CLINICAL AND OTHER TERM FACULTY AT LMU: RECOMMENDATIONS TO
IMPROVE THEIR WORKING CLIMATE AND MORALE AT LMU
Faculty Senate Ad-hoc Committee on Clinical Faculty:
Rebeca Acevedo, Associate Professor, Modern Languages &
Literatures
Beth Brewer, Assistant Professor, Specialized Programs in Urban
Education
Rob Burchfield, Associate Professor, Animation
John H. Dorsey (Committee Chair), Professor, Civil Engineering &
Environmental Science
Jamie Hazlitt, Librarian, William H. Hannon Library
George Hess, Professor, Management
Paul Humphreys, Professor, Music
Wojciech Kocyan, Clinical Assistant Professor, Music
Shane Martin, Dean & Professor, School of Education
Irene Oliver, Professor, Elementary & Secondary Education
Todd Shoepe, Clinical Assistant Professor, Health & Human Sciences
Ex-Officio Members:
Rebecca Chandler, Vice-President, Human Resources
Abbie Robinson-Armstrong, Vice-President, Intercultural Affairs
A Report Submitted to the Faculty Senate
April 3, 2013
INTRODUCTION
In March 2012, the Faculty Senate’s Ad Hoc Committee on Clinical Faculty submitted
their report1 to the Senate on the use and status of clinical faculty at LMU. The use
of these faculty members, and associated policies regarding their hiring, assessment,
promotion, termination and involvement in governance is inconsistent among the
colleges and schools. After reviewing recommendations from the Clinical Faculty
Task Force (2009), associated reviews by the Faculty Senate and CAO regarding
recommendations from the Task Force, the ad hoc committee submitted the
following short- and long-term recommendations:
Short Term
1. Develop Performance Standards for clinical faculty.
2. Implement a grievance protocol for clinical faculty.
3. Encourage clinical faculty to be involved in departmental governance, except
for voting on issues of rank and tenure.
Clinical Faculty at LMU: Recommendations Toward Improving their Standing and
Effectiveness. A report submitted by the Ad Hoc Committee on Clinical Faculty to
the Faculty Senate, March 8, 2012.
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1
Long Term
1. Create a committee to continue working on the issue of Clinical Faculty at
LMU with members representing tenure-track faculty from each
school/college, the library, clinical representatives, and a university
administration representative. The Committee’s charge would be:
a. Determine policies for Clinical Faculty members among the Schools
and Colleges.
b. Implement a survey and listening sessions focusing on (but not
limited to) the hiring, responsibilities, governance, promotion, and
termination of Clinical Faculty at LMU.
c. Gather similar information regarding Clinical Faculty from other
universities of similar size and scope of operations.
d. Distribute results to the Faculty Senate and Administration.
2. Provide language amending the Faculty Handbook using data from the
activities mentioned above.
At the Faculty Senate meeting on March 8, 2012, the report was presented and
recommendations discussed. A motion2 was passed by the Senate to form a new
committee as recommended by the report, and for the committee to continue
working to study and implement recommendations made in their first report.
A new committee was convened comprising several returning members, and
expanded to include faculty from all colleges and schools including clinical faculty.
The work of the committee, reported herein, focused on developing and conducting
a survey of clinical faculty at LMU, determining policies regarding the use, hiring and
promotion of clinical faculty among the various colleges and schools, and then
providing recommended language to amend the Faculty Handbook (FH).
Although the focus of this committee was on clinical faculty, other term faculty
positions were considered where appropriate with regard to their definition and
roles at LMU. Figure 1 depicts a breakdown of faculty positions presented in the FH.
In this figure, those positions in red font indicate where the committee has made
recommended changes to the language of the FH to clarify definitions (e.g. Clinical
Professor, Affiliated faculty in Residence), or recommend that a new position be
established (e.g. Research Faculty).
In the following sections, we will present information gathered from the colleges
and schools on how clinical faculty are used along with any information on hiring,
assessing, promotional and termination policies. This information will be followed
2 Motion 3. The Faculty Senate moves to endorse the creation of a committee to conduct a survey of term
faculty at LMU, as recommended in the report, and empowers the Senate Executive Committee to convene
this committee in a timely manner. Vote: 23 for, 0 against, 0 abstentions; #3 passed.
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by the results of the Qualitrix survey (Appendix 1) delivered to all clinical faculty
members on campus along with a summary of the Listening Sessions (Appendix 2).
PART-TIME FACULTY
FULL-TIME FACULTY
TENURE-TRACK
•
•
•
ASSISTANT
PROFESSOR
ASSOCIATE
PROFESSOR
PROFESSOR
LECTURER
ADJUNCT PROFESSOR
TEACHING ASSISTANT
TERM
INSTRUCTOR
•
INSTRUCTO
R
•
SENIOR
INSTRUCTO
R
VISITING PROFESSOR
•
INSTRUCTO
R
•
ASSISTANT
•
ASSOCIATE
•
PROFESSOR
CLINICAL PROFESSOR
•
ASSISTANT
•
ASSOCIATE
•
PROFESSOR
RESEARCH FACULTY
OTHER FACULTY
EMERTIUS
AFFILIATED (IN RESIDENCE)
•
ARTIST
•
EXECUTIVE
•
PROFESSOR
•
SCHOLAR
•
WRITER
Figure 1. A breakdown of faculty positions at LMU. Positions in red font indicate
recommended changes in the Faculty Handbook to clarify or add the position (see
Appendix 3 for proposed amendments to the FH language).
Finally, we will discuss our recommended changes to the FH with language
presented in the latest revision dated October 25, 2012 (Appendix 3). This report
will conclude with a final set of recommendations for the Faculty Senate.
CURRENT PRACTICES AT LMU
During the spring 2012 semester, information was gathered by committee member
Dean Shane Martin regarding current practices and policies regarding the use of
clinical faculty. Information was compiled based on interviews and information
supplied by the Deans or their representatives. The following is Dean Martin’s
report:
Recruiting & Hiring
Across the colleges and schools recruiting and hiring of Clinical Faculty are done in
a similar fashion as the recruitment and hiring of Tenure-line faculty, with some
nuances. Recruiting is primarily local, but at times national, depending on the
position. The Program Directors and/or Department Chairs develop job
descriptions, with approval of the Dean or the Dean’s delegate. While all hiring
involves some type of a search and consultation with the faculty, searches are both
national and local, depending on the position and the timeline. Not all searches
have a designated search committee. Sometimes the Clinical Faculty position
becomes vacant during the summer and must be filled during a period when
Tenure-line faculty members are not on contract. In these cases the Program
Director or Department Chair leads the process and consults with available faculty.
The search process involves review of dossiers, letters of recommendations,
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teaching evaluations, professional qualifications, evidence of scholarship or
creative works (if applicable) and service. In all cases, the Dean makes the final
decision on hiring Clinical Faculty. One exception to the above is in the American
Cultures Program, where an Associate Dean also interviews potential Clinical
Faculty members.
Evaluation
The Department Chair does this and in some departments it is done in
collaboration with the Program Director (if applicable). Some but not all schools
and colleges require a Faculty Service Report for Clinical Faculty. Several Deans
acknowledged that it would be a good University-wide practice for the Provost’
Office to generate a modified FSR for Clinical Faculty.
Non-renewal and Termination Policies
There are no specific written University policies for determining non-renewal or
termination of Clinical Faculty, other than what is in the Faculty Handbook, which
applies to Tenure-line Faculty. This is an area of great liability for the University.
There have not been many occasions for termination of Clinical Faculty, but nonrenewal can occur for a variety of reasons including changes in the needs of a
particular academic program. The decision on renewal or non-renewal is made by
the Dean and involves consultation with the Department Chair and/or Program
Director. The Deans would like to see more specific policies in the Faculty
Handbook concerning non-renewal or termination of Clinical Faculty.
Assigning Ranks
There are no specific written University policies in the Faculty Handbook for the
initial assigning of rank or for the advancement in rank for Clinical Faculty. The
current practice varies, but involves the Dean making a decision upon a
recommendation from the Department Chair. Currently, the Dean’s office must
assign a rank on the H.R. forms for the initial hiring of Clinical Faculty. Most
Clinical Faculty members are at the assistant level. Several Deans would like to see
the College/School Rank and Tenure Committee involved in the process of
awarding the advancement in rank to Clinical Faculty.
Other Term Faculty
The other Term Faculty positions that are currently used include: Visiting Faculty,
Professor in Residence, Affiliated Faculty, and Artist in Residence. The Deans also
see the need for a range of other types of faculty positions, such as Research
Faculty, that were outlined by the original joint task force of the Deans’ Council
and Faculty Senate that first took up this issue a number of years ago. There is
urgency to the need to include these faculty titles in the Faculty Handbook, as the
University is currently using or will need to use these titles.
In some cases, as noted during the Listening Sessions and comments from Faculty
Senators, practices occur other than those reported by Dean Martin. For example, it
was pointed out that that in one college, clinical faculty positions often do not
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belong to individual departments. Rather, the line belongs to the college, and it
could be reallocated at the will of the Dean. Such examples demonstrate the need
for better defining policies associated with clinical faculty members.
Concern also was expressed that use of clinical and other term faculty solely for
teaching was moving LMU away from its Teaching-Scholar model. It was
emphasized to the committee that definitions for clinical and other term faculty be
clearly articulated in the Faculty Handbook, and that use of these positions be wisely
allocated so as not to jeopardize our Teaching-Scholar model.
QUALITRIC SURVEY
A survey was designed to collect information from the University’s clinical faculty
about their experiences regarding hiring, governance, promotion, and any other
relevant matters regarding their treatment and morale. Twenty-two questions were
compiled as a Qualitrix survey, and administered through the University’s Human
Resources office via e-mail from October 12 through November 3, 2012. Out of the
51 clinical faculty members, 35 completed the survey for a participation rate of 69%.
Results of the survey, presented in Appendix 2, indicated that the majority of clinical
faculty members reside in the School of Education (34%) followed by the College of
Communication & Fine Arts (23%) and Bellarmine College (23%). The majority of
clinical faculty members teach, most carrying 4/4 loads. However, many also are
engaged in a variety of other activities including research, advising, conducting
fieldwork, and administrative duties. The main issues of concern among these
faculty members are pay equity, lack of clear promotional guidelines, having secure
positions, and not being able to apply for University grants. There was a wide
variation in the degree to which clinical faculty shared in departmental and
university governance. On a positive note, the majority of respondents felt that they
were connected to the University, and respected by their colleagues. Based on this
survey, key areas that need to be addressed include:
1. Clarity on roles of clinical faculty. Proposed changes to the FH (Appendix 3)
better defines the role of this position.
2. Responsibilities clearly defined. As of 2012, all contracts for clinical faculty
clearly define their roles and responsibilities.
3. Participation in governance. As proposed in changes to the FH, clinical and
other term faculty should be invited to participate in faculty meetings, but
are not obligated unless required in a contract.
4. Promotion protocols need to be clearly defined. Proposed changes to the FH
include procedures for assessment and promotion.
5. Stability of positions. The stability of positions is based on programmatic
needs coupled with budgetary climates. Given these uncertainties,
Chairpersons and Deans need to clearly communicate to clinical faculty the
status and possible future changes in programs.
LISTENING SESSIONS
The goal of the listening sessions was to supplement information gathered during
the Clinical Faculty Survey. We realized that capturing the thoughts and feelings of
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our clinical faculty members regarding their working environments and concerns
would be difficult using only the survey questionnaire, so two listening sessions
were held on October 30 and November 7, 2012 at the Collins Faculty Center to
gather additional information. The following questions were posed to them at the
beginning of each session:
1. How would you improve your working climate?
2. Is this climate conducive to meeting your work goals?
3. Is there mutual respect among faculty?
4. How would you improve respect among all faculty members?
5. Is there anything else you’d like to tell us that was not covered in the survey,
or captured in the posed questions?
Attendance was small with two clinical faculty members attending the first session,
and five during the second. Regardless, the attendees enthusiastically discussed
many important points, many of which substantiated findings from the survey
questionnaires (Appendix 2). The most notable points made during the sessions
were:
1. Better compensation should be made for clinical faculty members.
2. Performance standards and expectations should be incorporated into
contracts.
3. A path for promotional need to be clear.
4. Issues dealing with reappointments and the status of programs that can
affect reappointment need to be transparent and effectively communicated
to faculty.
5. There needs to be opportunities for clinical faculty to apply for LMU grants.
6. To make positions more secure, follow the model employed by Santa Clara
University (a clinical faculty member enters the university on a 1-yr contract,
then renewed as a 3-yr contract based on proven performance).
The following points gleaned from the above surveys and Listening Sessions have
been incorporated into proposed changes to the FH (Appendix 3):
1. Recruiting and hiring should be done within each department according to
program needs, and faculty should be part of the process.
2. All clinical and other term faculty members should complete some form of an
annual review similar to the Faculty Service Report completed by tenuretrack faculty.
3. Policy on the termination or non-renewal of contracts for clinical faculty
needs to be more clearly defined in the FH.
4. The Dean assigns the rank for a new clinical professor. Promotion in rank
ideally should involve the department’s faculty and the college or school’s
pre-tenure review committee.
5. A variety of other term faculty positions are used throughout the University,
and there is a need for a position of Research Faculty. These titles need to be
included in the FH.
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Proposed Changes to Section 1 of the Faculty Handbook (Revised Edition,
October 25, 2012)
Based on information collected from the survey and listening sessions, and that
compiled in the first report of this committee, we have made proposed amendments
to the language in the recent-most edition of the Faculty Handbook (Appendix 3).
Table 1 provides a summary of these revisions for each section of the FH.
Table 1. Recommended changes to the Faculty Handbook and other actions regarding term
faculty at LMU. Proposed language for each FH section addressed in this table are
given in a draft of the FH provided in Appendix 3 of this report.
Faculty Handbook*
Recommendation
Comments
Section to Amend
Clarify definitions for term faculty.
1.C. 1-4 Term Faculty
Modified Section to clarify definitions for Term Faculty: 1. Sr.
Instructor position merged with Instructor; 2. Visiting
Professor added appointment ranks; 3. Defined Clinical and
associated ranks along with terms of appointment; 4. Added
position of Research Faculty.
Affiliated faculty.
1.E.2
Add new section (2) spelling out various "Resident" faculty
positions.
Hiring policy--Include departmental faculty
and Chairs in recommending hires for
clinical faculty positions.
1.F.2 Policies on
Appointment, Term Faculty
Added new section for Term Faculty--Appointments made in
consultation with faculty and chair; meet objectives of
department/College/School considered; experience
recognized as applicable towards promotion.
Develop an annual review process for term
faculty.
1.H. Standards…Review of
Faculty
Added sentence on evaluating term faculty. The Provost's
Office should draft a FSR form tailored for clinical faculty.
Modified Faculty Service Reports sent to
term faculty.
1.I Procedures for Merit
Review
Amended language to include term faculty.
Develop promotion policy and procedures.
1.J. Policies on Promotion
Add new Section 1.J.2 for clinical faculty.
Specify in FH that term faculty have no
tenure.
1.K Policies on Tenure
Modified topic sentence to state that tenure is not granted to
term faculty.
Encourage all term faculty to participate in
governance (except for issues of R&T).
1.O. General Statement on
Faculty Responsibilities
Specific Faculty
Responsibilities.
Amended language encouraging term faculty to engage in
governance at the department and university levels except
for issues on tenure. Voting by term and other faculty now
addressed in Section 1.S.8 (Faculty Voting Procedures).
Term faculty submit modified FSRs
1.P Specific Faculty
Responsibilities.
Added sentence to second paragraph stipulating that all
term faculty submit modified annual Faculty Service Reports
describing their performance.
Allow clinical faculty to be considered for
summer session teaching.
Allow term faculty to apply for travel funds
as appropriate for their responsibilities.
1.S.6 Summer Session
Teaching
Edit opening sentence to include all full-time faculty (except
Visiting Professors on one-year contracts).
1.S.7 Policy on Travel
Encourage term faculty to participate in
departmental activities and governance.
Allow term faculty to be eligible for LMU
grants and technology programs as
appropriate for their responsibilities.
Arrange for representation of term faculty on
Faculty Senate
Inclusion of all term faculty in all faculty
social events
1.S.8.b Faculty Voting
Procedures
Edit opening sentence to include all term faculty.
Add statement to end of sentence that term faculty are
encouraged, but not obligated, to be active in departmental
activities and governance.
Include term faculty in all communications to
university faculty
Not addressed in FH
Not addressed in FH
Not addressed in FH
Not addressed in FH
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Will directly benefit students and other faculty joining
research programs; encourage interdisciplinary projects.
Faculty Senate should add two representative for clinical
Faculty; similar protocols as done for Librarians.
All full time faculty should be equally valued and recognized
through social events.
All full time faculty should receive communications from the
administration except for matters pertaining to rank &
tenure.
* Revised Ed. 2012, Updated October 25,
2012
Extensive changes were made to §1.C where term faculty positions are defined
(Table 2). Here we modified each subsection (1-4) to focus on it’s respective faculty
position, better defined clinical faculty, and added the position of Research Faculty.
In the subsection for Clinical Faculty, we emphasized that these faculty have
substantial professional and practical expertise in their fields. Language was added
regarding hiring practices, ranks, and contractual periods.
Table 2. Characteristics of term faculty.
Position
Description
Purpose
Terms & Limits
Ranks
Instructor
Teaching position,
typically carrying a 4/4
load.
Provides teaching
support for the
department.
1-yr contract, may be
renewed unlimitedly.
Instructor, Sr. Instructor
Clinical
Faculty members with
substantial expertise as
professionals outside the
sphere of academe.
Provide specialized skills
and knowledge to
academic programs; may
direct specialized
programs.
Terms may range from 15 yrs with indefinite
renewals.
Clinical Professor,
Clinical Associate
Professor, Clinical
Assistant Professor.
Visiting Professor,
Visiting Associate
Professor, Visiting
Assistant Professor.
Research Professor,
Research Associate
Professor, Research
Assistant Professor.
Visiting
Primarily teaching.
Replace faculty on
sabbatical leave.
1-2 yrs; longer under
exceptional
circumstances
Research
Faculty focusing on
research activities; may
conduct limited teaching.
Bring external research
funding, resources, and
expertise to the
University.
Terms may range from 15 yrs with indefinite
renewals.
Occasionally, scholars wish to conduct research or other scholarly pursuits at LMU
utilizing external funds. To accommodate these scholars, new position of Research
Faculty was added to the section (§1.C.4.). These faculty members may engage in
limited teaching to take advantage of their expertise, and are encouraged to include
other LMU faculty and students in their research activities. Adding this position
provides more flexibility to the University in bringing in funding and expertise to be
shared with other faculty and students.
Other scholars and artists having special expertise have been appointed to fulltime
positions on a temporary basis. Examples include Artist in Residence, Scholar in
Residence, or Executive in Residence, a position unique to the Business School. We
have added §1.E.2. that accounts for these positions.
Sections F through J of the FH deal with policies on hiring, evaluation and review,
and promotion of faculty. Language in these sections has been amended to spell out
policies for term faculty (new §1.F.2). Here we have emphasized that these
positions are to be developed in response to department and program needs, and
that the hiring process would be analogous to that used for tenure-track faculty. In
essence, the chairperson and faculty conduct a search followed by interviews,
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recommendations are made to the Dean with a final recommendation forwarded to
the Provost. Once this general policy has been adopted and included into the FH,
then the Vice President for Intercultural Affairs and Vice President for Mission and
Ministry will design and implement university-wide Guidelines for Recruiting and
Hiring full-time and term faculty. During the process of developing these new
guidelines for recruiting and hiring term faculty, the Vice Presidents will take
an inclusive approach by vetting a draft version with Deans and faculty focus groups.
The University's Legal Counsel will approve the final version of the Guidelines, and
they will be inserted in the institution's official document, Recruiting and
Hiring Teacher Scholars for Mission.
In §1.I, Procedures for Merit Review, we have indicated that all term faculty
members should submit some form of a Faculty Service Report to determine their
performance. The chairperson would use this report to determine the effectiveness
and excellence of teaching along with other contractual obligations, and to make
recommendations to the Dean for merit pay. In turn, this report would enable the
faculty member to chronicle his/her teaching and other professional experience for
future promotions.
With regard to promotion, and additional section for Clinical Faculty has been
recommended for in §1.J Policies on Promotion. Here we specify that promotion
procedures for clinical be similar to those for tenure-track faculty. After six years of
proven performance, a clinical faculty member would be eligible for promotion in
rank. That person would submit an application for discussion and voting by
departmental faculty. The chairperson then would submit the department’s
recommendation to the Dean and the College’s/School’s Pre-Tenure Review
Committee. This committee would review the application and department’s
recommendation, submitting their recommendation to the Dean, who in turn,
submits a final recommendation to the Provost.
Specific faculty responsibilities of the FH are presented in §1.P. In the opening
statements of this section, we have included language pointing out that duties of
term faculty are to be included in their individual faculty contracts. Their
performance on how they achieved these duties will be assessed based on their
submitted faculty service reports, forming the basis for merit pay and possible
promotion.
Several changes were made to various subsections under §1.S (Specific Privileges of
the Faculty). These included clarifying that full-time faculty members (except
Visiting Professors on academic-year contracts) are eligible to teach summer
sessions (§1.S.6), they can apply for travel funds to promote their professional
growth and expertise provided departments funds are available (§1.S.7), and are
encouraged to vote on departmental issues except for those pertaining to rank and
tenure (§1.S.8).
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The Table of Contents has been modified to reflect these changes. Also, throughout
the FH, the phrase Chief Academic Officer has been replaced with Provost, and the
term he/she with s/he.
RECOMMENDATIONS
The following are the final recommendations from our committee:
1. Amend the Faculty Handbook with regard to clinical and other term
faculty using the language provided in Appendix 3.
We recommend that the Faculty Handbook and Academic Life Committee of
the Faculty Senate study the proposed language in Appendix 3, and then
begin procedures to amend the FH.
2. The term 'clinical faculty' should be restricted to faculty members who
have substantial expertise as a professional and practitioner. We have
included this definition in proposed language to amend the Faculty
Handbook (Appendix 3)
3. Develop an annual assessment report clinical and other term faculty,
similar to that of the Faculty Service Report (FSR) utilized by tenuretrack faculty.
The Academic Affairs Office in consultation with the Faculty Senate should
develop a new FSR form and process to distribute among the departments.
Faculty should be involved in designing the FSR process for clinical faculty.
4. Encourage all term faculty members to participate in governance
(except for issues of R&T).
Clinical and other term faculty should be encouraged, but not obligated, to
take part in governance at both the department and university levels. This
message would be disseminated via directives from the Deans through the
Chairpersons.
5. Hiring term faculty using a process analogous to that employed for
tenure-track faculty.
Departmental faculty and the Chairperson conduct a search based on the
needs of the department and associated program. Faculty and the
chairperson interview candidates, and make recommendations to the Dean.
In turn, the Dean makes a final recommendation to the Provost.
6. Establish a promotional process for clinical faculty members.
After six years of proven performance, a clinical faculty member can submit
an application for promotion. Departmental faculty review and discuss the
application, vote, and submit a recommendation to the Dean and a PreTenure Committee. Based on recommendations from the department and
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Pre-Tenure Committee, the Dean makes a final recommendation to the
Provost.
7. Enable clinical faculty to be eligible for LMU grants and technology
programs.
Being able to apply for and receive LMU funding for projects and activities
enables our clinical faculty to grow professionally. Further, they can form
research relationships with other faculty, and provide and foster unique
research opportunities for our students. Term faculty should be eligible to
apply for internal grants germane to their duties and responsibilities.
8. Include all term faculty members in social functions and general e-mail
notices to faculty.
As clearly expressed during the listening sessions, simply including term
faculty in various social functions and general e-mails will better connect
them to the LMU community, and improve their morale. These actions
should be done through the Academic Affairs Office.
9. Add two representatives for clinical faculty members to the Faculty
Senate.
Base on a representation ratio of 20 faculty members to 1 representative, we
recommend that two representatives from the clinical faculty pool be added
to the Senate.
10. The Faculty Senate accepts this report and its recommendations, and
facilitates an up or down vote on the Faculty Handbook language
changes this year.
Recommendations 2-7 all have been included within the proposed language
amendments to the FH (Table 1, Appendix 3). Recommendations 8-9 are not
included in the FH, but are needed to make our clinical and other term faculty
member feel more connected to the LMU community, thus improving their morale.
Finally, Recommendation 10 would amend the Faculty Handbook this year enabling
changes to be made now. Doing so will send a strong signal to both our clinical and
other term faculty that they are valued members of the LMU community.
ACKNOWLEDGEMENTS
We wish to thank Robert Houghtaling for his outstanding service in arranging
meeting times, locations, and lunches, and took minutes for our committee, and to
Kristina Slekys (Graduate Assistant, School of Education) kindly took notes during
the Listening Sessions. Members of the Faculty Senate contributed many excellent
suggestions during the development of this report and its recommendations.
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APPENDICES – ATTACHED AS SEPARATE PDF FILES:
Appendix 1: Clinical Faculty Survey Results, November 7, 2012
Appendix 2: Listening Session Notes, October-November, 2012
Appendix 3: Faculty Handbook Proposed Revisions, April 3, 2013
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