BYLAWS
THE UNIVERSITY OF ARIZONA
Graduate Interdisciplinary Program in
AMERICAN INDIAN STUDIES
American Indian Studies seeks to develop a wider
scope of understanding of the languages, cultures, traditions, and sovereignty
of American Indians/Alaska Natives. American Indian Studies maintains vigorous
and productive scholarship, teaching, research, community development and
outreach to foster close, extensive interactions with American Indian nations
and communities locally, statewide, and nationally. American Indian Studies
provides a unique opportunity for students and scholars to explore historical
and contemporary issues from American Indian perspectives through an exemplary
University-based education. American Indian Studies promotes Indian
self-determination and self-governance as defined by Indian nations, tribes,
and communities and encourages the development of leaders to strengthen Native
nations.
Article I. Chair of American Indian Studies
Activities of American Indian Studies are administered by
the Chair with the advice of the faculty. For definition of faculty, see
Article III. The faculty and Chair shall be appointed by the Dean.
The Chair will be appointed by the
Dean from a recommendation submitted by the AIS faculty. The Chair will serve
a renewable five-year term. Nominees to the chair position, whether internal
or external candidates, will submit a current C. V., samples of recent
scholarly work, a teaching portfolio, and names/phone numbers of three
references. An ad hoc committee, appointed by the Dean from nominations by the
AIS faculty will identify, attract, and screen all candidates. Finalists will
be submitted to the faculty and the Dean for review and/or interview, and a
faculty vote on finalists will be forwarded to the Dean along with the
committee’s recommendations. The chair shall hold a tenured or Continuing
Status line in AIS. If the candidate is internal to the University of Arizona the Dean shall negotiate a transfer of the successful candidate’s line to AIS. The
duties of the Chair include:
1. Call and preside at meetings of the
faculty as needed but not less than three times a semester.
2. Serve as representative to University
Administration, granting agencies, prospective students, etc.
3. Assist in the preparation of
promotion and tenure and continuing review documentation for
tenured
and tenure eligible faculty and continuing eligible/continuing status
professionals.
4. Manage administrative matters
according to University regulations.
Faculty members and a graduate
student representatives shall meet to advise the chair. A graduate
student member, and an alternate, in good academic standing, shall be elected
annually by the students in good academic standing in AIS. A majority of the
faculty present at any called meeting shall be required to pass any motion.
The duties of the faculty include:
1. Establish Bylaws for approval by the Dean. Such Bylaws should be reviewed by the faculty
at least once every three years.
2. Propose
and implement procedural changes to be followed in selecting and screening
faculty membership.
3. Nominate new members to serve on the
faculty.
4. Develop
and implement appropriate changes in policies and procedures regarding admissions,
curriculum, student supervision, and completion for degree program
requirements.
5. Provide broad policy for American
Indian Studies.
6. Plan for future developments.
7. Advise the chair on annual reviews of
AIS activities and accomplishments.
8. Ensure
that the Academic Program Reviews, consistent with Arizona Board of Regent’s
requirements are carried out in a timely manner.
Article II. Standing Committees
- Recruiting, Admissions, and Financial Aid: The Committee
on Recruiting, Admissions, and Financial Aid shall be appointed annually
by the chair with the advice of the faculty and shall consist of at least
three faculty members. The Recruiting, Admissions, and Financial Aid
Committee shall be responsible for
- publicizing AIS
- developing an active recruitment plan
- evaluating applicants
- suggesting potential advisors
- recommending admission of qualified candidates
- advising the chair on financial aid appointments and
disbursal.
B. Curriculum: The Curriculum Committee shall be appointed annually by
the chair with the advice of the faculty and shall consist of at least three
faculty members. The Curriculum Committee shall be responsible for:
- curriculum and course development
- maintaining the Student Handbook
- evaluation of graduate student progress, including
an annual evaluation of the yearly progress reports from the students and their
advisors
- mediation of academic issues of the undergrad and
graduate students
The Curriculum Committee shall
submit a report on graduate student progress and curriculum development
annually to the chair. In addition, the committee shall:
- evaluate long-term goals and needs
- identify specific areas of concern for the research
and educational activities
- identify areas where new faculty recruitment is
essential to strengthen weak areas or to initiate new ones.
C. Activities
and Community Outreach: The Activities and Community Outreach Committee shall
be appointed annually by the chair with the advice of the faculty and shall
consist of at least three faculty members and one graduate student. The
graduate student, in good academic standing, will be elected annually by the
students in AIS. The Activities and Community Outreach Committee shall be
responsible for:
- organizing seminars, colloquia and educational and
social events that promote interactions with Indian communities locally,
statewide, and nationally.
- identification and arrangement of internship
opportunities for AIS students.
Article III. Faculty
Membership in American Indian Studies
A. The term “faculty” includes all individuals holding a shared or full
salaried appointment in AIS, and affiliate faculty who have been appointed by
the Dean.
B. Faculty
holding a shared or full appointment in AIS are full voting members of the
faculty. Affiliate faculty vote on all matters except Promotion and Tenure.
C. The
recommendation for a new Chair shall require a majority of positive votes from
both faculty with full or shared appointments and affiliate faculty.
D. Criteria for
affiliate membership shall include one or more of the following: evidence of
scholarly and research productivity, service as thesis/dissertation Chair or
member, teaching required or elective courses for the degrees offered, or
contributions toward service/outreach over the past three calendar years.
Process for appointment as AIS affiliate faculty: 1) candidate submits a
request for membership and a recent curriculum vitae to the Chair. 2) Faculty
votes on request; approval requires majority vote; 3) Chair forwards nomination
to the Dean who confers membership.
E. Membership
for affiliate faculty status shall be subject to an annual periodic review by
the faculty. Removal from the list, after consultation with the affected
faculty person, will be determined by faculty vote followed by a recommendation
to the Dean.
Article IV. Promotion,
Tenure, Continuing Status Committee
An ad hoc promotion and tenure or continuing status
committee shall be appointed by the Chair from nominations of the faculty, when
needed. At least two-thirds of the members shall hold full or shared
appointments in AIS. This committee shall follow all university and AIS
guidelines in reviewing required two/four/and P&T reviews for all full and
shared appointments.
Article IV.
A.
AMERICAN INDIAN STUDIES
PROMOTION/TENURE: DEPARTMENTAL GUIDELINES
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ASSOCIATE
PROFESSOR
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PROFESSOR
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For
promotion to Associate Professor with Tenure in American Indian Studies,
candidates must present evidence of such services as: effective membership on
AIS standing and/or ad hoc committees, in addition to committees at the
college, and/or university levels: sponsorship and advising of student groups
or clubs; lectures, performances, translations, consultation, or other
contributions to the university consistent with the candidate’s professional
expertise. American Indian Studies also values community service to
organizations outside the university, such as Indian tribes and groups,
especially in Arizona but also throughout the U.S.: national academic,
professional, or American Indian service organizations.
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For
promotion to Professor in American Indian Studies, candidates must present
evidence of service and outreach which demonstrates a record of several
activities such as: the effective performance of administrative
responsibilities; sustained effective, leadership of AIS committees and
membership and/or leadership of college, and university committees;
sustained effective participation in and contributions to regional,
national, and international professional organizations; membership on
national grant review panels or associations; service as an external
evaluator for promotion and tenure cases at other universities; services as a
reviewer of articles and manuscripts or of creative works; editorships;
membership on the editorial boards or boards of Chairs of prestigious
national or international publications and associations. In addition,
sustained, effective service to American Indian tribes/organizations
(especially in Arizona) is also expected.
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Promotion
to Associate Professor with tenure in American Indian Studies will normally
mean the acceptance for publication by a reputable press of at least one
interpretive monograph; or a major work of scholarship (such as a scholarly
biography, an exhibit, or major media presentation, or calendar of plays) or
a substantial body of work that makes a significant contribution to the
field. In addition, he or she should also present evidence of having made
progress on a second major interpretive or scholarly project, or a
substantial body of work. Significance should be attested not only
departmentally but also nationally. Outside letters of recommendation (5-8)
must be requested from peers at other institutions. Acceptable evidence for
promotion includes, but is not limited to, the regular publication of
scholarly articles in refereed journals; or TV documentary, or other media
productions; regular presentations of professional papers; winning grants and
awards for scholarship; having one’s work translated or reprinted, or cited
by peers.
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Promotion
to Professor will normally mean the acceptance for publication by a reputable
press of a second interpretive monograph, major work of scholarship, or a
substantial body of work that makes a significant contribution to the
field. Acceptable evidence for promotion in this category may also include
regular publications of scholarly or interpretive articles in refereed
journals. It may also include other evidence detailed at left, except that
at this level American Indian Studies expects that the candidate will have
achieved a national or international reputation particularly in
interdisciplinary work and applied research which crosses tribal/national
boundaries; and that he or she will have contributed to several of the
categories of such other evidence listed under promotion to Associate
Professor.
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Promotion
to Associate Professor, with tenure, in American Indian Studies demands the
candidate has demonstrated excellence in teaching. They must have proven
effectiveness within the classroom, from organizing and presenting material
to stimulating intellectual and/or creative response. The candidate’s
perceived ability to communicate substance, stimulate intellectual inquiry,
and group discussion will be paramount. In addition, facilitating student’s
skills in writing, oral communications, professional presentations, and group
discussion are expected. Conscientious and effective advising, mentoring, and
availability to students during office hours are expected. Evidence of such
achievement requires a teaching portfolio.
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Promotion
to Professor requires the candidate to present evidence of continued
effectiveness in teaching at all levels. They should also be directing
masters and doctoral candidates. Evidence of teaching effectiveness should
continue to come from scores on student surveys. Other evidence should
include comments, especially by honors or graduate students; peer
evaluations; teaching grants and awards; or selection to teach in prestigious
programs here and elsewhere. The maintenance of a comprehensive teaching
portfolio is required.
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Article IV.
B.
AMERICAN INDIAN STUDIES
CONTINUING STATUS: DEPARTMENTAL GUIDELINES
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ASSOCIATE SOCIAL SCIENTIST
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SOCIAL SCIENTIST
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For
promotion to Associate Rank with continuing status in American Indian
Studies, candidates must present evidence of such service as: effective
membership on AIS standing and/or ad hoc committees, in addition to
committees at the college, and/or university levels; sponsorship and advising
of student groups or clubs; lectures, performances, translations,
consultation, and other contributions to the university consistent with the
candidate’s professional expertise. American Indian Studies also
values community service to organizations outside the university, such as
Indian tribes and groups, especially in Arizona but also throughout the U.S;
national academic, professional, or American Indian service organizations.
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For
promotion to Full Rank in American Indian Studies, candidates must present
evidence of service that demonstrates a record of several activities such
as: evidence of a national reputation in areas of the candidate’s expertise;
sustained effective leadership of AIS committees and membership and/or
leadership of college, and university committees; sustained effective
participation in and contributions to regional, national, and international
professional organizations; membership on national grant review panels or
associations; service as an external evaluator for promotion and tenure cases
at other universities; service as a reviewer of articles and manuscripts or
of creative works; editorships; membership on the editorial boards of Chairs
of prestigious national or international publications and associations. In
addition, sustained, effective service to American Indian
tribes/organizations (especially in Arizona) is also expected.
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T
E
A
C
H
I
N
G
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Promotion
to Associate Rank with continuing status in American Indian Studies demands
the candidate has demonstrated excellence in teaching. They must have proven
effectiveness within the classroom, from organizing and presenting material
to stimulating intellectual and/or creative response. The candidate’s
perceived ability to communicate substance, stimulate intellectual inquiry,
and group discussion will be paramount. In addition, facilitating student’s
skills in writing, oral communications, professional presentations and group
discussions are expected. Conscientious and effective advising, mentoring,
and availability to students during office hours are expected. Evidence of
such achievement requires a teaching portfolio.
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Promotion
to Full Rank requires the candidate to present evidence of continued
effectiveness in teaching at all levels. They should also be directing
masters and doctoral candidates. Evidence of teaching effectiveness should
continue to come from scores on student surveys. Other evidence should
include comments especially by honors or graduate students; peer evaluations;
teaching grants and awards; or selection to teach in prestigious programs
here and elsewhere. The maintenance of a comprehensive teaching portfolio is
required.
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Promotion
to Associate Rank with continuing status in American Indian Studies will
normally require a sustained record of administrative support. It is
recognized that administrative duties may vary over time and judgments made
about the candidate’s success in the administrative support area should make
into account the percent of time assigned, changes in administrative
responsibility over time, major projects/tasks completed and overall quality
of administrative work accomplished. The most important vehicle for judging
the level of accomplishment in the administrative support area is the Annual
Performance Evaluation, which includes Peer Review.
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Promotion
to Full Rank in American Indian Studies will normally require a sustained
record of administrative accomplishments and demonstrated leadership.
Evidence for promotion will rely on the Annual Performance Evaluation
process, which will include Peer Review. At this level American Indian
Studies expects the candidate will have achieved a national reputation in
administrative work, which crosses Tribal/national boundaries; and that he or
she will have contributed to all the categories of other evidence listed
under promotion to Associate Rank.
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Article V. Annual
Performance Evaluation:
All faculty are required to
participate in the Annual Review process. Faculty with full or shared
appointments in AIS, will participate in the full review as outlined in Article
V (A through L) and as required by the University Promotion & Tenure guidelines.
Affiliate faculty and faculty with shared appointments with a different tenure
home than AIS will submit a report of their activities that were conducted on
behalf of AIS including:
- Teaching/advising/mentoring
- Service/outreach
- Scholarship
- Administration (if applicable)
A. A clear and
concise statement not to exceed 5 pages of both past accomplishments and future
plans for each assigned area of responsibility. Include the percentage of
effort for both the past and the future for each area. Workload assignments
are flexible and can be changed annually by the Chair and the faculty member.
Past accomplishments include three calendar years and future plans include one
calendar year. Include dates (month & year) for each accomplishment.
B. Should a sabbatical have been taken during the review period, attach the
sabbatical report.
C. The AIS
guidelines for promotion /tenure and continuing status will be the basis of the
Annual Performance Evaluations (see article IV A & B). In addition, the
following guidelines are provided for your use:
1. Teaching/advising/mentoring:
The instructional function of the University
requires faculty members who can effectively communicate the content of the
current body of knowledge and the latest research results in the classroom, in
other learning environments, with individual student contact, and through
professional modes of publication in diverse media. Teaching is to be
interpreted in the broadest possible sense consistent with the educational
mission of the University.
Activities considered to be
positive contributions to this mission may include, but are not
limited to:
·
Teaching regular course offerings
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Holding scheduled office hours as required by the
University Handbook for Appointed
Personnel section 7.01.01
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Developing or contributing course/curriculum
materials within or outside the department
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Developing replicable systems of instruction (e.g.
designing computer assisted learning or TA-instructed modules)
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Coordinating or team-teaching a large or multidisciplinary
course
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Supervising independent study courses, seminars,
colloquia, or projects
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Supervising graduate and undergraduate research
(including, but not limited to, senior
projects, theses, and dissertations)
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Implementing innovative technology or methodology
for instruction
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Developing and applying educational innovations in
the classroom
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Providing meaningful and timely feedback to
students on their work
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Advising undergraduate students on programs of
study
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Advising student groups, serving on master’s or
doctoral committees
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Advising/mentoring graduate students
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Advising about career planning, and helping
students to improve communication and presentation skills
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Reviewing textbooks written by others
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Publishing papers on teaching
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Attending or presenting seminars on teaching
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Seeking external evaluation for improvement of
teaching
Measures used to assess the quantity and quality of
these activities may include, but are not limited to:
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Peer and administrative review of material
presented in the annual report and/or an associated teaching portfolio (i.e.,
syllabi, examinations, and other teaching materials)
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Self evaluation or personal statement, with respect
to individual objectives and overall goals
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Student evaluations of teaching
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Student evaluations of advising, mentoring, or
individual project and research supervision
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Opinions of technical support personnel and
teaching assistants
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Adoption of curricular or teaching materials at
other institutions
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Invitations to deliver short courses, tutorials, or
workshops
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Special honors or recognition for teaching
excellence or innovation
2. Scholarship:
The research function of the University requires
faculty members to be actively engaged in the expansion of intellectual and
scholarly frontiers, in the creation and/or application of new knowledge, and
in the integration of knowledge from various disciplines. This scholarly
activity is to be interpreted in the broadest possible sense, consistent with
the research mission of the University.
Activities considered to
be positive contributions to this mission may include, but are not limited to:
·
Engaging in ongoing programs of basic or applied
research
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Investigating educationally relevant problems
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Obtaining grants and contracts or other outside
support for projects, especially through peer-reviewed proposals
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Publishing peer-reviewed journal articles,
conference papers, abstracts, and reviews
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Publishing books, book chapters, monographs,
invited papers, and technical papers
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Developing and/or applying new research techniques
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Producing refereed electronic material
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Developing software for use in research
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Producing other non-referred publications,
including electronic material
Measures used to assess the
quantity and quality of these activities may include, but are not limited to:
·
Self evaluation or personal statement, with respect
to individual objectives and overall goals
·
Peer and administrative review of material
presented in the annual report
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Numbers of publications and presentations
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Opinions of internal collaborators and technical
support personnel
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Evidence of a research project’s impact on applied
scholarship or on teaching
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Awards and honors
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External funding
3. Service/Outreach
Service is often partitioned into
areas of faculty service (participation in university activities other than
teaching or research), professional service (voluntary activities with
professional organizations in the faculty member’s discipline), and public or
community service (outreach). Each faculty member is expected to carry a
balance of service/outreach activities annually. Service becomes an
increasingly important activity as the faculty member advances through the
professorial ranks. Outreach is a form of scholarship which is particularly
important to a land-grant institution; it involves delivering, applying, and
preserving knowledge for the direct benefit of external audiences and
particularly, for AIS, for the benefit of Indian Nations and communities in
ways that are consistent with University, college, and departmental missions.
Activities considered to be
positive contributions to the service function may include, but are not limited
to:
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Serve on department, college, and/or university
committees
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Serve in the Faculty Senate or in other faculty
governance roles
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Serve as a sponsor for student activities and/or
groups
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Mentor other faculty
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Recruit students and faculty members
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Serve on review panels to evaluate research
proposals for potential funding
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Review research articles and/or manuscripts for
publication, or research abstracts for presentation at academic meetings
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Serve as editor or editorial board member for
academic journals or books
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Participate in activities of professional societies
or organizations in one’s discipline, particularly in leadership roles
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Consult to other universities, colleges, or primary
or secondary schools
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Organize and/or participate in conferences and
symposia
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Organize activities that enhance public awareness
of the discipline
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Apply one’s academic expertise in the local, state,
or national community
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Consult to Indian Nations/communities/related
agencies
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Develop external relations with tribal entities
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Serve on committees or boards for
tribal/federal/state government agencies
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Participate in local, state, or national civic
activities and organizations
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Guest lectures or other class-room related
activities
Measures used to assess the quantity and quality
of these activities may include, but are not limited to:
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Self evaluation or personal statement, with respect
to individual objectives and overall goals
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Peer and administrative review of material
presented in the annual report
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Recognition of faculty and staff or students
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Recognition by university leaders, committee
members or chairs
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Recognition by professional colleagues and
professional societies
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Client or constituent evaluations
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Awards and honors
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Letters or certificates recognizing public service
Article VI. Annual
Performance Review Process
A. Annual
Performance Review Committee: This peer review Committee shall consist of
three faculty members who will be appointed by the Chair with the advice of the
faculty. The committee is convened on an ad hoc basis each year. Students
will not serve on this committee. This committee evaluates the teaching,
research, service/outreach, and administrative duties (where applicable) of
faculty members and the chair. UHAP, chapter 3.10.01 Annual Performance Review
guidelines will be used for the purpose of this review. Reports should consist
of three (3) calendar years of data, in a format consistent with the “Promotion
& Tenure/Continuing Status Preparation of Dossiers” (most recent version in
any given year).
B. Period of Review
: APRC evaluations shall be conducted as required
by the University administration, and in accordance with University guidelines published in
the University Handbook for Appointed Personnel (see Section 3.10). In
general, the period of review will be:
1. January
31, report due to Chair,
2. Peer
review evaluation will be concluded no later than March 15,
3. Prior to a
required meeting, the Chair will provide a preliminary written evaluation,
4. Meetings
by the Chair with each faculty member shall be held prior to April 15,
5. Faculty
member provides comments as desired, signs the document and returns it to the
Chair within 15 days of the meeting with the Chair.
C. Review
Process: The faculty members under review shall provide to the Committee
reports (as set forth in articles V above) detailing their teaching, research,
duties (where applicable), and other professional and public service
activities, as well as any other matters they believe to be relevant to annual
performance review. Any faculty member who wishes to discuss his or her review
with any members of the Committee, or the Committee as a whole, may do so. In
order to clarify information, any Committee member, or the Committee itself,
may meet with any faculty member to discuss his or her activities during the
review period. The Committee will review the reports submitted and forward
them to the Chair, with comment.
Upon completion of the review of a
faculty member’s record for a three (3) year period, the Committee will
complete a rating form (attached) to determine whether the faculty member is
truly exceptional, exceeds expectations, meets expectations, needs improvement,
or is unsatisfactory in each of the categories of teaching, research, and
service. The Committee shall submit its written recommendation to the Chair
for his or her consideration. The Chair will prepare a written performance evaluation
of each person using the attached format. If a faculty member is found to be
performing at an unsatisfactory level in any area of responsibility, UHAP,
section 3.10.04 Outcomes of Annual Performance Review will be followed.
The Chair will provide the faculty member with copies of the Committee’s and
Chair’s reports, appeals will follow the guidelines in UHAP, section 3.10.06.
D.
Performance Ratings
Faculty shall be rated in each of the assigned areas of responsibility
according to a five level-scale. An overall rating shall also be given
according to the same scale by the Chair. The term “satisfactory or better”
refers to any of the top four ratings.
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AMERICAN INDIAN
STUDIES
ANNUAL PERFORMANCE
REVIEW
RATING SCALE
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Performance
Rating
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Faculty/Continuing
Status Development:
Improvement Action*
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Compensation
Action
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Truly exceptional
_____________________
Exceeds
expectations
Meets
expectations
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Needs improvement
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Departmental
and UA
support
for growth
and
development
_____________________
Departmental and UA
support for remedial improvement of performance
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Eligible
for
available
salary
increases
May be eligible for
certain salary increases
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Overall
Unsatisfactory
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Unsatisfactory
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Mandated Performance
Improvement Plan
for tenured faculty
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No salary increase
unless required by
State law
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* Tenured or
continuing status faculty who are “overall satisfactory” but unsatisfactory in
a single area must enter a Faculty/Continuing Status Development Plan.
E.
AMERICAN INDIAN STUDIES
ANNUAL FACULTY
PERFORMANCE EVALUATION
PEER REVIEWCOMMITTEE
EVALUATION FORM
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TEACHING
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SERVICE
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SCHOLARSHIP
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ADMINISTRATION
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Truly Exceptional
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Exceeds Expectations
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Meets Expectations
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Needs Improvement
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Unsatisfactory
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Comments:
Teaching/Advising
Service/Outreach
Research/Scholarship
Administration (if applicable)
F.
AMERICAN INDIAN STUDIES
ANNUAL FACULTY PERFORMANCE EVALUATION
Faculty Member: Date:
Review Period: Three Calendar Years
1.
Evaluation of accomplishments
a.
Teaching:
b. Service/Outreach:
c. Research:
d. Administration (if
applicable)
2. Areas for improvement
a. Teaching: Does
a deficiency exist? _____ Yes _____ No
b. Service/Outreach: Does
a deficiency exist? _____ Yes _____ No
c. Scholarship: Does
a deficiency exist? _____ Yes _____ No
d. Administration: Does a
deficiency exist? _____ Yes _____ No
3. Objectives
that faculty member and Chair agree are to be achieved during the next year.
4. Faculty member’s plan in the areas of
professional growth and development.
5. Summary of evaluation by the Department Peer
Review Committee
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TEACHING
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SERVICE
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SCHOLARSHIP
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ADMINISTRATION
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Truly Exceptional
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Exceeds Expectations
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Meets Expectations
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Needs Improvement
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Unsatisfactory
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_____ Unsatisfactory _____ Needs
Improvement _____ Meets Expectations
_____ Exceeds Expectations _____ Truly
Exceptional
Signed: ____________________________________________ ___________________
Chair Date
I have read this evaluation and met and discussed the
evaluation with the Chair. I understand that there are appeal options
available to me which are provided in detail in the revised University Handbook
for Appointed Personnel (UHAP), available on-line at http://w3.arizona.edu/~uhap/
Signed: ____________________________________________ ___________________
Faculty Member Date
Revised February, 2004
