices under Sections 1.2, Evidence of Service.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices under Sections 1.2, Evidence of Service.

III.B Evidence of Service

Service to the Institution

Definition: 鈥溾�arrying out assigned non-teaching responsibilities or duties鈥hat contribute to the functional operation of the institution鈥� (Arreola, p. 28). For academic faculty with other professional duties in place of some or all teaching responsibilities, service includes activities and duties outside of the normal expectations and requirements of the position.

1. Committee Work鈥�

• • Work completed on program, department, school, and campus committees (e.g., Sabbatical Leave Committee, Promotion & Tenure Committee, Technology Committee, Faculty Senate, NFA, Campus Taskforces, Nursing Reinstatement and Behavioral Review Committees, Search Committees, University Grade Appeal Committee)
  • Serve on Master鈥檚 or Honors Thesis Committee for NSU students
  • Graduate admissions review
  • Planning committees for events (e.g. Convocation, student research conferences, campus events)
  • Actively contribute to required program or department meetings

2. Administrative Duties (for those with Other Professional Duties, this includes administrative responsibilities outside of the faculty member鈥檚 normal position expectations)

• • Accreditation-related activities
  • Chairing a committee
  • Significant role organizing/planning School or campus activities/events
  • Serve as course coordinator for a program (beyond teaching your own course)
  • Administer competency exams and standardized testing (separately from exams in your own course)
  • Supervise clinical observation hours (not clinical instruction)
  • Maintain/update degree and program materials
  • Review petitions
  • Recruit/hire PTIs
  • TAPP liaison
  • Policy analysis/development
  • Dual credit supervision
  • Maintain NSU/department/program website or social media content
  • Identify and implement changes that demonstrably improve the learning experience for students, faculty, and staff (outside of a class)
  • Plan field trips and experiential learning (outside your own course)
  • Supervising/managing institutional or student support grant activities

3. Student Advising/Mentoring: 鈥淎cademic advising is defined as consulting with students on an individual basis for the purpose of providing guidance and advice concerning their academic endeavors.鈥� (Arreola, p. 31)

• • Writing recommendation or nomination letters
  • Chairing master鈥檚 or honors thesis project committee or taking significant mentor role for master鈥檚 or honors project
  • Monitor student clinical, research, and creative projects (outside of one鈥檚 own course) d. Invisible labor involved in counseling students (e.g. emotional labor, mentoring on topics beyond academics, mentoring beyond graduation)
  • Assist with student clubs and events (e.g., Help coordinate NSSA events, serve as club advisor)
  • Discuss degree/graduate school plans/preparation, provide feedback on statements of purpose/cover letters, advising about grad school
  • Assisting students with job/volunteer/internship applications
  • Discuss and/or write degree plan/pathway
  • Review/judge for campus events (e.g., URCWC proposals/presentations)
  • Get approval or assist with approval for student research鈥�(e.g. IRB approval)
  • Professional development of students
  • Secure funding for student projects
  • Oversee collaborations between students for research/creative projects
  • General mentoring/counseling of students (and alumni)
  • Organize service learning activities (when not part of a class)
  • Support and encourage active participation in external partnerships and initiatives (e.g. CCSD events)

4. Mentoring Other Faculty

• • Peer observations of teaching
  • Help with onboarding
  • Serve as mentor for new faculty
  • Lead CTLE events/workshops or FLC
  • Support PTIs
  • Support faculty through the promotion and/or Tenure process
  • Give talks/workshops for the campus community (Convocation, professional development, etc.)

5. Curriculum/Program Development and Assessment鈥�

• • Complete and submit curriculum proposals
  • Contribute to accreditation paperwork
  • Program/outcomes assessment
  • Write budget proposals and strategic initiative justifications
  • Developing/reporting on results of surveys to assess campus programs or needs

6. Community Outreach

• • Attend events at the request of the University (e.g., community events, legislative days)
  • Attend conferences on behalf of NSU (not for own scholarship/teaching)
  • Volunteer at campus events (e.g. Open House, Scorpion Day, Tunnel of Awareness, Be Involved, graduation, student clubs)
  • Recruit students
  • Networking and partnership building for internships/field placements
  • Volunteer to supervise students participating in community events (outside of course requirements, e.g. health fairs, medical tents/hydration stations)
  • Attend NSHE/BOR meetings on behalf of NSU

7. General Program or Unit Service

• • Searches: attend presentations, meals, etc. (non-committee members)
  • Give guest lectures
  • Fix/maintain lab equipment (e.g. SLP program or technology lab)

Service to the Profession

Definition: 鈥溾�oluntarily carrying out responsibilities or duties鈥hich contribute to the functional operation of a professional organization within one鈥檚 content field鈥� (p. 28)

• Serve on master鈥檚/dissertation committees (external to NSU)
• Serve as external reviewer for Tenure applications (for other institutions)
• Chair/organize conference committee or session (non-NSU-sponsored)
• Chair or serve as officer or member of national conference, professional organization, or professional organization committee
• Edit academic journal
• Serve on journal editorial board
• Peer review conference submissions

Service to the Community

Definition: the 鈥溾�pplication of a faculty member鈥檚 recognized area of expertise in the community without pay鈥� (p. 28); and 鈥溾�he definition of community service must be restricted to those activities that could reasonably reflect, positively or negatively, on the academic program in which the faculty member teaches鈥� (p. 30).

Community service that does not apply to the faculty member鈥檚 disciplinary or professional expertise or is not connected to higher education and/or the faculty member鈥檚 academic program is not included.

• Serve on NV Department of Education, NSHE, or other state-wide workgroups voluntarily or at the request of NSU
• Give talks/workshops for community groups (related to position or academic expertise)
• Community service (related to position or academic expertise)
• Serve on state/national boards

Appendix C: Guidelines and Criteria for Lecturer to Senior Lecturer and for Senior Lecturer to Distinguished Lecturer

Criteria for Promotion to Level of Senior Lecturer: Criteria for promotion decisions shall be based upon Teaching, Professional Development (Scholarship of Growth and Development), and Service. For a candidate to receive a promotion, the P&T Committee must assign a candidate鈥檚 portfolio a rating of 鈥渆xcellent鈥� in Teaching and/or Other Professional Duties and a minimum rating of 鈥渟atisfactory鈥� in both Service and Scholarship/Professional Development.

Criteria for Promotion to the Level of Distinguished Lecturer: In the evaluation of a candidate鈥檚 qualifications for promotion to the rank of Distinguished Lecturer, any accomplishments relevant to the criteria for promotion occurring during the period since promotion to Senior Lecturer may be considered. The applicant must demonstrate evidence of continued effective performance in Teaching, Scholarship/Professional Development, and Service that includes and exceeds criteria outlined for promotion to the rank of Senior Lecturer. These criteria require that the P&T Committee assign the applicant鈥檚 portfolio an overall rating of 鈥渆xcellent鈥� in the area of Teaching and/or Other Professional Duties as well as a rating of 鈥渃ommendable鈥� in either Service or Scholarship/Professional Development. An overall rating from the NS P&T Committee of 鈥渦nsatisfactory鈥� in any area disqualifies a candidate from promotion.

I. Teaching and/or Other Professional Duties

To receive promotion, the candidate must have a record of growth and excellence as a teacher. This includes, but is not limited to, demonstrated teaching effectiveness and use of evidence-based practices for instructional design and delivery; the ability to communicate effectively with students and create an inclusive learning environment for a diverse study body; and demonstrated skill in class management and performance of other duties related to teaching and mentoring students. Faculty with Other Professional Duties must have a record of excellence in performing assigned duties in the position description, including demonstrated effectiveness, efficiency, and professional growth and improvement.

I.A Overview

Teaching effectiveness is measured by the Dean or Associate Dean using the following lines of evidence:

• Syllabus for each course taught using the standard SoE template
• Official course evaluations for each course taught with annual means per course including intersession and summer semesters
• Final grade distributions for each course taught
• Teaching observation(s) from the Dean or designated individual
• A teaching narrative
• A current CV
• Faculty must provide evidence/examples from section 2.2 in their narrative on teaching that demonstrates teaching or professional duty effectiveness

I.B Teaching Ratings for Lecturers

Teaching excellence and best classroom practices are required at all academic ranks. Therefore, the SoE believes the evidence of teaching or professional duty effectiveness should be the same at all ranks.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying the best practices under Section 1.2, Evidence of Teaching or Professional Duties Effectiveness.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices under Section 1.2, Evidence of Teaching or Professional Duty Effectiveness.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices under Sections 1.2, Evidence of Teaching or Professional Duty Effectiveness.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices under Sections 1.2, Evidence of Teaching or Professional Duty Effectiveness.

I.C Evidence of Teaching or Professional Duty Effectiveness

Teaching or professional duty effectiveness examples should be evidence-based strategies or best practices known for improving student learning, engagement, achievement, outcomes, or retention, especially for first-generation and diverse students, or for the key responsibilities of a position assigned other professional duties. Emphasis should be placed on quality and substance, not quantity, of evidence. The Teaching examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

Teaching and Professional Duty Categories

1. Instructional Design: 鈥渟kills in designing, sequencing, and presenting experiences which induce learning.鈥�

• • Create/revise course materials (e.g., syllabi, lectures, individual class agenda, activities, assignments, effective graphics, supplemental materials, integrate evidence-based practices learned at conferences/trainings/workshops)
  • Choose course materials that effectively align with curriculum (e.g., readings, required materials/equipment, open-source materials)
  • Design/plan field trips, experiential learning, and service learning for a class
  • Develop lab activities
  • Develop/prep pre-clinical and post-conference materials/plans
  • Develop student trainings necessary for clinical/lab or other experiences (e.g., lab safety, CERNER competence, electronic health records)
  • Develop an independent study course
  • Prepare for each class session (e.g., collect needed materials, review agenda)
  • Plan grading based on assignment structures, assessment methods, and course structure/pacing
  • Incorporate information literacy into courses and use the library as a resource
  • Design course to integrate Supplemental Instruction or Writing Intensive elements
  • Use developmentally appropriate evidence-based instructional practices
  • Draft assignment instructions using principles of the transparent assignment model so all learners have an equitable understanding of the instructions
  • Develop student learning outcomes for courses
  • Develop course content consistent with best practices in DEI.

2. Instructional Delivery: 鈥溾�nteractive skills that promote or facilitate learning.鈥�

• • Teach study/learning skills, metacognition
  • Deliver instruction in various formats including lecture, clinical, lab, and virtual
  • Teaching methodology consistent with best practices in DEI.
  • Record/post lectures and activities (e.g., online lectures, edited lecture capture for study aids)
  • Supervise lab/clinical/other activities and experiential learning
  • Conduct exam review sessions
  • Avails self to clarify assignment instructions, clarify content when unclear to students via office hours, remote sessions, after class conversations
  • Incorporation in the classroom of professional development centered on DEI.

3. Instructional Assessment: 鈥溾�eveloping and using tools and procedures for assessing student learning鈥�. Includes developing effective tests and using appropriate grading practices and procedures.

• • Develop/revise effective quizzes and exams (qualitative or quantitative)
  • Create rubrics
  • Grade student work (e.g., give appropriate type of feedback on drafts and final papers)
  • Proctor ATI or other discipline-specific standardized exams and evaluate results
  • Embed formative and summative assessment practices regularly in instruction, which may include midterm/final assessments
  • Use of research on learning theory to develop effective learning environments

4. Course/Clinical Placement Management: 鈥溾�aintaining and operating a course鈥� or clinical placement

• • Manage/supervise course and off-campus learning sites (in-person or online, including student teaching and clinical sites)
  • Troubleshoot lab/technology issues
  • Submit verifications of participation and other required course reporting
  • Reserve rooms/space and complete other administrative tasks for exams or other activities or organize poster sessions and other exhibition events for a class
  • Implement student accommodations approved by the DRC
  • Utilize the NSU student notification systems for academic concerns (e.g. Starfish and CARES Team)
  • Make arrangements for guest speakers
  • Supervise required external testing (e.g., ATI, Praxis) within a course

5. Instructional Research: 鈥溾�kills and techniques associated with the scholarly inquiry into all aspects of instruction, teaching, and education.鈥� (May overlap in some cases with Scholarship of Growth & Discovery; for teaching, the focus is directly relevant to the implementation in your own courses.)

• • Identify and implement changes that demonstrably improve the learning experience for students in your courses
  • Search for open-source texts
  • Embed time-in-motion research, class feedback, or action research as part of instructional practice

6. Effective Use of Information Technology: 鈥溾�ll forms of technology used to create, store, exchange, and use information鈥︹��

• • Explore and utilize evolving instructional and assistive technology
  • Troubleshoot technology or media
  • Create/maintain Canvas shells
  • Apply concepts of Universal Design for Learning (UDL) across courses

7. Effective Communication: 鈥溾�ow to recognize an individual鈥檚 preferred style of communicating and what strategy to use in communicating most effectively with [them].鈥�

• • Respond effectively, appropriately, and in a timely manner to student emails/other communications
  • Foster inclusivity in classroom and in course materials
  • Convey feedback on assignments appropriately for needs/levels of students
  • Ensure course materials are accessible/ADA-compliant
  • Effective public speaking (e.g., lecturing in class)

8. Team Building and Conflict Management: 鈥淕roups鈥o through several predictable stages before useful work can be done.鈥� 鈥溾�dentifying and handling conflict in a sensible, fair, and efficient manner.鈥�

• • Address student issues/concerns related to your class, refer to Starfish or CARE Team if needed
  • Develop and post appropriate classroom policies and expectations in syllabi/Canvas
  • Effectively design and manage group work/projects; address conflicts or issues that arise; train students on working together as a group
  • Build rapport with students

9. Growth & Development: Maintaining currency of knowledge and advancements related to teaching, mentoring, and other professional activities while developing additional skills.

• • Engage regularly in professional development and training opportunities
  • Read best practices, research, and/or completing literature reviews related to teaching and learning
  • Oversee student research effectively
  • Attend a conference related to teaching, mentoring, or your other professional duties
  • Continuing education, specialized program training, maintaining clinical or other professional competence, or earning certificates related to licensing, certification requirements, or professional duties
  • Participate in CTLE workshops, activities, Faculty Learning Communities (FLCs) (with evidence of implementation of a concept or some other type of final product)
  • Implement information and/or skills from campus trainings/workshops to enhance your teaching or professional activities
  • Take courses to retain licensure/increase knowledge
  • Self-reflection through student evaluations

II. Scholarship

The candidate must have a record of continuing activities in the Scholarship of Growth and Development (Professional Development). Accomplishments in the Scholarship of Discovery and Creation and the Scholarship of Dissemination may also be included for review, but are not required. It is the candidate鈥檚 responsibility to present evidence that the body of Scholarship is sufficient to merit promotion.

II.B Overview

Evidence of productive scholarship can be supported by published records and other original discipline specific peer-reviewed and editor-reviewed work of a professional nature, including research on the scholarship of teaching, evidence-based speech-language pathology and the mentoring of substantial student research projects. Categories of evidence of scholarship are presented in Section 3.2.

Scholarly activities should be systematic and show a contribution in areas such as pedagogy, models and methods of teaching, speech-language pathology, curriculum research, grants, etc. Evidence of scholarship in-progress serves as an indicator of the candidate鈥檚 intent to demonstrate scholarly productivity. Statements of scholarship in-progress, supported by evidence, are required.

Quality is an essential factor in judging scholarship. Quality refers to the effect that scholarship makes on advances in knowledge, the professional community, and the enrichment of teaching and learning. This concept of quality places high emphasis on original thinking, process, and effect as opposed to the sheer quantity of products.

II.C Scholarship Ratings for Lecturers

SoE set the following rating guidelines for assessing Scholarship for lecturers. These benchmarks serve solely as a guide.

Should a Lecturer produce scholarly or creative works, that work may be included here, and if needed, evaluated in alignment with the criteria in section V.D.2.ii Scholarship Ratings for Annual Review

Excellent: Exceeds expectations in a sustained manner with items and examples below.

• Teaching awards through the University or professional organization.
• Participation on panels and presentations on pedagogy at the School or University level or to external audiences in the state or nationally.
• Present at a faculty development workshop.
• Contribute as a team member to research projects and publications.
• Mentor new faculty in the program or school.
• Production of professional reports, technical reports, monographs, and lab manuals.
• Present poster at a professional conference.
• Leading professional development centered on diversity issues in the profession, in research, and/or in Teaching.
• Activities with similar time, scope, and intellectual commitment to the items above.

Commendable: Exceeds expectations with items and examples below.

• Earn Teaching certificates offered by the Center for Teaching and Learning Excellence (CTLE).
• Earn/maintain external certification in Teaching/professional practices.
• Develop new curriculum and courses for the program.
• Apply research findings in the context of Teaching and professional practice.
• Evaluate student outcomes through assessment of learning outcomes for the Department or program.
• Publication of shorter works that advance public or professional knowledge.
• Write a grant for a community organization.
• Applying professional development centered on diversity issues in the profession, in research, and/or in Teaching.
• Activities with similar time, scope, and intellectual commitment to the items above.

Satisfactory: Meets expectations with items and examples below.

• Reflect on one’s Teaching and continual improvement of Teaching effectiveness.
• Foster integration and synthesis in Teaching to inspire knowledge development by students.
• Commitment to active learning and creating an engaging learning environment for students.
• Engage regularly in professional development and training opportunities.
• Attend conferences related to own Teaching or scholarly activities.
• Pursuing professional development centered on diversity issues in the profession, in research, and/or in Teaching.
• Activities with similar time, scope, and intellectual commitment to the items above.

Unsatisfactory: Fails to meet expectations or to produce evidence of a 鈥淪atisfactory鈥� performance. See above.

III. Service

听III.A Service Ratings for Lecturers

While the emphasis is on institutional service, faculty members may propose including significant forms of academic leadership in service to the profession (national, regional, or local) as part of the performance rating.听 Such service should be demonstrably related, directly or indirectly, to the mission of NSU or SoE or to the faculty member鈥檚 discipline or department.

A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative.

Excellent: Exceeds expectations in a sustained manner. Faculty provide exceptional evidence of satisfying service commitments under Evidence of Service.

Commendable: Exceeds expectations. Faculty provide strong evidence of satisfying the best practices under Evidence of Service.

Satisfactory: Meets expectations. Faculty provide adequate evidence of satisfying the best practices under Evidence of Service.

Unsatisfactory: Fails to meet expectations. Faculty provide limited or no evidence of satisfying the best practices under Evidence of Service.

III.B Overview

Service is a standard element of an academic faculty member鈥檚 position, and an integral part of creating a healthy and thriving campus and community. To be eligible for promotion and/or Tenure at NSU, a faculty member must complete service projects in the time leading up to promotion and/or Tenure. Service, as defined in the NSHE Code (Chapter 7, Section 7.4.2 (a.3) and in the categories below, may include Service to the Profession and Service to the Community; however, to receive promotion and/or Tenure, a faculty member鈥檚 service portfolio must include Service to the Institution.

III.C Evidence of Service

Academic faculty must submit evidence of meaningful service that may include, but is not limited to, evidence of completed projects and contributions to ongoing activities. A detailed description of contributions made that reflect time and depth of the service should be included in the faculty member鈥檚 narrative. The Service examples herein are not an exhaustive list. Faculty may include and discuss other examples not listed below.

*Depending on the work involved, selected items throughout this Service section may be considered Scholarship. It is up to the faculty member to make a case regarding where such items should be counted; the evaluator(s) make the final determination.

Service to the Institution

Definition: 鈥溾�arrying out assigned non-teaching responsibilities or duties鈥hat contribute to the functional operation of the institution鈥� (Arreola, p. 28). For academic faculty with other professional duties in place of some or all teaching responsibilities, service includes activities and duties outside of the normal expectations and requirements of the position.

1. Committee Work鈥�

• • Work completed on program, department, school, and campus committees (e.g., Sabbatical Leave Committee, Promotion & Tenure Committee, Technology Committee, Faculty Senate, NFA, Campus Taskforces, Nursing Reinstatement and Behavioral Review Committees, Search Committees, University Grade Appeal Committee)
  • Serve on Master鈥檚 or Honors Thesis Committee for NSU students
  • Graduate admissions review
  • Planning committees for events (e.g. Convocation, student research conferences, campus events)
  • Actively contribute to required program or department meetings

2. Administrative Duties (for those with Other Professional Duties, this includes administrative responsibilities outside of the faculty member鈥檚 normal position expectations)

• • Accreditation-related activities
  • Chairing a committee
  • Significant role organizing/planning School or campus activities/events
  • Serve as course coordinator for a program (beyond teaching your own course)
  • Administer competency exams and standardized testing (separately from exams in your own course)
  • Supervise clinical observation hours (not clinical instruction)
  • Maintain/update degree and program materials
  • Review petitions
  • Recruit/hire PTIs
  • TAPP liaison
  • Policy analysis/development
  • Dual credit supervision
  • Maintain NSU/department/program website or social media content
  • Identify and implement changes that demonstrably improve the learning experience for students, faculty, and staff (outside of a class)
  • Plan field trips and experiential learning (outside your own course)
  • Supervising/managing institutional or student support grant activities

3. Student Advising/Mentoring: 鈥淎cademic advising is defined as consulting with students on an individual basis for the purpose of providing guidance and advice concerning their academic endeavors.鈥� (Arreola, p. 31)

• • Writing recommendation or nomination letters
  • Chairing master鈥檚 or honors thesis project committee or taking significant mentor role for master鈥檚 or honors project
  • Monitor student clinical, research, and creative projects (outside of one鈥檚 own course) d. Invisible labor involved in counseling students (e.g. emotional labor, mentoring on topics beyond academics, mentoring beyond graduation)
  • Assist with student clubs and events (e.g., Help coordinate NSSA events, serve as club advisor)
  • Discuss degree/graduate school plans/preparation, provide feedback on statements of purpose/cover letters, advising about grad school
  • Assisting students with job/volunteer/internship applications
  • Discuss and/or write degree plan/pathway
  • Review/judge for campus events (e.g., URCWC proposals/presentations)
  • Get approval or assist with approval for student research鈥�(e.g. IRB approval)
  • Professional development of students
  • Secure funding for student projects
  • Oversee collaborations between students for research/creative projects
  • General mentoring/counseling of students (and alumni)
  • Organize service learning activities (when not part of a class)
  • Support and encourage active participation in external partnerships and initiatives (e.g. CCSD events)

4. Mentoring Other Faculty鈥��

• • Peer observations of teaching
  • Help with onboarding
  • Serve as mentor for new faculty
  • Lead CTLE events/workshops or FLC
  • Support PTIs
  • Support faculty through the promotion and/or Tenure process
  • Give talks/workshops for the campus community (Convocation, professional development, etc.)

5. Curriculum/Program Development and Assessment鈥�

• • Complete and submit curriculum proposals
  • Contribute to accreditation paperwork
  • Program/outcomes assessment
  • Write budget proposals and strategic initiative justifications
  • Developing/reporting on results of surveys to assess campus programs or needs

6. Community Outreach

• • Attend events at the request of the University (e.g., community events, legislative days)
  • Attend conferences on behalf of NSU (not for own scholarship/teaching)
  • Volunteer at campus events (e.g. Open House, Scorpion Day, Tunnel of Awareness, Be Involved, graduation, student clubs)
  • Recruit students
  • Networking and partnership building for internships/field placements
  • Volunteer to supervise students participating in community events (outside of course requirements, e.g. health fairs, medical tents/hydration stations)
  • Attend NSHE/BOR meetings on behalf of NSU

7. General Program or Unit Service鈥�

• • Searches: attend presentations, meals, etc. (non-committee members)
  • Give guest lectures
  • Fix/maintain lab equipment (e.g. SLP program or technology lab)

Service to the Profession

Definition: 鈥溾�oluntarily carrying out responsibilities or duties鈥hich contribute to the functional operation of a professional organization within one鈥檚 content field鈥� (p. 28)

• Serve on master鈥檚/dissertation committees (external to NSU)
• Serve as external reviewer for Tenure applications (for other institutions)
• Chair/organize conference committee or session (non-NSU-sponsored)
• Chair or serve as officer or member of national conference, professional organization, or professional organization committee
• Edit academic journal
• Serve on journal editorial board
• Peer review conference submissions

Service to the Community

Definition: the 鈥溾�pplication of a faculty member鈥檚 recognized area of expertise in the community without pay鈥� (p. 28); and 鈥溾�he definition of community service must be restricted to those activities that could reasonably reflect, positively or negatively, on the academic program in which the faculty member teaches鈥� (p. 30).

Community service that does not apply to the faculty member鈥檚 disciplinary or professional expertise or is not connected to higher education and/or the faculty member鈥檚 academic program is not included.

• Serve on NV Department of Education, NSHE, or other state-wide workgroups voluntarily or at the request of NSU
• Give talks/workshops for community groups (related to position or academic expertise)
• Community service (related to position or academic expertise)
• Serve on state/national boards

FORMS/INSTRUCTIONS

Application for Third-Year Review and Recommendation for Promotion and/or Tenure (NSHE)

RELATED INFORMATION

• Board of Regents听.
• Board of Regents听.
• Tenure expectations for each academic unit.
• .
• Provost鈥檚 Yearly Memorandum on P&T Timeline.
• Raoul A. Arreola. (2007).听Developing a Comprehensive Faculty Evaluation System: A Guide to Designing, Building, and Operating Large-Scale Faculty Evaluation Systems, 3rd Edition. San Francisco: Anker Publishing (now Jossey-Bass).

HISTORY

• Replaces NS Policy AA 14 Standards of Academe: Tenure-Track/Tenured Faculty and Tenure Guidelines (School of Education).
• Replaces NS Policy AA 15 Standards of Academe: Lecturers (School of Education).
• Updated January, 2024, to align service points with other academic units.
• Updates NS Policy AA 17.1 SOE Promotion, Tenure, and Annual Review Requirements to align service expectations in annual review with other academic units.

APPROVALS

Approved by Dr. Shartriya Collier, Interim Dean of Education, March 7, 2024.
Approved by Dr. Sarah Frey, Provost, March 12, 2024.

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POLICY STATEMENT

The unlawful possession, use, sale, or distribution of alcohol by students or employees on NSC premises or as part of any College activity is prohibited.听 The legal age for drinking alcohol in Nevada is 21. Any student or employee who violates underage drinking laws on campus may be subject to citation, arrest and/or referral for disciplinary action.

NSC is a drug free campus and the unlawful possession, use, sale, manufacture, or distribution of illegal drugs or other controlled substances on the College premises or as part of any College activity is illegal and is strictly prohibited. Any student or employee who violates federal or state law or College policy regarding the manufacture, use or possession of illegal drugs may be subject to citation, arrest, and/or referral for disciplinary action.

PROCEDURES

I. Drug Free Schools and Communities

91桃色 College has joined other colleges and universities across the nation in encouraging the elimination of alcohol and other drug abuse on our campus and in our community. This policy supports the belief that the unlawful possession or use of drugs, including alcohol, and the abuse of alcohol and any drug by students constitutes a grave threat to their physical and mental well-being, and significantly impedes the processes of learning and personal development. While the majority of adults who drink alcohol do so in an acceptable and responsible manner, there is a substantial number who misuse and abuse alcohol, with resulting problems in health, academic, and vocational performance, social and personal relationships, and financial and legal areas.

听II. Alcoholic Beverages

1. In compliance with state law, no student may possess or consume alcohol if under 21 years of age; neither may a student offer alcoholic beverages to a minor (under 21 years).
2. The President has the authority to designate the time and place for special events where alcoholic beverages may be served on the college campus (for student groups as well as the entire college community and guests). Students who are of legal age may consume alcohol at these events.
3. Except as provided above, the storage, possession, or use of alcoholic beverages shall not be permitted on college-owned or college-supervised property. In addition, any student who exhibits offensive behavior on college-owned or college-supervised property, or while attending a college-sponsored event while under the influence of alcoholic beverages, shall be subject to college disciplinary action.

III. Other Substances

The use or possession of illegal and/or unauthorized drugs and drug paraphernalia is strictly prohibited.

IV. Campus Disciplinary Sanctions for Violations of Alcohol and Illegal Substance Policies

A student involved in violations of college standards of conduct will be required (unless expelled from the college) to participate in an education and assessment process as a condition of continued association with the institution. The following sanctions are presented as guidelines, indicating the range and progression of sanctions–from educational programs through expulsion. These sanctions are applied on a case by case basis, depending on the specific nature of the alcohol and drug violation. Each student’s case is evaluated in terms of that student’s level of risk posed (health or danger to self and others) by his or her substance abuse.

For violations involving alcohol, sanctions might include:

• three-hour education seminar.
• counseling and assessment
• campus disciplinary probation
• extended probation with counseling
• suspension
• expulsion

For violations involving the possession or use of drugs, sanctions might include:

• disciplinary probation and referral to assessment/treatment
• suspension
• expulsion

For violations involving the sale of drugs, sanctions might include:

• suspension
• expulsion
  

V. Legal Standards

In addition to college student conduct standards, a student will be subjected to all local, state, and federal laws related to substance abuse or the possession/use of alcohol. The following state laws are presented which apply to any student conduct on or in the vicinity of the campus. In these instances, the student is being regarded as a resident of the state of Nevada:

• NRS 202.020 – Purchase, consumption or possession of alcoholic beverage by a minor. Any person under 21 years of age who, for any reason, possesses any alcoholic beverage in public is guilty of a misdemeanor.
• NRS 202.040 – False representation by a minor to obtain intoxicating liquor. Every minor who shall falsely represent himself to be 21 years of age in order to obtain any intoxicating liquor shall be guilty of a misdemeanor.
• NRS 202.055 – Sale or furnishing of alcoholic beverage to a minor; aiding a minor to purchase or procure alcoholic beverage. Every person who knowingly sells, gives, or otherwise furnishes an alcoholic beverage to any person under 21 years of age is guilty of a misdemeanor.
• NRS 205.460 – Preparation, transfer, or use of false identification regarding persons under 21 years of age; (1) Every person who counterfeits, forges, alters, erases, or obliterates, or… (3) Every person under the age of 21 years who uses or attempts to use or proffers any counterfeited, forged, erased or obliterated card, writing paper, document, or any photocopy print, Photostat, or other replica thereof for the purpose and with the intention of purchasing alcoholic liquor or being served alcoholic liquor entering gambling establishments shall be guilty of a misdemeanor.

VI. Legal Sanctions

Legal action provides for sanctions ranging from the imposition of fines to incarceration. These sanctions are imposed after due process is pursued. Legal sanctions are governed by the Nevada Revised Statutes (NRS). Such sanctions result from the referral of an alcohol or other drug violation which comes to the attention of the college Police Department and is referred to the District Attorney’s Office. Legal action may take place concurrently with campus disciplinary action.

VIII. Resources

For students: NSC provides a variety of free services and assistance through on-campus appointments. Contact Annise Prewitt at Annise.Prewitt@nevadastate.edu

For NSC employees, ComPsych is available for counseling services 24 hours a day, 7 days a week, at no cost:

• Telephone: (833) 475-1008
• TTY/TTD: (800) 697-0353
• and register using Organization Web ID: NSCEAP

Other resources:

• Federal Substance Abuse and Mental Health Services Administration’s Treatment Routing Services: 1-800-662-4357
• Al-Anon: 1-800-344-2666
• Cocaine Hotline (24/7 drug helpline): 1-866-236-1651
• Las Vegas Recovery Center: 702-515-1373
• Salvation Army Adult Rehabilitation Program: 702-399-2769
• WestCare Detox: 702-383-4044
• Alcoholics Anonymous Las Vegas Central Office: 702-595-1888,
• Region 51 Narcotics Anonymous: 888-495-3222,
• Valley View Family Counseling Service: 702-320-3180
• Community Counseling Center: 702-369-8700,

RELATED INFORMATION

• Notice to Students and Employees Regarding Illicit Drugs and Alcohol

APPROVALS

Dr. Vickie Shields, Provost, September 26, 2019.
Mr. Bart Patterson, President, September 30, 2019.

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