Board of Trustees Remarks
Marianna Walker, Chair of the Faculty
February 26, 2010
Good morning
to all you. I bring greetings to
the Board of Trustees on behalf of the faculty and the faculty senate. Today I would like to update you on
faculty activities since my last report in November.
Even though
IÕve been a faculty officer for the past 2 ½ years, I donÕt think IÕve
witnessed such a productive, positive, and progressive year in the faculty
senate. The work that is underway
is prolific, reflective, and collaborative. Faculty who have been active in
university committees and the senate for a period of time have stepped up and
are assisting newer committee members and committee chairs with the review of
the faculty manual and in staying on top of additional committee charges. Unit
administrators, Deans, Vice Chancellors, and other administrators are meeting
with faculty in a multitude of meetings, with resulting positive outcomes. Shared governance is working at East
Carolina University!
Let me begin
by reporting the progress in the review and revision of the faculty
manual. As you are aware, the
faculty began the process of review in late August, with standing university
committees, faculty officers, and the Faculty Senate working diligently during
the Fall Semester and continuing into Spring Semester.
The committees are taking this review seriously, in
addition to completing their standing charges, but also in reviewing and
providing advice pertaining to administrative policies. In the last five months, the Faculty
Senate Agenda has contained items relating to the review of the faculty
manual. Since September, Appendix B
(Cumulative Review of Permanently Tenured Faculty), Appendix D (Tenure and
Promotion Policies and Procedures), and Appendix I have been reviewed by the
faculty senate. Appendix D
continues to be updated, to include consideration of the scholarship of
engagement and innovation. Parts V (Academic Information) and VI (General Personnel
Policies) have undergone major review, editing, and condensing, and yes, parts
have been recommended for removal from the faculty manual! Three committees (Academic Standards,
Admission and Retention, and Faculty Welfare) have done a tremendous job in
rewriting sections that are unclear and/or outdated and insert new language
that will serve to guide the faculty member in academic responsibilities. Each
committee has revisited specific text in the faculty manual, considered the
relevancy of the material and process, and updated language to reflect current
academic policies or rules. I applaud them for their efforts.
To give you
an example of the depth and the technical nature of the review, Part 5
(Academic Information) contains 3 major sections (19 pages) and 36 subsections
with 22 of those subsections already addressed by the committees and the
faculty senate. Only two of those sections, following significant discussion in
the senate, have been sent back to the committee for further consideration.
Collegial but necessary discussion of this information is needed to truly
examine this academic faculty information!
In Part 6 (General Personnel Policies), there are 8 sections (29 pages)
and 47 subsections with 16 of these sections addressed by the committee and
faculty senate. In Part 5, 11 subsections have been recommended for removal or
condensed, while in Part 6, 8 sections have been recommended for removal. The Grade Appeals process (Part V) has
been addressed and approved by the Chancellor. Part V, Curriculum Development, reviewed
by the senate in January, has been sent back to the committee for
reconsideration of the process involving Foundations curriculum but will return
to the senate in March.
As parts of the manual are reviewed by the senate,
approved by the Chancellor, and vetted by the Faculty Manual Steering
Committee, and unless required for current policies, these sections will be
housed in a new draft until the current manual is completely reviewed,
comprehensively reorganized and formatted, which is projected for completion in
Spring 2011. The Faculty Manual
Steering Committee, meeting in two weeks, will review this information, and
begin to make decisions relative to the sections that are recommended for
removal and/or relocated to the University Policy Manual.
In addition to this review, other faculty committees and
task forces are breaking ground in discovering new relationships, establishing
order, and determining solutions to university challenges. Such initiatives
involve the establishment and principals of a University Policy Manual. I
represent the faculty and the faculty senate on this committee, and will have
input in how the revised faculty manual will become part of this university
policy manual. Specific issues such as the selection of major policy
categories, subcategories, and the process for adoption of new policies, rules,
and regulations are being explored prior to implementation. The faculty senate,
in its formal review and advice pertaining to administrative policies, as
solicited by the Academic Council, sets the pace for this new process at the
university. Such policies include Gifts Affecting the Curriculum, and Faculty
Workload. This new process, in addition to traditional roles of university
standing committees, requires that critical communication and vetting occur
between and administration and faculty prior to the committee report to the
faculty senate.
Other new discoveries include the facultyÕs role in
retention of students, not only from freshman to sophomore year, but in the
retention of students each academic year. Partnerships between faculty, staff,
and administration must develop to increase retention and graduation rates for
our students. Faculty must get involved in this endeavor, which will uncover
best practices and pitfalls in the retention of our ECU students. Their success
is our success. Not only is this a challenge for administration, but the
faculty as well since they are on the front-line in educating these students.
The faculty must step up and determine how we can be part of the solution.
So, how does the faculty embark upon such challenges?
ItÕs the way we tackle major issues, problem solve with poise and conviction,
and use the scientific method to structure our inquiries and add value to our
findings. We seek data to validate our assumptions and test our assumptions
through systematic investigation. We recognize that our initial hypothesis may
not be proven, but that by finding unexpected outcomes, our understanding of
the problem is only strengthened. This is academia at its best. We can use our
academic foundation to assist in solving any university problem. Faculty must
be part of these initiatives and strategic directions for change to occur. The
faculty realize that through involvement in such university initiatives,
students succeed, and university goals are accomplished.
We have had a wonderful year full of firsts! For the first time in the history of the
Faculty Senate, the President of the UNC System, Erskine Bowles, spoke to the
Faculty Senate in January. We were
so delighted that he accepted our invitation to be on the Agenda, which was
coordinated by Chancellor Ballard. Another highlight of the year was the first
State of the University address by the Chancellor. In his address, the
Chancellor highlighted areas of excellence, which showcased outstanding faculty
in both teaching and research. The faculty truly appreciates the collegial
relationship with the Chancellor and the Academic Council.
In closing, I thank each of you for your dedication to
East Carolina University. Our university is changing not only in its size, but
also in the profile of its students and graduates! The faculty is not only known
regionally, but nationally and internationally! The university is at the
forefront of discovery in many different realms, and its impact on our world is
tremendous. How fortunate we are
and how exciting it is to be at East Carolina University at this time!