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Page 10
University Daily Kansan, June 8, 1981
Tenure
From page one
recommendations to the Board of Regents is likely to be improved this year, Heller said.
Heller said the change was insignificant because the Board of Regents wasn't likely to reverse the chancellor's decision. He added that the Board of Regents and are almost never contested, he said.
"I do not remember a single instance in which I touched the UCPT have been reversed." Haller said.
The UCPT evaluates candidates for promotion to tenure on their performance in service, research and teaching. The first step of the evaluation involves going through all the material in the candidate's dossier. Committee members agree that sorting through the vast amount of material is the most difficult part of the task.
From 90 to 100 candidates are evaluated each year. That means going through that many dossiers, said UCPT member Martyn S. Clark, head of the reference department at Watson Library. Some of the dossiers are three feet thick. Few are less than 100 pages. To make matters worse, the dossiers must remain at the KU Office of Academic Affairs and be reviewed and assimilated within six to eight weeks, she said.
"You have to give up all your free time for those six weeks." Orch said. "I didn't have any
time for socializing of any sort during those weeks. My family life suffered."
After the material in each dossier has been evaluated, each member writes his vote at the bottom of his evaluation form. The votes are tallied, without committee members names attached, by June Michal, assistant to the vice chancellor for academic affairs.
UCPT members then meet as a group for the first time in the evaluation process and discuss the results. Both candidates with unanimous approval and 10-4 votes are automatically approved without discussion. After that, all remaining candidates are discussed and voted on individually. A candidate is approved for tenure if he receives seven or more votes.
UCPT members generally agree that service is the least important of the three criteria considered. Service takes into account the overall number of the candidate to the University, Heller said.
Service is considered to be the least important, he said, because candidates for tenure have not been at the University long enough to establish a substantial service record.
Research and teaching are generally considered to be equally important, Heller said.
Research is relatively easy to evaluate, he said. With printed word in front, one simply looks at how much research has been done and evaluates the quality of work.
Teaching is by far the most difficult criterion to evaluate. Heller said.
"In the evaluation of teaching, we don't have
knowledge of the nature of that capacity that we have in
research and service," she said.
Student and peer evaluations of the candidate's teaching skills are used at this stage of evaluation. Evaluation information is somewhat in their perception of the importance of student evaluations, he said.
"The difficulty with the student feedback system," Heller said, "is that the impressions of students are taken at a time when they really haven't assimilated everything they have learned."
Undergraduates are especially preoccupied with grades, he said. A good grade often results in a good evaluation of the teacher and a bad grade often results in a negative evaluation, he
Orch said even negative commends could be seen as a compliment to a teacher.
"Certain complaints come through as a recognition that a teacher is holding students up to a high standard and is not letting them get stuck with sleeping through the semester," he said.
Committee members generally agree that graduate student evaluations are more important than those of undergraduates.
Graduate students have a broader background and know more about the subject being taught than undergraduates. Clark said, so they are less likely to be accurately the quality of a teacher's performance.
reer evaluations are important, Heller said, but again, there are ambiguities.
"If a colleague comes into my class, I teach differently," he said, "so they really don't get a very accurate picture of my teaching skills."
"Sometimes there are only a couple of visits to the classroom," he said. "What can you tell from
*Vauancement of a teacher's skills is often the source of much disagreement among committee members.*
"I think what happens on the committee is that there are always some members who put considerable faith in the feedback document and some who don't. So they wind up discussing it."
Committee members unanimously agree that the most emotionally stressful part of the evaluation process is that of having to make a final decision on borderline cases.
the decision of whether or not to grant tenure to a candidate who is borderline, Clark said, can be an agonizing process. If you are denied tenure, the dossier. But even then, it is not easy to form a clear opinion. In
those cases, committee discussion is critical and at times results in heated debate, she said.
"The judgment for promotion to tenure is a 'rough and ready' kind of judgment," Gruch said. "What you have to rely on then is a general impression of quality."
Although committee members may not entirely agree on which criteria are the most important in the evaluation process, they unanimously agree that the process is fair.
"At least in my time on the committee, I have been impressed, really, by the extreme measures that the committee goes to be fair. In some cases, I have seen them bend over, and now I have seen them turn back, could possibly be," Alexander L. Boyle, professor of design and a UCP member said.
In many respects, the job of the committee member is a thankless one, Clark said. If a candidate is granted tenure, he often feels it was simply his due. If he is not granted tenure, he often feels he has been betrayed by his colleagues.
However, committee members agree that the job has its rewards. Clark said being part of the process that ensured to the quality of the output was sufficient reward was sufficient reward to make it worthwhile.
Oruch said the reward for him was the resolution that he chose the job as well as or worse. "We have to work," Oruch said.
Harassment
From page one
said. "Perpetrators of this illegal act will be subject to prompt remedial and disciplinary actions as provided by the existing affirmative action grievance procedures."
The existing procedures, Rita G. Napier, assistant professor of history, says, are not strong enough.
Napier says that action has not been taken on even well-documented cases.
Napier's feelings are shared by Vernell Spearman, assistant director of the KU Office of Minority Affairs.
Spearman says students often are unwilling to complain because they are convinced that no action will be taken.
He also refused comment on a case of sexual harassment related by Napier in the course of a workshop organized by the Commission on the Status of Women in March.
However, Edwards said, "It is against the law and action can be taken."
He refused to cite specific cases in which action had been taken. He said information concerning the cases was confidential and could not be discussed.
In that case, Napier had said, no action was taken against a faculty member, who had confessed to sexually harassing a student who was later forced to drop out of the University.
However, Napier welcomed any statement deploring sexual harassment by the University because it would increase awareness about the problem.
Napier has proposed a code of ethics for faculty members that prohibits, among other things, sexual harassment of students by faculty members.
Napier's code is being considered by the Society of Historians, and she is hopeful that it will be adopted.
sine is dubious, however, about the chances of挂顿 at the national level in such forums as the CIO conference.
Townsend said that almost all professionals were governed by a code of ethics of some sort. She said no such code existed for university faculty members.
The American Association of University Professors did adopt a code of ethics in 1968, but it dealt only with the academic responsibilities of faculty members.
Townsend said that present faculty actions are governed only by vague notions of personal morality, and are too subjective to be acceptable.
The University has a faculty code of conduct, but it is also silent on the subject of sexual
harassment, Article 5 of the code lists six categories of proscribed conduct.
Clause Five of this article prohibits actions that involve "murderal torpor to the renderance of a weapon" (P. 103).
Irritantly if this clause is read as prohibiting sexual harassment, the code provides for no sanctions against such actions.
One critic complained that by pretending that the reason for the policy was a legal requirement, the administration was trying to prevent harassment problem appear to be a phantom.
It is the immediate motivation behind the
selection of a secure harassment policy for
KU that better attracts students.
In fact, she said, male colleagues had provided her with the efforts to bring the problem into public fac
Napier insisted that the problem is "genuine
capacity" of a faculty, only a small
murdery of the faculty is guilty.
KU develops program for learning-disabled
"Most faculty members care about it," she said.
A team of KU researchers has developed a learning strategy to assist learning-disabled armed forces enlistes to overcome their disabilities.
Glen Harden, staff member at KU's Institute for Learning Disabilities, said the Army was interested in the program and hoped it would be adopted by the fall.
"Our program helps the enlistee with his reading, writing and mathematical skills," Harden said. "Individual programs are stressed because a person can be a mathematical genius, but still have difficulty reading."
The institute's program is being tested at a Job Corps site in Kentucky. If the program is successful, a similar proposal will be made to the Army.
Harden, Ed Mayen, Gordon Alley and Don Deshler, institute staff members, developed the learning program because of a 1978 study they conducted on Army infantry troops had learning disabilities.
Among these people are of normal intelligence, they may have trouble in following orders, especially written orders, or difficulty in completing assigned tasks," he said. "Unless the team is prepared to introduce up their capabilities, they will lose money and possibly time in a critical situation."
Three to 15 percent of the general population is estimated to have learning disabilities, Harden said. He said that the problems were difficult to solve because there was no answer for reasons learning-disabled people should not join the armed services, provided they were helped to overcome their disabilities.
"The learning-disabled are among the most unemployed population in the country because they lack specific job skills and experience that could be obtained in the armed services."
The study found that 33 percent of the group qualified for enlistment in the Marines, 37 percent for the Navy and only 1 percent for the Air Force. In general, the test, but with different entrance requirements.
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