COLLEGE OF EDUCATION HANDBOOK
2012-2013
MISSION STATEMENT
Approved by the College of Education Faculty May 2004
The College of Education at Texas Tech University prepares professional educators and specialists for a diverse
society. Our comprehensive programs integrate scholarship, research, and practice in collaboration with individuals,
communities, educational institutions, and agencies.
VISION STATEMENT
Approved by COE faculty/staff, 7/18/05
The vision of the College of Education is to strengthen the foundations of democracy and realize its benefits through
excellence in research, teaching, and service. Our professional faculty and staff prepare lifelong learners to become
competent, effective, and caring professionals who are able to address the educational challenges of a diverse society in a
dynamically changing world.
STATEMENT OF PHILOSOPHY ON DIVERSITY
As a community of reflective practitioners and scholars, the faculty of the College of Education promotes understanding and
respect for differences in professional and personal identity. Professional differences involve work situations, ideologies, or
traditions including the tasks each individual accomplishes within the College of Education and the citizenship individuals
manifest through their workload and community service. Personal differences include, but are not limited to, race, ethnicity,
gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality,
socioeconomic status, age, and appearance. In essence, we believe that the unique individuals in this college have
strengths and characteristics that are vital to our college and its growth, and the climate of diversity. As we celebrate our
differences, we also recognize our similarities as we work toward educating ourselves and our students to nurture one
another in this endeavor.
As a college faculty, we affirm the importance and necessity of providing equitable and needed opportunities to all members
of our college and to the greater community to learn and be successful. We acknowledge that the educational opportunities
of particular groups and individuals have been limited and sometimes denied as a result of restrictive policies and practices.
This denial or limitation of educational opportunity and success has and continues to result in the loss of human potential
and talent and, as a result, contributes to social injustice and economic inequality in our nation. As a faculty, we will
consistently work to recognize and eliminate these inequities so as to achieve our mission to "provide leadership for
educational excellence and equity in partnership with communities and educational agencies." ( College of Education
Mission Statement)
In order to achieve our mission as a college and to create an environment of mutual respect where our professional diversity
and strengths are nurtured and our personal differences respected, the following statements will guide us:
Affirming Unique Professional and Personal Identities
• Differences in interest, knowledge, purpose, and discipline create our unique professional identities.
• Differences in race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology,
traditions, sexuality, socioeconomic status, age, and appearance contribute to our unique individual as well as group
identities.
Building an Inclusive Community
• Community is built and sustained by a climate of equity, fairness, and trust and the recognition of and response to the
individual needs of our faculty, staff, student body, and extended community.
• Community is strengthened by our mutual respect of the humanness and of the unique contributions to our mission of
each member of our faculty, staff, and the student body.
Cultivating Leadership for a Pluralistic Society
• Excellence in a pluralistic society requires that leaders and leadership be available to and be representative of our college
and greater national and international community.
• Personal and social barriers that block or limit the opportunities of individuals and groups to provide leadership in our
college and the greater community will be attenuated and replaced with our commitment to equal opportunity, support, and
excellence.
Developing a Participatory Working Environment
• A participatory working environment encourages and supports multiple perspectives and strengths.
• A participatory working environment invites and honors discussion, dialogue, and debate that respect the humanness of
those involved.
Encouraging Policies and Practices that Reflect Social and Economic
Justice
• Social justice involves a commitment to the personal, academic, and social development of the faculty, staff, and students
of the College of Education as well as to the larger community that we and our students serve.
• Educational policies and practices that provide all individuals with equal and needed access to education and success are
indispensable for the achievement of social and economic justice.
• Social justice involves a commitment to excellence that incorporates the interests of individuals within a larger concern for
the common good of humanity.
Commitment to this philosophy requires acceptance and acknowledgment that issues touch each of us in a different
manner. Excellence can only be achieved by honoring individuality while at the same time working together to achieve our
College's mission.
Approved 1/8/01, modified and reaffirmed (5/4/04) by the
faculty of the College of Education , Texas Tech University
A Conceptual Framework for Educator
Preparation: Professional Educators Opening Doors
to the Future
“A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in pre-kindergarten
through high school (P-12 schools). It provides direction for programs, courses, teaching, candidate performance,
scholarship, service, and unit accountability” (NCATE Standards). The essence of the Texas Tech University (TTU)
conceptual framework for educator preparation is captured by the theme, Professional Educators Opening Doors to the
Future.
The term “professional educators,” refers to the professional education faculty and staff of the university as well as to our
graduates who become professional educators in their own right. It is essential to use “opening doors to the future” in a
concrete manner to guide educator preparation at TTU. One way to do so is to consider the knowledge, skills, and
dispositions that enable the doors to be opened. We, as professional educators, share knowledge, develop skills, and
model dispositions with our candidates enabling them to open doors to their futures. In turn, our graduates, as professional
educators, share knowledge, develop skills, and model dispositions with their students and clients allowing those individuals
to open doors to their futures.
Furthermore, our work is guided as the doors are metaphorically opened to a future where equity and diversity are
commonplace and all individuals are respected and valued. TTU educators and graduates open doors by advocating
academic excellence for all people, respecting and valuing all individuals, serving as change agents, and generally providing
opportunities for all individuals to be successful.
Professional education programs at Texas Tech University are derived from a conceptual framework having two major data
sources. First are knowledge bases, including research findings; sound professional practice; Texas educator proficiencies
and content knowledge; and Texas Essential Knowledge and Skills. Second is a societal context including the needs of
society, schools, and students; accreditation standards; certification requirements; government initiatives, and guidelines
from specialized professional associations.
Data from knowledge bases and the societal context are used to inform the development and continual revision of mission
and vision statements. Conversely, knowledge bases are also measured against, and made consistent with, missions,
visions, beliefs, ethics and values.
Reflections and actions with respect to missions, visions, beliefs, ethics and values result in the formation of program
purposes as specified in program assessment plans (click on “file” column to open a plan) and strategic goals and
objectives, which in turn provide the foundation for programs that are focused on clinical experiences, issues of equity and
diversity, development and infusion of technology, educator proficiencies, and content knowledge. Programs subsequently
prepare graduates who are professional educators able to demonstrate appropriate knowledge, skills and dispositions;
integrate theory and practice; respect and value all individuals; advocate academic excellence for all students; serve as
change agents; and remain life-long learners.
The entire conceptual framework is supported by an assessment system, which as stated in the framework, fosters informed
decision-making through inquiry, assessment, feedback, and follow up. Evidence gathered and analyzed for all standards is
a result of the assessment system, which is informed by the conceptual framework. A visual representation of the
conceptual framework follows. In addition, a graphic representation of the framework, with linkages to associated
documents foknowledge, skills, and dispositions that enable the doors to be opened. We, as professional educators, share
knowledge, develop skills, and model r clarification and elaboration, may be viewed online.
KNOWLEDGE BASE STATEMENT
Click LINK to view document.
THE EDUCATOR PREPARATION ASSESSMENT
SYSTEM
The conceptual framework serves as an umbrella over all educator preparation programs. In the same sense an
assessment system, the Educator Preparation Assessment System (EPAS), serves as a foundation for those programs.
The Educator Preparation Assessment System is based on the following:
*the needs of candidates, faculty, staff, and administrators;
*the conceptual framework for educator preparation;
*accreditation standards, specialized professional association (SPA) guidelines, and State of Texas educator
proficiencies and content knowledge; and
*strategic and program goals.
EPAS assessments are aligned with the State of Texas Pedagogy and Professional Responsibilities (PPR)
competencies and content knowledge. These competencies are similar in intent and design to other state and national
standards such as those from the Interstate New Teacher Assessment and Support Consortium (INTASC).
The goals of the Educator Preparation Assessment System are to:
*support data-informed decision making throughout all aspects of the educator preparation enterprise, including
monitoring candidate performance, *managing and improving operations and programs, and acquiring and allocating
resources;
*support scholarship, teaching, and service endeavors;
*support external relations efforts;
*support development efforts; and
*support the generation of reports and statistics.
EPAS is organized around key assessments of candidates at program transition points, as illustrated by the following
example from undergraduate initial teaching programs. (Associated assessment instruments are also noted and are
available for online review.)
Admission to program
GPA overall and in content field(s)
Evidence of basic skills
Completion of specified general education (core curriculum) coursework
If not admitted, candidate may work to correct deficiencies and reapply or may petition the Admission
Review Committee based on extenuating circumstances.
o
Admission to Clinical Experience
Overall GPA, GPA in content field(s), and GPA in education courses as established by assessments of
candidate learning outcomes specified in program assessment plans (click on the “file” column to open a
plan)
Successful completion of specified education coursework (including field experiences)
If not admitted, candidate may work to correct deficiencies and reapply
o
Exit of Clinical Experience (student teaching)
Successful completion of student teaching as assessed against the 13 competencies, which permeate the
programs and as measured by the following:



student teaching daily observation form;
student teaching mid-term assessment form; and
final student teaching evaluation form and rubric.
If not successful in a given placement, under special circumstances may be placed in another setting or may
be asked to leave the program without certification.
o
Exit of Program
Successful completion of the Capstone Course including the professional portfolio
Pass the appropriate certification (TExES) examinations, based on specified standards
If not successful, candidates may repeat the Capstone Course and/or the TExES examinations.
o
Follow-up
Candidate End-of-Program survey
Alumni survey
Employer survey
Assessments and transition points are similar for the other categories of programs, namely post-baccalaureate initial
teaching programs and advanced programs such as for counselors and principals. In addition to candidate evaluations, the
assessment system also considers unit operations as follows:
Unit Operations
Faculty
Annual report (example by a faculty member) and annual review (between faculty and department
chairperson)
Instructor and Course Evaluation (by candidates)
Clinical Supervisors and clinical sites (by student teachers)

Administrators
Annual review by faculty and staff
Annual review by the Dean
Staff
Annual performance review by supervisors
Candidate Advisement Programs
Candidate feedback cards
Annual review by supervisor (Certification Officer)
o
College, Departments, Programs, and Centers
Annual Assessment Reports of Strategic Plans
NCATE/AACTE Annual Reports
Accountability System for Educator Preparation (ASEP) from the State
Program assessment reports (evolving from Program Assessment Plans)
Program reviews from Specialized Professional Associations (SPAs)
o
Initial teaching programs’ curriculum and associated assessments have an internal consistency because they are based
on the State of Texas 13 competencies. These competencies are assessed with the following multiple measures, the
use of which adds to the validity of the measurements.
*student teaching/internship
daily observation form,
mid-term assessment form,
student teaching evaluation form, and
student teaching evaluation rubric;
*electronic portfolio and rubric;
*state certification examinations (Texas Examinations of Educator Standards);
*candidate end-of-program assessment; and
*follow-up alumni and employer surveys.
COLLEGE OF EDUCATION GOVERNANCE
Individual faculty and staff may express concerns, raise issues, or initiate discussions about policy changes at all
governance levels. Typically, these changes originate in programs, departments, committees, and Dean's
Executive/Faculty/Staff Council meetings. Proposed policy changes, after Dean's Executive/Faculty/Staff Council review,
are then voted upon by the faculty/staff and forwarded to the appropriate council (Dean's Executive Council/Faculty
Council/Staff Council) who then presents the recommendation to the dean. She/he will make final decisions about policies
related to budget, personnel and/or administrative matters, and will communicate final decisions and supporting rationale, if
pertinent, to the originating entity.
Policy decisions related to curricula and programs reside with the faculty in their respective committees, councils, programs
and/or departments.
Student input is sought formally by standing committees. Informally, students can express concerns or raise questions to
individual faculty or administrators. Students may also give input through the Joint Education Council, which consists of
presidents of all student organizations within the College of Education.
COLLEGE OF EDUCATION ORGANIZATION
AND ADMINISTRATION
The College's present organizational structure is designed to efficiently and effectively facilitate the work of the
faculty. Responsibility is equally shared between the faculty and the administrative officers of the College of
Education. Governance of academic programs lies with the faculty who make recommendations to the Texas Tech
University Teacher Education Council. The Council is advisory to the Dean of the College and the Executive Vice President
and Provost.
ACADEMIC AND ADMINISTRATIVE OFFICES
Dean's Office
Dean,Dale Scott Ridley, Room 110D, Duties
Vice Dean, Peggy Johnson, Room 110B, Duties
Assistant Academic Dean for Finance and Business Services, Andrea Knapp, Room 110E, Duties
Development Officer, Stacy Poteet, Room 106B, Duties
Office of Communications and Public Relations
Director, Vacant, Room 113, Duties
Office of Academics and Data
Associate Dean for Academics and Data, Hansel Burley , Room 110AA , Duties
Office of Program Evaluation/Research Support
Director, Susan Back, Room 107A, Duties
Unit Assistant Director, Louise Nelson, Room 108
Coordinator, Accreditation and Assessment, Larry Hovey, Room 102, Duties
Office of Teacher Education Programs
Director of Teacher Education Programs, Doug Hamman, Room 107, Duties
Certification Officer, Donna Brasher, Room 106A, Duties
Coordinator of Clinical & Field Experiences, Natalie Sparks, Room 106AA, Duties
Instructional Technology Support Services Office (ITSS)
Duties
Manager, Glen Mullins, Room 260
Departments
Department Chairpersons, Duties
Curriculum & Instruction Department
Peggie Price, Chair, Room 104A
Educational Psychology and Leadership Department
William Lan, Chair, Room 103A
Programs
Program Coordinators, Duties
Programs in the Curriculum & Instruction Department
Bilingual & Diversity Studies
Zenaida Aguirre-Munoz, Coord, Room 356
Curriculum Studies
Susan Myers, Coord, Room 367
Middle Level
Pam Halsey, Coord, Room 366
Elementary Education
Reese Todd, Coord, Room 218
Language/Literacy
Katie Button, Coord, Room 324
Secondary Education
Mellinee Lesley, Coord, Room 331
Math/Science (SMED)
Vacant, Coord, Room
Programs in the Educational Psychology and Leadership Department
Counselor Education
Loretta Bradley, Coord, Room 210
Educational Leadership
JoAnn Klinker, Coord, Room 313
Educational Psychology
Kamau Siwatu, Coord, Room 371
Higher Education
Stephanie Jones/Colette Taylor, Coord, Room 315/304
Instructional Technology
Steven Crooks, Coord, Room 264
Special Education
Robin Lock, Coord, Room 225
COE Organizational Chart
COE Organizational Chart
COLLEGE OF EDUCATION FACULTY VOTING
ROSTER
2012-2013
Although the College voting roster is restricted to full-time faculty, part-time personnel are encouraged to fully participate in
all levels of decision making by attending meetings, engaging in discussions, and generally advancing the College's mission.
Agnello, Mary Frances
Associate Professor
Aguirre Munoz, Zenaida
Associate Professor
Akrofi, Amma
Associate Professor
Anderson, Connnie
Associate Professor
Black, Susan
Associate Professor
Banda, Devender
Associate Professor
Barnard-Brak, Lucy
Assistant Professor
Benavides, Alfredo
Professor
Blodgett, Teresa
Instructor
Bradley, Loretta
Professor
Brendle, Janna
Assistant Professor
Brewer, Adam
Visiting Assistant Professor
Brown, Dee
Assistant Professor
Burley, Hansel
Professor
Button, Kathryn
Associate Professor
Cain, David
Assistant Professor
Carpenter, Clint
Assistant Professor
Carter, Stacy
Associate Professor
Cheon, Jongpil
Assistant Professor
Claudet, Joe
Associate Professor
Coward, Fanni
Assistant Professor
Crews, Charles
Assistant Professor
Crooks, Steven
Associate Professor
Davidson, Roseanna
Associate Professor
Dennis, Jody
Instructor
Dotson, Wesley
Assistant Professor
Drake, Wendy
Instructor
Duemer, Lee
Professor
Duke, Lynn
Instructor
Elkins, Leann
Assistant Professor
Fox, Kelly
Clinical Professor
Froeschle, Janet
Associate Professor
Griffin-Shirley, Nora
Professor
Halsey, Pam
Instructor
Hamman, Douglas
Associate Professor
Hartmeister, Fred
Professor
Hendricks, Bret
Associate Professor
Inan, Fethi
Associate Professor
Jackson, Dimitra
Assistant Professor
Janisch, Carole
Associate Professor
Johnson, Margaret (Peggy)
Associate Professor, Vice Dean
Jones, Stephanie
Assistant Professor
Klinker, JoAnn
Associate Professor
Lan, William
Professor, Department Chair
Lechtenberger, DeAnn
Research Assistant Professor
Lesley, Mellinee
Associate Professor
Lock, Robin
Professor
Luptin, Jan
Instructor
Marbley, Aretha
Professor
Matteson, Shirley
Assistant Professor
Matthews, Kimberly
Instructor
McCarron, Craig
Assistant Professor
McLaren, Andra
Instructor
McMillan, Sally
Associate Professor
Mendez-Morse, Sylvia
Associate Professor
Midobuche, Eva
Professor
Mitchell, Alyson
Instructor
Morgan-Feming, Barbara
Associate Professor
Munoz, Juan
Associate Professor
Myers, Susan
Associate Professor
Ortiz, Rebecca
Assistant Professor
Parr, Gerald
Professor
Patrick, Patricia
Assistant Professor
Pogrund, Rona
Associate Professor
Pratt, Bobbi
Instructor
Pratt, Comfort
Associate Professor
Price, Margaret (Peggie)
Associate Professor, Department Chair
Richman, David
Professor, Endowed Chai
Ridley, Scott
Professor, Dean
Salazar, Dora
Clinical Professor
Saldana, Rene
Assistant Professor
Sheets, Rosa Hernandez
Associate Professor
Simpson, Douglas
Professor
Siwatu, Kamau Oginga
Associate Professor
Smith, Walter
Professor
Spears, Karen
Instructor
Stevens, Tara
Associate Professor
Stocks, Gale
Instructor
Taylor, Colette
Assistant Professor
Todd, Reese
Associate Professor
Torres, Ana
Instructor
Valle, Fernando
Assistant Professor
Walker, Trenia
Associate Professor
Wang, Eugene
Assistant Professor
White, David
Instructor
Williams, Amanda
Instructor
DEAN'S EXECUTIVE COUNCIL (DEC)
The Dean’s Executive Council (DEC) provides a forum for the discussions and advise on matters related to the conduct of
the College of Education. The Council provides council to the dean, serves as a clearinghouse for the development and
approval of College level policies, and is an interactive communication vehicle. The DEC coordinates the development of
faculty meeting agendas. Membership is by virtue of office and includes:
Dean
Vice Dean
Associate Dean for Academics and Data
Director of Teacher Education Programs
Curriculum & Instruction Department Chair
Educational Psychology & Leadership Department Chair
Assistant Dean for Finance
Assistant Dean for Operations, Outreach & Public Relations
Faculty Council Chair
Faculty Council Chair-Elect
Promotion & Tenure Representative
Staff Council Representative
Development Officer
Certification Officer
Assessment & Accreditation Coordinator
Technology Unit Manager
Dean’s Executive Associate
Technology Committee Representative
Members:
Dean
Scott Ridley
Vice Dean
Peggy Johnson
Associate Dean for Academics and Data
Hansel Burley
Director of Teacher Education Programs
Doug Hamman
Curriculum & Instruction Department Chair
Walter Smith
Educational Psychology & Leadership Department
Chair
William Lan
Assistant Dean for Finance & Business Services
Andrea Knapp
Assistant Dean for Operations, Outreach & Public
Relations
Judy Simpson
Faculty Council Chair
Robin Lock
Faculty Council Chair Elect
Trenia Waller
Staff Council Representative
Teresa Neal
Promotion & Tenure Representative
Tara Stevens
Development Officer
Karen Jacobsen
Certification Officer
Pam Tipton
Assessment & Accreditation Coordinator
Larry Hovey
Technology Unit Manager
Shane Hammontree
Dean's Executive Associate
Kay Gleghorn
Technology Committee Representative
Trenia Walker
FACULTY COUNCIL
The Faculty Council is a nine-member elected body of the faculty. Eight of the members are tenure-track faculty
including: a chair, a chair-elect, and three faculty members from each of the two departments in the College. The final
faculty member is elected from the non-tenure track faculty for a one-year term of appointment. The chair elect is elected by
the voting members of the faculty in their respective department for a two-year term, one as chair-elect and the other as
chair. The position of chair-elect will rotate each year between departments. If the Chair-elect position is vacated, then
someone from the same department to which the former chair-elect is/was assigned will fill the position. If the Chair position
is vacated, then that position will be filled by the current Chair-elect and, in turn, a new Chair-elect will be selected from
among the faculty in the former Chair's department. Department representatives are elected by the voting members of their
respective departments for staggered three-year terms. The College's Faculty Senators elect a representative to serve as
an ex-officio member, and all Faculty Senators receive notification of meetings and information distributed at meetings. The
Faculty Council usually meets once a month. The chair and chair-elect attend monthly Leadership Council meetings.
The Faculty Council is a vehicle for faculty governance, the empowerment of faculty to recommend policy directly related to
the conduct and quality of faculty life in the College of Education. The Faculty Council facilitates processes by which faculty
may be fully involved in deliberation and recommendation.
In response to faculty concerns or requests from the Dean and Leadership Council, the Faculty Council:
* Encourages faculty involvement in College issues.
* Works as a clearinghouse for issues and concerns of the faculty at large.
* Facilitates faculty review of existing or proposed organizational structures, guidelines, and procedures to determine their
impact on the conduct and quality of faculty life in the College of Education.
* Makes guideline recommendations to the Dean and Leadership Council and the faculty at large.
* Calls and conducts faculty meetings, either jointly with the Dean or independently.
* Keeps records, copies, and minutes relative to council actions, including the circulation of those minutes to the faculty (via
the web site posting), and to the members of the Leadership Council.
Faculty Council Members
Alfredo Benavides , C&I
20112014
Robin Lock , EP&L, Chair
2010-2012
Loretta Bradley, EP&L
2011-2014
Trenia Walker , C&I, Chair-Elect
2010-2013
Zenaida Aguirre-Munoz , C&I
2011-2013
Reese Todd , C&I
2009-2012
Roseanna Davidson , EP&L
2009-2012
Brett Hendricks , EP&L
2010-2013
Shirley Webb , Non-tenure track
2011-2012
STAFF COUNCIL
The Staff Council is made up of six voting staff members, a chair, a chair-elect, a secretary and three staff members, with
each member being a representative from one of the six areas of service: the Departments, Administration, Centers and
Institutes, Certification, Community Liaison, and Technology/Resources. If an area cannot be represented, the COE staff
will elect a member at large from the entire staff. The COE staff elects each member for a staggered two-year term. The
Staff Council chair is a member of the Dean's Executive Council. A Staff Council officer will serve on the COE Human
Resources Committee.
The Staff Council is a vehicle to promote programs, policies and activities that validate the importance of the College of
Education staff and promote teamwork. With the support of the Dean and the Dean's Executive Council, the Staff Council's
purpose is to:
Have a voice in the formation and implementation of policies at Texas Tech and the College of Education.
Make suggestions and present ideas to implement the Service Plus philosophy.
Recognize the COE staff as an integral part of the college.
Promote and support professional development for the COE staff.
In response to staff concerns or requests from the Dean and the Dean's Executive Council, the Staff Council:
Encourages staff involvement in college issues.
Works as a clearinghouse for issues and concerns of the staff at large.
Annually reviews the staff by-laws that communicates the Staff Council mission, goals and membership.
Develops and implements a new staff orientation.
Recommends policies to the Dean, theDean's Executive Council, and the staff at large.
Schedules and conducts meetings, either jointly with the Dean, independently, or with the entire staff.
Keeps minutes and records of all Staff Council discussions and actions and circulates these to the Dean and all staff.
Facilitate the selection of staff awards.

Staff Council Members
Judy Simpson
2010-2012
Benita Charles
2010-2011
Robin Rekieta
2009-2011
Teresa Neal
2008-2011
Joni Sanders
2009-2011
Stephenie McDaniel
2010-2011
Toni Sim
2010-2011
PROMOTION AND TENURE
AND POSTTENUREREVIEW COMMITTEE
This committee is composed of six, tenured, faculty members holding the rank of associate or full. In consultation with the
department chairs, from the two academic departments, with the Associate Dean for Graduate Education, Research and
Administration serving as an ex officio member, the committee reviews all applications for promotion and tenure within the
College of Education and makes recommendations to the Dean. Efforts will be made to insure that the committee includes
individuals who represent multiple diversity factors.
The members of the P&T Committee will meet during the spring semester, elect a chair, establish the procedures governing
their deliberations, and plan their activities for the coming year. All proceedings by this committee are strictly confidential in
nature. All members of the committee will independently review the candidates' dossiers. Following the review, the
committee will meet to deliberate and vote. After recording the vote, the Chair of the P&T Committee will give the marked,
signed ballots to the Associate Dean, who will retain custody of the ballots.
Each year two of the members will rotate off the committee since all are in staggered three-year terms. The election of
faculty members to theP&T Committee will occur on or before the third Monday in March, during the spring semester . The
chair of the Faculty Council, or the chair's designate will ask the faculty to make nominations or self-nominations for the
open P&T committee slots. These names will be reviewed and considered by both the Faculty Council and the college
administrators (e.g., Dean, Associate Dean, two Department Chairs). They will complete a slate for the election with two
persons per open slot unless this is not possible as in the case of a slot for a full professor with only one person eligible.
After the election is held, the Dean and the Faculty Council Chair will count the votes and inform the faculty of the results by
April 1 st .
The committee will act in accordance with written procedures as specified in the College of Education Handbook as
developed by the College in agreement with University policies as stated in OP 32.01. This committee's responsibilities
include:
Reviewing and voting on all applicants for promotion and tenure and posttenure reviews, and submitting to the Dean a
statement of committee recommendations on each applicant.
Promotion & Tenure & Posttenure Review Committee Members
Nora Griffin-Shirley, EP&L
2011
Doug Simpson , C&I
2009-2012
Tara Stevens , EP&L
2011
Loretta Bradley , EP&L
2011
Peggie Price, C&I
2010-2013
Steven Crooks, EP&L
2011
Zenaida Aguirre Munoz, C&I
2011
Hansel Burley
ex-officio
Procedures for COE Standing Committees
During March or April, faculty members are requested to identify committee assignments of interest and submit this
information to the Chair of the Faculty Council. The Faculty Council considers all submissions and appoints faculty to
membership on committees in early May. Membership is for three-year terms and begins on the first day faculty are back on
duty in the Fall semester. Appointments for vacated positions are sought within one month after the vacancy occurs. Faculty
appointed to the vacated position, take membership immediately and serve out the term of the original position.
Each standing committee includes three representatives from each department, ex-officio member(s), COE student
representatives, and other members as appropriate. Terms are staggered to allow for a rotation in membership. Each
newly empanelled committee holds its initial meeting within ten days after the beginning of the Fall semester. Administrators
are not eligible for standing committees, but do serve in ex-officio positions.
Unless otherwise specified, the chairperson of the committee is elected by the committee and serves for one year in that
role. The chairperson sets the committee agenda, chairs meetings, reports committee actions to the faculty, provides
minutes of each meeting to the Dean, and represents the committee to the Dean and Dean's Executive Council in matters of
mutual concern.
All actions and decisions of College committees and College faculty are advisory to the Dean. Recommendations from
committees or general meetings of the faculty, including the Graduate Faculty, submitted to the Dean, are taken under
advisement and careful deliberation is given before any actions or decisions are made. Program faculty will be consulted
first before any actions or decisions that directly affect the program(s) are made. Minutes of College committees and faculty
meetings are posted for the faculty.
COE Standing Committees include Graduate Academic Affairs, Undergraduate Academic Affairs, Research, and Faculty,
Staff, and Student Human Resources.
Students Serving on Standing Committees of the College of Education
In an effort to promote representation of students on the Standing Committees of the College of Education, the following are
proposed guidelines for choosing students for committee assignments.
Undergraduate Students : The College of Education student membership of Texas State Teachers Association -Student
Program (TSTA-SP) will solicit a group of students who wish to serve on the standing committees. Then the student TSTASP membership will vote on those for each committee each year.
Graduate Students : The College of Education's Graduate Student Association will solicit a group of students who wish to be
on the committees. Then the graduate students will vote on those for each committee each year.
In the case that there are students who are not members of either of these organizations, they can submit their names to the
chair of the Faculty Council who will forward them to the appropriate organization for consideration.
Note 1: Some additional student members may be added to the committees.
Note 2: The ex-officio is the convener of the first meeting. Chairs to be elected at the first meeting.
GRADUATE ACADEMIC
AFFAIRS COMMITTEE
This committee is composed of three members of the faculty from each of the two academic departments with the Associate
Dean for Graduate Education, Research and Administration serving as an ex officio member, and one graduate student
member. The committee has the responsibility of maintaining oversight of all matters related to the quality of graduate
education, in both masters and doctoral programs and in advanced certification programs. The committee shall recommend
to the Dean guidelines and procedures necessary to strengthen all areas of graduate education. Committee responsibilities
include the following:
Monitoring all policies governing graduate education and considering any student appeals for exceptions to those
policies, e.g. admissions, residency, program structure, grievances, and grade appeals.
Reviewing criteria for Graduate Faculty membership and procedures for implementing and recommending needed changes.
Reviewing elements of graduate programs to ensure that they reflect standards of best practice among comparable
research institutions and recommending specific actions to improve any identified deficiencies.
Serving in an advisory capacity to the Associate Dean for Graduate Education, Research and Administration.
Maintaining the course approval process for all graduate courses (see OP36.01).
Developing procedures and activities that enhance administration/student/faculty relationships within the College.
Keeping records, copies, and minutes relative to committee actions, including the circulation of those minutes to the faculty
(via the web site posting), and to the members of Dean's Executive Council.
Graduate Academic Affairs Committee
Mary Frances Agnello, C&I
2011-2014
Fred Hartmeister, EP&L
2011-2014
Stacy Jacob, EP&L
2010-2013
Nora Griffin-Shirley, EP&L
2010-2013
Carole Janisch, C&I, Co-Chair
2010-2012
Mellinee Lesley, C&I, Co-Chair
2010-2013
Vacant, Student Rep (GR)
2011-2012
Hansel Burley
ex-officio
FACULTY, STAFF, AND STUDENT HUMAN
RESOURCES COMMITTEE
This committee is composed of three faculty members from each of the two academic departments, a representative of the
Staff Council, and two student members, with the Director of Public Relations and the Associate Dean for Graduate
Education, Research, and Administration serving as ex-officio members. Specific responsibilities of the committee include:
* Recommending guidelines and procedures and organizing events that directly affect faculty, staff, and student welfare in
the College of Education.



* Coordinating the process of announcing, nominating, selecting, and recommending faculty and students for College
and, as appropriate, University awards.
* Designing and implementing an annual process of planning faculty and staff professional development.
* Developing procedures and activities that enhance relationships among administrators, faculty, and students within
the College.
* Keeping records, copies, and minutes relative to all committee actions, including the circulation of those minutes to the
faculty (via the web site posting), and to members of the Dean's Executive Council.
Faculty, Staff & Student Human Resources Committee Members
Vacant (finishing Rosa's term), C&I
20112012
Fannie Coward (finishing Sally McMillan's
term),C&I
20112013
Loretta Bradley, EP&L
20112012
Jerry Parr, EP&L
20102013
Aretha Marbley, EP&L, Chair
20112014
Craig McCarron, C&I
20112014
Benita Charles, Staff
20112012
Vacant, Student Rep (Grad)
20112012
Vacant, Student Rep (Undergrad)
20112012
Hansel Burley
ex-officio
Karen Jacobsen
ex-officio
RESEARCH COMMITTEE
This committee is composed of three faculty members from each of the two academic departments with the Associate Dean
for Graduate Education, Research and Administration serving as an ex-officio member, and one student member. The
Research Committee recommends guidelines and procedures necessary to strengthen all research endeavors in the
College of Education including, but not limited to, the following:
Promoting and supporting research and scholarly activities in the College.
Making recommendations regarding the need for research equipment, materials, and funds.
Reviewing faculty access to adequate library and computing resources; expert consultants in research design, statistical
analysis, and teaching effectiveness; and sufficient travel and support funds to conduct research and to present the findings
at professional meetings.
Developing guidelines for faculty research proposals supported by private and/or state organized research funds and
reviewing those proposals and making recommendations to the Dean for their funding.
Keeping records, copies, and minutes relative to all committee actions, including the circulation of those minutes to the
faculty (via the web site posting), and to members of the Dean's Executive Council.

Research Committee
Alternate (Roseanna Davidson), EP&L
2011-2014
Doug Simpson, C&I
2011-2014
Stacy Carter, EP&L
2009-2012
David Richman, EP&L
2010-2013
Barbara Morgan-Fleming, C&I, Chair
2010-2013
Shirley Matteson, C&I
2009-2012
Vacant, Graduate Student
2011-2012
Vacant, Graduate Student
2011-2012
Hansel Burley
ex-officio
Judy Simpson
Standing member
TEACHER CERTIFICATION AND
UNDERGRADUATE ACADEMIC AFFAIRS
COMMITTEE
This committee is composed of three members from each of the two academic departments and one undergraduate student
with the Associate Dean for Teacher Education and the Certification Officer for the College of Education serving as ex officio
members. The committee has the responsibility of maintaining oversight of all matters related to the quality of teacher
certification and undergraduate education, including certification, courses, and programs. The committee shall recommend
to the Dean guidelines and procedures necessary to strengthen all areas of teacher certification and undergraduate
education. Committee responsibilities include the following:
Monitoring all policies governing teacher certification and undergraduate education and considering any student
appeals for exceptions to those policies, e.g. admissions, program structure, grievances, and grade appeals.
Conducting a continuous review of the curricula and courses that comprise the academic programs in the College
with a view to strengthening content and continuity, reducing redundancy, and maintain currency throughout.
Maintaining the course approval process for all undergraduate courses.
Developing a plan and procedures for support activities relative to issues in teacher certification and undergraduate
education.
Serving in an advisory capacity to the Associate Dean for Teacher Education and the Certification Officer.
Keeping records, copies, and minutes relative to all committee actions, including circulation of those minutes to the
faculty (via the web site posting) and to members of the Dean's Executive Council.

Teacher Certification and Undergraduate Academic Affairs Committee
Susan Myers , C&I
2008-2011
Leann Elkins , EP&L
2009-2012
Rebecca Ortiz, C&I
2009-2012
Devender Banda, EP&L
2010-2013
Trenia Walker, C&I
2010-2013
DeAnn Lechtenberger , EP&L
2008-2011
Erin Tidwell, Student Rep (Undergrad)
2010-2011
Kari Kennedy, Student Rep (Undergrad)
2010-2011
Peggy Johnson
ex-officio
Pam Tipton
ex-officio
COLLEGE OF EDUCATION CENTERS
The Burkhart Center for Autism Education and Research: ED 151
Burkhart Endowed Chair in Autism Research, David Richman:
Director, Janice Magness: ED 151 742-1998, Ext. 486
The Burkhart Center for Autism Education and Research promotes systemic change in the manner in which professional
and families interact and plan for people with disabilities. Nationwide, dissemination of research findings, activities, and
projects of the Burkhart Center for Autism Education and Research provide an impetus for creating this transformation.
Engaging professionals and families of students with Autism Spectrum Disorders promises far-reaching effects for
collaboration, preparation, and implementation of instructional and transitional programming to provide a higher quality of life
for individuals with Autism Spectrum Disorders.
The Burkhart Center for Autism Education and Research focuses on four avenues for advancing society's view of students
with Autism Spectrum Disorders. First, the Center provides preparation for selected educators on the South Plains through
the Burkhart Teaching Academy . The Burkhart Teaching Academy supplies outstanding teachers working with students
with Autism Spectrum Disorders with mentoring, training, and materials to improve their performance in the classroom.
Second, Resources and Solutions offer area families and professionals books,DVDs, small group workshops, and individual
consultation concerning issues for students with Autism Spectrum Disorders. Resources and Solutions also exhibit a variety
of Sensory Integration materials for parents to try with their students prior to purchasing the equipment. Third, the Center
continues to work with the South Plains Autism Network (SPAN) to provide families and professionals with current
information on a monthly basis. During the SPAN meetings, Sibshops engage siblings of students with Autism Spectrum
Disorders in problem-solving and group-support activities. Finally, The Collin Burkhart Transition Collaborative brings
families, educators, and community partners together to determine strength-based blueprints to aid students with transition
from school to work. The blueprints map the student and family's desires and aid them in determining practical placements
and decisions for adulthood. This Collaborative identifies community partners to provide comprehensive services
and postsecondary opportunities for adults with Autism Spectrum Disorders.
The Center for the Integration of STEM Education and Research : ED 159
Director: Dr. Gerald Skoog: ED 157 742-1998, Ext. 259
Associate Director: Ms. Susan Talkmitt: ED 159 742-1998, Ext. 256
As a university-wide center, the Center for the Integration of Science Education and Research is committed to the concept
that research and education in the sciences are inseparable and complementary and is committed to removal of barriers:
between education and research, between organizations, between academic units, between disciplines, between scientists
and non-scientists, between the university and the schools.
The vision of CISER is to be a national leader in the integration of research and education in the sciences. The Center will
provide a mechanism for assuring that the increasing research activity at Texas Tech will impact positively the educational
experiences in the sciences of students at Texas Tech and in the regional and local K-12 schools.
CISER seeks to develop innovative programs to involve students and teachers at all levels in the research enterprise, create
a seamless community of science educators from K-16, serve as a mechanism for recruiting more students and teachers
into the sciences, and contribute positively to Texas Tech's reputation by developing nationally recognized programs in the
integration of research and education.
As a university-wide center, the Center for the Integration of Science Education and Research will encourage and enable the
integration of science education and research at all educational levels and explore innovative mechanisms for doing so,
expand educational opportunities for undergraduate science students by promoting and supporting undergraduate research,
and enhancing the recruitment and retention of pre-college science teachers.
The Virginia Murray Sowell Center for Research and Education in Visual
Impairment : ED 229
Director: Dr. Nora Griffin-Shirley, ED.220, 742-1997, Ext. 247
The Virginia Murray Sowell Center for Research and Education in Visual Impairment at Texas Tech University in Lubbock,
Texas, prepares specialists in visual impairment, orientation and mobility, and deafblindness. It promotes quality research to
address the academic and social needs of school-age students with visual impairments and provides public service to assist
local, national, and international constituencies. The Center offers degree and certification programs in visual impairment
(VI), orientation and mobility (O&M), and deafblindness (DB). Scholarships are offered for students in both degree and
certification programs. The students in the program are often found throughout Texas and the bordering counties, as most
of the programs are available through distance education. The center also offers an Annual Distinguished Lecturer Series in
which the finest and most highly qualified in their field come to Lubbock, Texas to offer valuable learning opportunities
through the occurrence of lectures.
Dr. Virginia Murray Sowell developed the program at Texas Tech University which is recognized
internationally. Dr. Sowell began teaching students with visual impairments in 1955 at the San Antonio Independent School
District and received her Ph.D. in special education at theUniversity of Texas at Austin. She started a personnel preparation
program in visual impairment at Texas Tech University in 1977. This position along with her many years of teaching
provided the background necessary to begin the Orientation and Mobility Program in 1982. In 1989, another program was
established that prepared teachers of students with deafblindness.
The Virginia Sowell Center employees nine people. It operates as a federal and state funded grant program. Students with
either a Bachelor's or a Master's degree can receive certification as an O&M Specialist, training students how to travel
independently, safely, and efficiently in their homes, schools, and communities. O&M Specialists work with individuals with
visual impairments - birth through adulthood in both educational and rehabilitation settings.
Students can receive their Teacher of Visually Impaired Certificate if they have or will receive their teaching certificate before
completing their VI coursework. This will provide the student with the background necessary for assisting visually impaired
children - birth to 22 years, to achieve their educational goals. Students who are prepared to teach children
with deafblindness usually have a bachelor's degree and are teachers. They are employed by public schools, residential
schools for the blind and agencies serving children and youth with deafblindness. Vision specialists also work with children,
parents, other educators, O&M specialists and other community agencies. They teach children the compensatory skills
needed to function independently within society.
The Virginia Sowell Center's program offers face to face instruction at a distance, where the faculty will travel to a central
site in a region to teach classes, Internet classes, on-campus instruction, for which students move to Lubbock to attend
classes on campus, and/or a combination of the above.
The Institute for Leadership and School Improvement : ED 313
Director: Dr. JoAnn Klinker, ED.313; 742-1997, Ext. 238
The Institute for Leadership and School Improvement provides professional development for area administrators with a
focus on identifying quality instruction and teacher effectiveness as well as conducting innovative research on leadership.
From residual funds of the Texas High School Project Pilot Principal Preparation Grant, the Institute has already established
a collaborative partnership with Lubbock Independent School District to build leadership growth. Housed in the College of
Education, the institute facilitates access for area administrators to areas of expertise and disciplines within the College and
throughout Texas Tech University.
Faculty Hiring Policy
The College of Education will recruit the best-qualified candidates to fill faculty positions. These individuals should have
academic and scholarly records, experiences, attitudes, and goals that will advance the mission and goals of the university,
college, and program. Candidates who earn their advanced degree(s) from the College of Education at Texas
Tech University will not be discriminated against in our faculty searches.
Faculty
The faculty of the College consists of all personnel with the rank of instructor, visiting assistant professor, clinical professor,
assistant professor, associate professor, or professor with an appointment to a department of the College. The role of each
faculty member shall be defined by the department chairperson in consultation with the faculty member.
Voting privileges in the College are reserved for those full-time members of the College Faculty, who are in tenured, tenure
track, or non-tenure positions, and who are fully employed within the University. Temporary and part-time adjunct faculty
members shall not be voting members of the faculty nor shall they accrue tenure in the College.
Upon the recommendation of one member, seconded by another member, and by a 3/4 vote by a ballot at a regular
meeting, any person not meeting these requirements may be added to the voting roster for a prescribed term and purpose
(e.g., to vote on (1) programmatic issues; (2) graduate issues; or (3) governance issues.
All duly elected regular members of the Graduate Faculty within the College of Education including those holding adjunct
appointments, shall be eligible to vote on all matters related to the graduate programs, including elections to the Graduate
Faculty. Individuals with special, one-time appointments to the Graduate Faculty for the purpose of serving on doctoral
committees are not eligible to vote.
Appointments may be made jointly with another unit of the University; such joint appointments shall specify the status of the
appointee with respect to voting, tenure, and promotion.
Adjunct Faculty
OP32.17
According to OP 32.17:
1.c. "The terms adjunct and visiting are used with the appropriate faculty rank for non-continuing, non-tenure
acquiring appointments. Part-time is used with the appropriate faculty rank for less than full-time academic
appointments."
2.i. "The term adjunct is used to indicate that appointees, because of their expertise, will be called upon by Texas
Tech University for their opinions on matters of importance. The rank at which the appointment is made is
determined by an evaluation of the previous achievements of the appointee. Individuals who already hold a faculty
appointment in one academic unit of the university are typically not eligible for an adjunct appointment in another
academic unit; rather, adjunct appointments recognize persons with appropriate expertise from outside the
University, including those associated withTTUHSC."
1)
All persons who wish to teach, serve on dissertation committees, or assume other teaching roles must apply for
adjunct status in the College. This would include all University administrators. Any person who anticipates being involved in
the graduate program must be elected to membership on the Graduate Faculty in the College of Education.
2)
Persons holding adjunct status may not chair dissertation committees.
3)
The rank of an adjunct appointment will be commensurate with the applicant’s academic background, scholarship,
credentials, and achievements.
4)
An adjunct appointment will be for the period of one term at a time-Fall, Spring, or Summer (September 1 - August
31) and may bereappointed each fiscal year.
5)
To apply for an adjunct appointment:
a)
After consulting with program faculty, the chair of the program in which the person will work submits the
applicant’s vita and a letter of support to the Department Chair;
b)
After reviewing the vita, the Department Chair would attach a letter indicating whether or not there is support
for the application within the department and forward all the material to the College of Education's Office of Graduate
Education and Research.
6)
With the Dean’s approval, a Personnel Action Form (PAF) will be prepared and placed on file with the University.
For reappointment, the same procedure will be followed.
Criteria for Graduate Faculty Membership
1.
Terminal Degree. An earned doctorate in an appropriate discipline from an accredited doctoral-degree granting
institution.
2.
Scholarly Productivity. A minimum of five publications during the six years immediately preceding review. These
publications must include some articles in fully refereed nationally recognized journal outlets.
The College of Education recognizes that scholarship may be manifested in the field as well as through journals, so
in cases where publications may be marginal, work in school and community organizations/agencies may be
weighed as a modifier. The impact of such work must be documented and will not compensate for a total lack of
publications. Additional factors that may be considered in scholarly productivity include: presentations of papers at
national conferences or meetings; the scope of a publication (e.g., a monograph or book would be weighted heavier
than an article); obtaining external grants; service as a reviewing editor for journals or a text publisher; and
supervision of theses and dissertations, especially if they lead to publications in refereed journals.
3.
Teaching Effectiveness. Evidence, by measures such as student evaluations, peer evaluations, or other measures
of successful experience in teaching, advisement, counseling, and/or direction of students at the graduate level.
4.
Service. Evidence of participation in university, college, and program committee work; evidence of professional
involvement in local, state, and/or national professional organizations.
Criteria for Graduate Faculty Membership
1.
Terminal Degree. An earned doctorate in an appropriate discipline from an accredited doctoral-degree granting
institution.
2.
Scholarly Productivity. A minimum of five publications during the six years immediately preceding review. These
publications must include some articles in fully refereed nationally recognized journal outlets.
The College of Education recognizes that scholarship may be manifested in the field as well as through journals, so in cases
where publications may be marginal, work in school and community organizations/agencies may be weighed as a
modifier. The impact of such work must be documented and will not compensate for a total lack of publications. Additional
factors that may be considered in scholarly productivity include: presentations of papers at national conferences or
meetings; the scope of a publication (e.g., a monograph or book would be weighted heavier than an article); obtaining
external grants; service as a reviewing editor for journals or a text publisher; and supervision of theses and dissertations,
especially if they lead to publications in refereed journals.
3.
Teaching Effectiveness. Evidence, by measures such as student evaluations, peer evaluations, or other measures
of successful experience in teaching, advisement, counseling, and/or direction of students at the graduate level.
4.
Service. Evidence of participation in university, college, and program committee work; evidence of professional
involvement in local, state, and/or national professional organizations.
Summer Session Employment
Summer appointments are based upon summer instructional needs. Summer employment is considered a supplemental
appointment and is not guaranteed. Employment of faculty during the summer sessions is contingent on department and
program needs. Budgetary conditions control the number of courses that can be offered during the summer
sessions. Under normal budgetary conditions, faculty will have an opportunity for appointment for one of two summer
sessions provided that student enrollment justifies the courses scheduled and the individual faculty member is qualified to
teach the assigned courses. The department chair is responsible for making faculty appointments. Those individuals
appointed for summer teaching will be given a contingency contract that stipulates the conditions for summer appointment.
Summer Appointments
1.
The department chairs, in consultation with program coordinators, determine the schedule.
2.
The College of Education first offers existing courses needed by students.
3.
Presuming budget availability, the College of Education attempts to provide a two-course load or its equivalent (e.g.,
a one-course load to improve teaching) for all College of Education tenure/tenure track faculty who wish to teach.
4.
The College of Education only offers courses to adjuncts when College of Education faculty who wish to teach the
courses are not available.
Amendment to Summer Hiring Policy
Policy Rationale:
In order to pay faculty summer salaries, new university policy will not allow any college expenses to exceed earned
designated tuition returned to the college. During the summer of 2011, the College of Education produced a deficit. The new
policy below is an effort to reduce the probability of future deficits, and should they occur, to reduce their size. This policy is
an extension of the current summer hiring policy, and it remains consistent with that policy.
In an effort to exercise good fiscal stewardship, while maintaining equity of opportunity for summer teaching, the following
extension of the College of Education’s summer teaching policy will be instituted effective immediately:
·
Tenured, tenure eligible, and continuing contract faculty may teach a maximum of 2 courses.
·
Compensation for these classifications of faculty will be one-twelfth of the faculty member’s nine month
contract per course, assuming the course meets minimum enrollment as defined by the college.
·
The course minimum enrollment is 10 for graduate level courses and 15 for undergraduate courses.
o If a course does not reach the minimum enrollment for the college, but does reach the minimum
enrollment according to university rules (5 for graduate and 10 for undergraduate), the department has
the option to offer the course. However, the instructor of the course will be compensated using
a breakeven formula defined as follows: current designated tuition rate X course credit
hours X number of students in the course. (Here is an example: $140 [designated tuition] X 3 [course
credit hours] X 8 [example number of students] =$3360).
o By university rule, summer designated tuition is the same for both undergraduate and graduate level
courses.
o Because these course enrollments’ not meeting the minimum cannot be anticipated, faculty teaching
these courses will almost certainly experience payroll delays.
o If two sections of the same course are being taught by a faculty member, one section of a course
must have at least 25 students. Departments may allow more students to enroll than 25. Should the
second course not meet college minimums, but meet or exceeds university minimums, compensation for
the second course will be based on the above breakeven formula.
·
Courses can be taught in either one or both of the summer semesters, as need dictates.
·
Summer research hour generation (e.g., 7000 and 8000 level courses) is not compensated.
·
Classifications of non-tenure track/continuing contract faculty will be will be compensated with the current
adjunct rate. Their summer teaching load is at the discretion of the department chairs.
·
The opening and closing of courses is a department responsibility and is at the discretion of the department
chairs.
Faculty Office Hours
It is important for every faculty member to post a definite schedule on his/her office door, providing information about classes
and where they meet, office hours, and anything else that will help a visitor to find him/her when necessary. A template
document will be made available for faculty members to prepare this form for the office doors. Faculty members are
expected to schedule a minimum of five (5) hours per week in offices during the academic year and to follow this schedule
as closely as possible. During a summer session in which a faculty member is teaching, the expectation is 2.5 hours per
week.
Faculty members and administrators are to:
a. keep office hours;
b. keep appointments; and
c. notify the department office when location of class is changed for the day.
Faculty members are urged to:
a. let staff know where you will be and anticipated time of return to office so that callers can be informed; and
b. place a note on the office door to let students and others know if office hours cannot be kept.
Support for Scholarly Activities
The College of Education is committed to supporting faculty who are engaged in scholarly activities. To this end the College
provides the following support:
1.
Manuscript Preparation. A typist(s) will be available to type manuscripts for books, articles, papers, research
proposals, or other scholarly works.
2.
Technical Writing Assistance. A technical writing expert will be available to proofread manuscripts and provide
advice on writing, grammar, format, and APA style.
3.
Travel. Each department is allocated operating funds to support travel by faculty to professional meetings for the
purpose of presenting the results of research and other scholarly activities. The amount of financial support depends upon
the amount of the allocation and the number of faculty requesting support.
4.
INTERNET. The global network, which serves the worldwide academic community, may be accessed through the
campus Academic Computing Services system.
5.
Research funds in the College of Education are awarded to faculty members on a competitive basis during the fall
semester by the College's Research Committee. The guidelines for the competition are announced early in the fall semester
by the Research Committee.
6.
Seminars and Research Symposia. The College of Education Research Committee sponsors the College of
Education Research Conference, dealing with research topics.
7.
College of Education Research Lab. The College of Education Research Lab was founded to facilitate faculty
members' and graduate students' scholarly activities and promote the productivity. The Lab is equipped with computers with
software needed for quantitative and qualitative research and other peripheral equipment. Under the leadership of the
Director of the Research Lab appointed by the Dean of the College of Education, two Graduate Assistants operate the lab
during the regular working hours, from 8 am to 5 pm, Monday through Friday. The Director of the Lab also serves as the
methodology consultant of the college who answers questions faculty members have in research design, instrument
development, research procedure, and data analysis. Services provided by the lab include, but not limited to, data
collection, data preparation, and data analysis. To obtain the assistance provided by the Lab, faculty members need contact
the Director of the Lab who then will assign the tasks to the GA's.
Texas Tech University through its libraries, TLTC, ATLC, and other offices provides a variety of support and assistance for
scholarly activities.
Vacation/Sick Leave
OP32.11
Faculty and staff members who wish to take personal leave, i.e., vacation (for 12 month faculty members and all staff
members) or sick leave (for all faculty and staff members), must submit their leave hours through their eRaider link. NonExempt staff will submit online their "My Timesheet" located under their eRaider/TTU Employee tab. Exempt employees will
submit online their "My Leave Report" under the same tab. In the circumstance of an illness, the leave hours must be
submitted immediately after the employee returns to work. After the hours are submitted your supervisor will approve the
leave online.
Faculty Development Leaves
OP32.29
Procedures
As approved by the College of Education Leadership Council on September 7, 2007
1.
2.
3.
4.
5.
Applicant for development leave send a letter of interest in a leave request to their Program Coordinators and
Department Chairs no less than a month before the application deadline (deadline is usually around the 3rd week in
October).
Program Coordinator and applicant discuss how courses and other duties will be covered.
Program Coordinator gives to the Department Chair a recommendation about how courses and other duties in the
program will be covered.
During the annual review meeting with faculty, the Department Chairs will address the possibility of a developmental
leave for the coming year when appropriate.
After the development leave is concluded, the applicant(s) will send a report of their outcomes/accomplishments to the
Department Chair and the Dean and in a public forum, such as a brown bag lunch, report on the outcomes of their
leave.
Faculty Workload
OP32.18
Note: The new university Academic Workload Calculation Policy (OP 32.18) went into effect September 1, 2000. At that
time the Provost's Office circulated a memo informing both administrators and faculty that the implementation of this policy
(on actual change in teaching loads for faculty would not necessarily be changed due to resource constraints). Therefore,
there is no plan for wholesale changes in College of Education faculty teaching loads over the next few years.
In the 2000-01 academic year, the College of Education Workload Committee developed a proposal for pilot implementation
of teaching workload changes over a two to three year period. This proposal was accepted by the dean and Administrative
Council. During the 2001-02, 2002-03 and 2003-04 academic years, the dean and department chairs will initiate
discussions with faculty about pilot activities in scholarship (including grant development), service, professional
development, and alternative teaching which will be substituted for regular teaching. Assessment will be done to determine
the effectiveness of these activities, including the resources needed, before a full scale change in the teaching workload
described later in this section of the handbook will be modified.
The College's goal is to offer high quality undergraduate and graduate programs that are nationally competitive. Related to
this goal is the need to optimize the productivity of the faculty in carrying out their responsibilities. Workload assignments
are influenced by program needs and student demand. Faculty resources are limited, and it is imperative that student
enrollment be managed as we drive our programs to new levels of excellence.
Each faculty member is assigned a minimum of a 12-credit-hour equivalent teaching workload. Non-graduate faculty,
teaching undergraduate courses are assigned the equivalent of four 3-credit-hour courses per semester. Graduate faculty
teaching either undergraduate, graduate, or a combination of graduate and undergraduate courses are assigned one
semester of three 3-credit-hour courses, one semester of two 3-credit hour-courses, and the equivalent of 3-6 credit hours
released time for scholarship for one semester and a reduction to two 3 credit-hour courses and 6 research hours for the
other semester. Faculty who teach undergraduate, graduate, or a combination of undergraduate and graduate courses and
who are directing at least three doctoral dissertations may be assigned the equivalent of two 3-credit-hour courses and 3
credit hours for dissertation research during the semester in which students complete their dissertations.
Workloads of individual faculty members may vary based on qualifications and the needs of the departments. Department
chairs assign individual faculty workloads. Faculty workloads will be monitored in relation to student demand while
simultaneously maintaining a high level of faculty productivity. Faculty workloads may be adjusted for specified periods of
time, based on department and individual faculty needs, for carrying out their teaching and research responsibilities.
Appointment Of New Faculty Prior To Completion Of Doctoral Degree
Requirements
Following the guidelines established in Texas Tech’s operating procedures manual, (OP 32.28), the College of Education
has established a policy for those applicants who are appointed prior to completing all requirements for the doctoral degree.
According to this policy, individuals in this category will be appointed with the title of assistant professor. This appointment
will be temporary and contingent on the successful completion of the doctoral degree by August 1 of the first year of
appointment. If the degree is not completed by April 1 of the first appointment year, the faculty member will not be eligible
for a summer school teaching assignment and will be asked to use the summer months to complete degree requirements. If
degree requirements are not completed by August 1, the appointment will be reviewed and be subject to termination. If
unusual circumstances prevent the completion of all degree requirements by August 1, an individual may request an
extension to June 30th of the second year. If degree requirements are not completed by this date, the appointment will be
reviewed and be subject to termination.
Faculty Teaching Responsibilities
OP32.06
There is a clear expectation across the College of Education that all tenure track faculty will discharge their respective
teaching duties fully over the course of an academic year. In most cases this is a 3/2 regular course load. When classes do
not have suitable enrollment, faculty will be reassigned alternative teaching responsibilities. In order to maintain equitable
teaching loads across the entire college, faculty reassignment will be done in the following priority order:
1)
within their regular yearly assignment, adjusting 3/2 to 2/3, replacing adjuncts tentatively contracted to teach in their
program and/or team teaching in cases where enrollment is unusually high
2)
within their respective program area for courses they are qualified to teach
3)
outside the program area for courses they are qualified to teach
4)
across the college where a "generalist" preparation qualifies faculty to supervise student teachers, interns, or other
generalist teaching responsibilities
Guidelines for Preparing Course Templates and
Course Syllabi
Guidelines Link
Guidelines for Preparing New Course Proposals
Guidelines Link
Distance Education Guidelines
Click Link to Guidelines document.
Evaluation Of Teaching Effectiveness
OP32.32
The College of Education is committed to high 'quality teaching by all faculty members and teaching assistants. Effective
teaching is an important expectation of faculty who teach in the College of Education. To that end, the College assesses
teaching in three ways: students’ evaluation of teaching, self-reflection, and peer review of teaching.
Students' Evaluation of Teaching
As one means of assessing teaching effectiveness, the University provides a standardized student evaluation form. The
evaluation is administered under the direction of the Office of Accreditation and Assessment in the College of Education.
Each faculty member, adjunct professor, and graduate part-time instructor who has teaching responsibilities is required to
use the University student evaluations in every class each fall and spring semester. Summer evaluations are optional and
faculty may choose not to have evaluations done at that time. Faculty evaluations by students should typically be conducted
during the last two weeks of class. Personnel in the Office of Accreditation and Assessment will come to every on-campus or
field-based class at a predetermined and mutually agreed to time and date to facilitate the collection of course evaluation
data from students. The instructor will leave the room while the students complete the forms. The evaluation sheets will be
collected by the appointed personnel and taken directly to the Office of Accreditation and Assessment, Terri Beard,
(room 101 Ed bldg.). Faculty evaluations conducted in other venues should be mailed to the College of Education , Office of
Accreditation and Assessment, Attn: Terri Beard, PO Box 41071 , Lubbock , TX 79409 , by a pre-selected student in the
class. The results of the evaluation (numerical and/or any additional comments) must not be known by the instructor of the
course until final grades have been turned in to the Registrar.
After the evaluation data are collected, the Office of Accreditation and Assessment, with assistance from the Institutional
Research and Computing Services, is responsible to process the quantitative data collected with the evaluation forms and
provides a detailed summary to the individual instructor. Summaries of evaluations and copies of narrative comments
submitted by students for the faculty in each department are provided to the respective department chair and to the Dean.
Institutional Research and Computing Services will assume responsibility for collecting course evaluation data for all webbased and off-campus sections of two-way interactive or video-conferencing classes and share the results of the evaluation
with course instructors through the Office of Accreditation and Assessment.
Faculty members and teaching assistants are encouraged to use other methods as well to evaluate their teaching
effectiveness.
Peer Review of Faculty Teaching (Faculty Council approved 2010-2011)
For the peer review of teaching, the College asks faculty to examine a peer’s knowledge of material and preparedness for
class, engagement of students in an observed lesson, and students’ application of the material taught. The peer review
consists of a pre-conference, an observation, a post review conference, and a written review. Any faculty member planning
on promotion must conduct at least one peer review a year, 5 years prior to the year requesting promotion. Individual
reviews should be returned quickly, so they can provide formative feedback to faculty being reviewed. Accumulated reviews
over a 5-year period provide summative evidence for changes in rank, tenure, and employment status.
The Faculty Council, along with a Peer Review Committee, created these procedures for faculty going up for tenure and
promotion. The Faculty Council of 2009-2010 approved these guidelines, they were reaffirmed by Faculty Council Chair and
Chair Elect, 2010-2011, and Dean’s Executive Committee approved them, as well. They are to be utilized for faculty peer
assessment of teaching at any faculty classification. A white paper, Assessment of Teaching in Higher Education,
September, 2010, with guidelines, procedures, and caveats regarding peer assessment written by JoAnn Klinker, Mary
Frances Agnello, Aretha Marbley, and Roseanna Davidson appeared in a publication of the Provost Bob Smith’s journal, All
Things Texas Tech (http://www.depts. ttu.edu/provost/att/).
Procedure and Guidelines
1. The faculty member to be reviewed selects tenured faculty peer reviewers from inside or outside the College.
2. Pre-conference. The instructor and observer meet before the classroom visit to discuss the topic, classroom
expectations and practices, things the observer should know or pay attention to
3.
Observer visits the classroom. These three criteria should be addressed in the review:
a.
Knowledge base and preparedness
b.
Engagement of students in the lesson
c.
Evidence of opportunities provided to students for application of the information presented.
4.
Post-conference. The instructor and observer meet after the classroom visit to discuss the visit.
5.
6.
A written review will be provided to the reviewee by the reviewer.
The observer and instructor will document the review with signatures of both individuals, along with a date.
7.
The peer assessment will be included in faculty review dossiers.
Annual Faculty Review
OP32.32
Annual Report
At the conclusion of each calendar year, each faculty member prepares an annual report listing all activities for that calendar
year in the areas of teaching, research, and service. This report is required by University policy and becomes a part of the
faculty member's official record. It is considered in decisions regarding merit pay, tenure and promotion, and other
personnel matters.
Annual Review
The annual report and a current resume are submitted to the department chairperson in January (as per OP 32.32). The
chairperson reviews the report and prepares written evaluation of the faculty member's performance. The chairperson is
also expected to consider performance for the three previous years. The evaluation is attached to the annual report and
copies are distributed to the faculty member, department chairperson, Dean, and Provost. Specific guidelines in OP 32.32
govern provisions for faculty performance that is deemed by the chairperson and dean to unsatisfactory.
Annual Review Conference
Prior to submitting the evaluation to the Dean, the department chairperson meets with faculty members individually to
discuss the annual report, chairperson's evaluation, and overall performance for the year. The faculty member initials the
chairperson's evaluation.
Annual Review Hearing Committee
Justification: OP 32.32 Performance Evaluation of Faculty
Purpose: The purpose of this Operating Policy/Procedure (OP) is to establish uniform guidelines and
procedures for performance evaluations of members of the faculty.
Paragraph F states: All units should have a procedure established whereby a committee of peers will be
available to mediate disagreement between an individual faculty member and the chairperson/coordinator
regarding an annual review at the faculty member's request. If the mediation is not successful, a copy of the
committee's recommendation shall become part of the annual evaluation. This procedure and/or the
possibility of filing a grievance provide the non-binding alternative dispute-resolution processes described
in Chapter 154 of the Civil Practice and Remedies Code.
1. To establish the Annual Review Committee the Faculty Council will develop a list of tenured faculty from the College of
Education . The faculty member and administrator will have the option to omit three names each from the group. In order to
avoid conflict of interest, these individuals may not be members of the Annual Review Committee from the faculty member's
department, or members of the Promotion and Tenure Committee. The Faculty Council Chair (with the Chair-Elect as
witness) will randomly draw five names from the remaining list, and these five names shall constitute the Mediation
Committee.
2. Upon receipt of a request from the dean, the Hearing Committee will schedule a hearing. This hearing must be held
within 21 calendar days after receipt of the request from the dean. The Hearing Committee will elect its own chairperson.
The chairperson's notice scheduling a time and place for the hearing must be delivered to the parties involved seven
calendar days prior to the hearing. These time limits are a guide and may be changed for university holidays and by mutual
written agreement of the Hearing Committee and the parties involved.
3. The hearing will be conducted in accordance with procedures established by the Annual Review Hearing Committee.
The faculty member or the faculty member's representative(s) or counsel will present the faculty member's case. The faculty
member has the right to present information, written or oral, considered relevant or material to the annual review, including
the calling of witnesses. This information may be presented in written or oral form. After the presentation by the faculty
member, the administrator's case will be presented under the same rules as those that were applied for the faculty member.
The administrator may be represented in the process as well. The Hearing Committee may call witnesses, as it considers
appropriate. The faculty member and the administrator may question all witnesses.
4. Evidence considered in the hearing must relate to the annual review. After all evidence is received, the Hearing
Committee will meet and consider the case. The opinion held by the majority of the members will constitute the committee's
recommendations. The committee must provide its recommendations in writing to the dean of the college, with copies to the
faculty member and administrator(s), within 15 calendar days after the hearing is concluded. Minority opinions of the
committee may also be submitted to the dean. Recommendations to the dean are advisory in nature.
5. The dean will send a written decision to the faculty member within 15 calendar days of receipt of the Hearing
Committee's recommendations. If the dean's decision differs from that recommended by the Hearing Committee, the written
reasons for such difference will be provided to the faculty member and the committee.
6. The parties may agree to a resolution at any time until the dean's decision.
Non-Tenured, Tenure Track Faculty Review
OP32.01
Appointment to a tenure track position carries with it certain responsibilities related to teaching, research, and service. The
initial six years of appointment serve as a probationary period, allowing time for individual faculty to demonstrate
competency as a university professor.
Each non-tenured faculty member appointed to a tenure track position will be reviewed annually during the first through sixth
years of appointment. A committee of tenured faculty is appointed by the appropriate department chair. This Annual
Review Committee reviews the non-tenured faculty member's annual report. The committee schedules a conference with
the individual and provides specific written feedback indicating progress made toward promotion and tenure during the
calendar year under review. The committee forwards this written feedback to the appropriate department chair.
Each year the department chair reviews the committee's feedback. In the annual review conference, the department chair
indicates to the individual his/her recommendation for continued employment or notification of a terminal appointment based
upon the individual's performance during the calendar year under review and cumulative performance. The department
chair forwards this recommendation to the Dean.
The third year review is also significant since it represents a mid-point in the six-year probation period. Typically, the Annual
Review Committee's scrutiny of the non-tenured faculty member's demonstrated competency as a university professor is
greater, and more materials may be requested by the chairperson (e.g., vita, course evaluations, past annual reviews,
copies of publications or verification of other scholarly activity). The faculty will consult with the chairperson prior to
compiling the third year review materials. The department chair, however, may recommend non-reappointment to the Dean
at any time between the first and sixth years of appointment. Notification of individual faculty members receiving a terminal
appointment will follow the time schedule specified in the University's promotion and tenure policy (OP 32.01).
CoEduc Promotion and Tenure Policy and Procedures 2006
CoEduc Promotion and Tenure Policy and Procedures 2012
College of Education Post-Tenure Review Policy
Adopted by the faculty 11/1/99
CRITERIA FOR COMPREHENSIVE PERFORMANCE EVALUATIONS OF
TENURED FACULTY MEMBERS
INTRODUCTION
The College of Education's mission corresponds with the expectations of Texas Tech University as a research university;
that is, to foster and support the creation, translation, and dissemination of knowledge through teaching, research and
creative activities, and professional service. More specifically, the College of Education seeks to direct its efforts toward
achieving national prominence as a research institution, and will build upon its current strong recognition in the state and
region to achieve national and international distinction. All faculty members of the College of Education are expected to
participate and be productive in support of the mission through teaching, research and creative activity, professional, and
administration (as applicable) service. A faculty member should be fully cognizant of this threefold mission and most
importantly of the fact that levels of performance in each of the three areas will be comprehensively evaluated on a periodic
basis in accordance with OP32.31 (Comprehensive Performance Evaluations of Tenured Faculty Members and Faculty
Members Who Receive an Academic Promotion).
Because of the diversity of appointment status and time commitment in the College, it is virtually impossible to establish
quantitative specifications that are applicable to each and every individual; rather the expectation is that each individual will
clearly demonstrate competency in each of the evaluated areas in line with his or her specific appointment.
CRITERIA
Criteria for comprehensive performance evaluations of tenured faculty members are as follow:
Teaching
Demonstrated quality performance as an undergraduate and/or graduate instructor. Assessment will be based on the type,
level and nature of courses taught, instructor-course evaluations, student academic advising, chairing or serving on
graduate student committees, advising of student organizations, leadership and other contributions to teaching activities of
the Program, College, and University.
Peer review and assistance may also be used as a part of evaluation of teaching effectiveness. This review may be initiated
at the request of a faculty member seeking assistance, or by an administrator in response to a pattern of concerns about the
teaching effectiveness of a faculty member. The Clinical Supervision Model (Goldhammer) is recommended for use in the
process as it has been successfully utilized for many years in the college as a process for collegial collaboration in the
improvement of instruction. Further, faculty members are encouraged to use a combination of review processes (peer, self,
administrator, and student) throughout their professional career as a means to improve teaching/learning.
Research and Creative Activity
Demonstrated independent, collaborative, and interdisciplinary research and creative activities, which are
documented by refereed publications, juried presentations, the development of published video, multi-media and
computer software programs, or by way of other professionally prestigious outlets. Evidence of the individual's
reputation and recognition for scholarly competence should be documented. Support and documentation may
include evidence of invitations to contribute to national and/or international symposia, applying for and obtaining
grants or external funding, participation in national professional societies, and continued professional development.
Professional Service
Documentation of service responsibilities to (1) the academic community, and (2) the professional community. Within the
College of Education, expectations for service to the academic community - which includes committee assignments and
participation in program-level, Department, College, and University activities - are differentiated by rank. Associate
Professors are expected to demonstrate somewhat greater involvement in service than untenured faculty, whereas,
Professors are expected to demonstrate significant participation in the governance and activities of the College and the
University.
Expectations for service to the professional community are not differentiated by rank. Nevertheless, the College of
Education faculty are expected to demonstrate continuing involvement in professional service. Leadership in the
professional community may be evidenced through committee assignments, involvement with local schools, consulting
activities, elected offices, national and international activities, and other appropriate service to the individual's professional
societies.
Administration (as appropriate)
Documentation of effective administrative functioning. Evidence of effective leadership may be demonstrated by evaluation
procedures already in place that are specifically related to the relevant program, department, college, or university academic
unit (e.g., OP30.15, Academic Administrator Evaluation).
PROCEDURES
The Promotion, Tenure and Post-Tenure Review Committee for the College of Education will constitute the peer review
body for purposes of conducting the comprehensive performance evaluations required under O.P. 32.31.
Comprehensive performance evaluations, for all tenured faculty members, will be conducted no less often than once every
six years of service since the award of tenure or promotion, whichever event occurred most recently. Notice of the
approaching comprehensive performance evaluation must be given to the faculty member involved by no later than
September 1. The evaluation will begin no earlier than February 1, and end no later than May 1 of a given academic
year. The Dean's Office maintains a list of all tenure/tenure-track faculty and the dates of their review.
The primary documentation for the post tenure comprehensive review process will consist of the faculty member's current
complete vita and his/her six most recent annual performance reviews conducted pursuant to OP32.32 (Performance
Evaluations of Faculty) for the period since the previous comprehensive performance evaluation or successful
promotion/tenure decision. In the College of Education, the annual performance review regularly includes evaluations of
teaching, documentation of research productivity and creative activities, and enumeration of service activities. Other items,
such as letters of recommendation from peers or former students, should not be routinely submitted unless specifically
requested by the review committee.
In cases where a member of the review committee is involved in the post-tenure evaluation process, either as the individual
being evaluated or as an administrator involved with the individual being evaluated, that member will be excluded from
discussion and voting participation in committee deliberations regarding his/her own review.
If a faculty member receives an unsatisfactory prosateur review, he/she will be subject to being reviewed again the following
year. A faculty member who receives unsatisfactory reviews in two consecutive years will be subject to the procedural
guidelines for developing a professional development plan as outlined in Section 5 of O.P. 32.32 (Performance Evaluations
of Faculty). The Dean's Office maintains a list of all tenured/tenure-track faculty and the dates of their review.
TTU Promotion and Tenure Policy and Procedures
Please refer to the TTU website: www.depts.ttu.edu/opmanual/OP32.01.pdf for a copy of the most recently updated version
of The University Promotion and Tenure Standards and Procedures.
Grant Related Activities
Click LINK to view this document.
Pilot Grant Policy
Pilot Policy-Addendum for Grant-Related Activity
(Spring, 2007 - Spring, 2009)
Approved by Faculty
February 23, 2007
Rationale:
In order to increase research and refereed publication productivity in the College of Education, a sub-committee of the
Leadership Council (LC) (LC no longer in effect-2010 decision of Dean's Executive Council) met to discuss changes to the
existing policy for course buy-outs in the College of Education HANDBOOK. Currently, a course buy-out is available only for
those external grants which buy- out 15% plus fringes of a faculty member's salary. Historically, very few faculty members
have been able to seek a course reduction under the current policy. There is a need to find more avenues to encourage
faculty research and writing. The sub-committee, after two substantive discussions, recommends the following to the LC for
further consideration, before putting this pilot policy forward for a faculty vote:
Recommendation:
In cases where the external granting agency does not fund the PI for the needed 15% buyout, plus fringes, it may be
possible for the PI to request a one course load reduction under the following circumstances:
*The granting agency will pay $3,000 to cover the cost of a part-time instructor to teach the course normally taught by the PI;
* The PI presents a credible research plan leading to a refereed publication;
*The PI outlines how the project may be a precursor to seeking a more substantial grant in the future;
Granting of a course reduction under these special circumstances will depend upon the discretion of the department chair, in
consultation with the program coordinator, to ensure that there will be no adverse effects on students' access to needed
courses or advisement for program completion. Accountability to the letter and spirit of the criteria and successful
implementation of the grant will determine future eligibility under this pilot policy. Evidence of having met the criteria, such as
a status report or article in progress, will be due to the chairperson upon termination of the project or at the end of the pilot
policy period.
Benefits of a pilot policy:
The The sub-committee recognizes that unforeseen issues may arise implementing this policy-change and feels it is
necessary to work through any glitches before changing the Handbook on a permanent basis. These issues can arise when:
Several faculty members are named in the grant, and only the PI is eligible under this pilot policy. Also, in cases where more
than one faulty member from a program area or department are eligible at the same time for a course reduction according to
this policy, it may not be feasible for all to receive the reduction at the same time due to adverse effects on the program, etc.
Not knowing the effects on the college or on faculty morale of these issues, or how to solve them in the fairest way, we
recommend a two- year pilot project to begin with spring, 2007 and end with spring, 2009. At that time, a sub-committee will
evaluate the policy and revise it, as needed, before making it permanent.
Current policy status:
The current policy will remain in force for buy-outs 15% and above. If a faculty member can obtain such grants, that is the
optimal situation because they provide needed extra resources for the university, the college, and the faculty member.
Note:
Faculty members who receive a course load reduction for other reasons will continue to do so. This policy is for the purpose
of encouraging faculty research and publication.
Policy On Faculty Travel and Development Funds
APPROVED BY THE FACULTY 3/2/04
The College of Education is committed to supporting faculty members in their research and scholarly endeavors and in their
continued professional development. To grow as a scholar and teacher, each faculty member needs support for presenting
papers at professional conferences, attending scholarly meetings for professional growth, and defraying the cost of other
professional development activities. One way in which the College supports such activities is providing funds for travel and
professional development. Each year, 11-15% of the total college maintenance and operations (M&O) funds are set aside
specifically to support travel and professional development. The total amount in this budget category is divided as follows:
(a) 90% for the Faculty Travel and Development Fund, and
(b) 10% for the Faculty Travel Discretionary Fund.
FACULTY TRAVEL AND DEVELOPMENT FUNDS
The total amount of money designated for faculty travel and development is divided each fall among the tenure-track,
tenured, and permanent continuing contract faculty members [1] [2] on a per capita basis. This amount is then made
available to each faculty member for his or her use for activities such as traveling to conferences to present papers, traveling
to conferences or other meetings for professional development, purchasing scholarly books, paying for journal subscriptions,
and so forth. Formal requests for travel funds will be made by completing the standard travel application and submitting it for
approval to the Department Chairperson. Requests for purchasing items for professional development will be made by
following established College procedures. Funds not used or encumbered will be reallocated at the end of each January to
the Faculty Travel and Discretionary Fund.
FACULTY TRAVEL AND DISCRETIONARY FUNDS
These funds are used to support special travel requests by tenure-track, tenured, and permanent continuing contract faculty
members throughout the year. Special requests may include, but are not limited to, travel to present at an international
conference, to present an invited paper, or to present at a prominent conference or meeting. The intent of the discretionary
funds is to provide full or partial travel to support faculty members at venues that will bring widespread recognition to the
faculty members' scholarly work, to the College of Education, and/or to Texas Tech University. Other full-time faculty
members in any status who have been employed for at least three years may also apply for Faculty Travel Discretionary
Funds. [3]
To make request for funds, the faculty member should first submit a written request to the Department Chairperson stating
the purpose of the request, the anticipated total amount, and the requested amount. Each Department will form a committee
composed of representatives of the Department's faculty members. These committees will meet as needed to make
decisions on discretionary travel funds. The recommendation of the committee will be forwarded to the Department
Chairpersons, who will jointly make the final decision. Priority will be given to: (1) tenure-acquiring assistant or associate
professors, and (2) all other faculty members.
[1] Faculty members who have been at Texas Tech University for five years, have applied for continuing status, and have
been approved as a permanent continuing contact faculty member.
[2] This assumes that future contracts for these faculty members will not contain travel or professional development funds.
[3] This assumes that future contracts for these faculty members will not contain travel or professional development funds.
Travel
OP 79 TRAVEL
Application for Official Travel
Under the provisions of the present law, institutions of higher education are required to maintain records of faculty members
absent for official and personal reasons. The appropriate forms for notifying the University of an absence from campus can
be obtained from your department's designated finance staff member and attached herein. Travel Application Form Link
The "Application for Official Travel" is to be used when faculty travel out of town for business or for personal reasons. The
completed form should be submitted prior to departure even when the travel is not funded by the College. This is to insure
that the traveler will be insured by University insurance. The application must describe the intended travel and delineate the
provisions for teaching responsibilities and other University duties during the faculty member's absence from campus. When
presenting a paper, the title of the paper must be stated on the application. Faculty are encouraged, as a professional
courtesy, to list on the travel application the location of their travel and contact numbers where they can be reached in case
of an emergency. The travel request should be submitted to the appropriate finance staff member. The department
chairperson will be requested to sign the travel application. The application will then be submitted through TTU’s online
travel system.
Travel Outside the United States
In accordance with the present law, faculty travel outside the United States, United States' possessions, Canada, and
Mexico requires the approval of the Provost of the University or his designee. The travel application with appropriate
signatures are required by the Provost Office 45 days prior to the travel date.
TTU Corporate Travel Credit Card
Texas Tech University participates in the State of Texas Travel Management Program. As a result, if faculty travel more
than once a year, they must either apply for and receive a TTU corporate travel credit card under the State of Texas
Contract or use a personal credit card to purchase airfare. State contracted rates for airfare can only be obtained with the
use of this TTU corporate travel credit card. Application forms for a corporate card can be obtained from your designated
finance staff person. Only university-related purchases or expenses can be charged to this card. It is against state law to
put any personal expenses on the state corporate credit card. This is a personal credit card in your name and requires
timely payment.
Making Reservations
When making reservations for airline, hotel, and car rental the traveler may compare the State of Texas contracted rates
with other rates. Rates shall not exceed the State of Texas contract rates. A list of state contracted rates can be found at
the website: http://www.window.state.tx.us/procurement/prog/stmp/ . When purchasing airfare, the traveler may choose to
use his/her personal credit card, instead of the corporate credit card, if the airfares are lower in price than the state
contracted rates. Please note, though, that the traveler must keep in mind that the state rates can only be obtained by using
the corporate card. NOTE: “THE AMOUNT OF REIMBURSEMENT WILL BE LIMITED TO THE CONTRACTED RATES
UNLESS A VALID EXEMPTION IS CLAIMED.”
Travel to Supervise Interns and Student Teachers
Faculty members who supervise students inside and outside the city limits must submit an Application for Official Travel at
the beginning of the semester to Student Teaching Office, Room 461. Reimbursement of expenditures for travel, either
within the Lubbock city limits or outside the city limits, requires submission of a TTU Travel Verification Mileage Report and
voucher at the conclusion of the travel period.
Rental Cars
Texas Tech University has contracted rates with Advantage (1-800-777-5518), Avis Rent A Car (1-800-525-7521 x1144),
and Enterprise Rent A Car (1-800-250-4501). These should be used unless a cheaper rate can be obtained. Further
information can be obtained from the College of Education finance staff, rooms 110F, 110, or 109, the TTU Travel Office,
742-3224, or via the above website.
State travel regulations do not permit payment for the various insurance coverage offered by the auto rental companies. If
you agree to accept this coverage, you should be prepared to pay for it personally.
Travel in Non-Commercial Aircraft
Texas Tech University does not have insurance coverage for faculty who fly on official business in non-commercial aircraft.
Texas Tech University Travel Verification Mileage
Report
Link to Mileage Report Form
Travel Voucher
Filing of Travel Voucher
A Travel Voucher must be submitted and filed with the TTU Travel Office within 30 days after the conclusion of travel for
which funding was pre-approved. No reimbursement will be allowed if receipts are turned in after 30 days unless there are
extenuating circumstances. Upon completion of your voucher you should receive reimbursement within 10 working days
provided everything is correct on your voucher.
The finance staff in the College of Education will prepare the travel vouchers. To prepare the voucher she/he must have
original receipts for expenses for which reimbursement is being requested.
The following information will be helpful in computing in-state travel expenses:
1. If the employee's duties do not require an overnight stay, meals are not covered. If an employee's duties require
an overnight stay, meals are covered not to exceed the daily per diem, at the following rate:
Breakfast (20% of daily per diem) if departure from city limits or airport is prior to 8:00 a.m. or return is after
10:00 a.m.
Lunch (30% of daily per diem) if departure from city limits or airport is before 12:00 noon or return is after 1:00 p.m.
Dinner (50% of daily per diem) if departure is before 5:00 p.m. or return is after 7:01 p.m.
Only those meals that are actually purchased can be claimed on the voucher. Please let your travel
preparer know which meals you wish to be reimbursed for. Receipts are not required for meals
within the United States. Out-of-the-country travel requires receipts for ALL expenses, meals
included.
2. The rate for lodging and meals may not exceed daily per diem. Out-of-state per diem is locality based. Per diem
schedules for key cities and counties in the United States can be viewed
on http://www.gsa.gov/portal/category/21287.
3. Receipts are required for hotel, airfare, bus, car rental, fuel for rental car, cab/taxi/shuttle fares, parking, and
conference registration. The Travel Office requires ORIGINAL receipts for reimbursement. All receipts must show a
zero balance.
4. Mileage is reimbursed at the current state rate.
5. A hotel Tax Exemption Card should be given to "in-state" hotels at time of check-in. These cards can be picked
up from your finance staff person or in the TTU Travel Office, Drane Hall Room 332, at any time during normal
business hours. If you do not use this card and are charged state tax, the University will not reimburse state tax.
Policies On Support of Personal Devices and
Software Installation
(section blank)
State-Owned Property
OP63.08
The College maintains an inventory of all equipment, furniture, and software purchased with University funds. Items on this
inventory are not to be removed from the building for any reason without prior approval from the Unit Supervisor Over
Operations/LRC’s office (see OP63.08 , #7 Private Use Prohibited). A written record of any item that is removed from the
building must be on file in the office of the Unit Supervisor Over Operations/LRC. Faculty are accountable for the items in
their offices. Because state employees are precluded by law from making extensive personal use of state equipment and
facilities, non-work-related business and personal affairs should be conducted away from the workplace. In other words and
with reasonable limited exceptions, personal business should not be conducted in the workplace. Questions concerning
state-owned property should be directed to the office of the Unit Supervisor Over Operations/LRC.
All equipment purchased with University money grants or with start up monies will be inventoried with TTU through the
College of Education Inventory System.
This equipment is the property of the State of Texas. When borrowing equipment from the College of Education you will be
required to sign a State of Texas loan form. This states you are financially responsible for this equipment. You are also
required to bring this equipment back when Loan Form date is agreed on.
When equipment purchased for you specifically, or you have property of the College of Education, the State requires each
year you renew your loan form in the College of Education. This is mandatory.
The policy of the College of Education personnel is to issue a computer (desktop, laptop, docking station) for the purpose of
conducting their professional work.
Faculty may reserve additional laptops and peripherals through the LRC . Reservation is normally for 3 days. If you need it
longer please contact the Unit Supervisor Over Operations/LRC. Please see TTU OP63.08 .
Resolution of Student Concerns/Complaints
Students occasionally approach faculty or staff members with concerns or complaints. As a faculty or staff member you
should attempt to resolve such problems, but only if it is appropriate for you to do so, and if you can do so in a manner
consistent with established procedures. We want all student concerns to be heard and if possible, resolved. Concerns
should be settled in an efficient, consistent manner, making certain the rights of all individuals are preserved and due
process is followed.
Student complaints in the College of Education are resolved in a manner consistent with university operating policies and
procedures such as the following:
OP 34.03: Student Grade Appeal ;
OP 34.04: Academic Regulations Concerning Student Performance ;
OP 34.12: Grading Procedures ; and
OP 77.04: Ombudsman for Students .
Student concerns are also considered based on guidelines such as those in the Student Teaching Handbook, which specify
a " Code of Ethics ," " Responsibilities of the Student Teacher ," and " Withdrawal/Dismissal/Intervention " procedures. In
addition, sections of the Undergraduate/Graduate Catalog (p.4), Code of Student Conduct , and Student Handbook (p.8)
provide guidelines for student rights and responsibilities.
Furthermore, a "chain of communication" is to be followed as problems are addressed. Generally, this means the student
should first discuss the concern with the faculty member most directly involved, e.g., the course instructor or clinical
supervisor. If the problem is not resolved, an increasingly higher level of supervisors becomes involved as follows:
* faculty member(s) most directly involved;
* department chairperson or specific office administrator (e.g. Coordinator of Student Teaching or Coordinator of
Field Experiences);
* appropriate Associate Dean or Certification Officer; and
* Dean of the appropriate college (often the dean of the College of Education, but for example with grade appeals,
may be the dean of another college).
Student Advisement and Recruitment
It is the responsibility of all faculty members to formally and informally advise students in their program, and to actively
recruit students to the College.
Advisement activities are coordinated via the department offices, the Office of Graduate Education, and the Office of
Teacher Education and Student Services. Questions concerning degree and certification requirements (including postbaccalaureate work, professional certificates, and endorsements) should be directed to the Director for Teacher Education
and the college advisors. Questions concerning the graduate program should be directed to the Associate Dean for
Academics and Data or the respective program coordinator or department chair.
Faculty members should actively seek out promising students from their classes, and discuss with them the advantages of
master's and doctoral level work in the College of Education. Faculty should consider every possible opportunity to recruit
quality students via professional contacts and attendance at professional meetings.
Student Organizations
BILINGUAL EDUCATION STUDENT ORGANIZATION (BESO)
BESO is an organization dedicated to keeping all students informed on issues concerning bilingual education. Activities of
the organization include fund-raising, assisting in conferences on bilingual education, and monthly meetings.
CHI SIGMA IOTA
Chi Sigma Iota is the national honorary society for the counseling students and alumni. The society has branches across the
United States and in sixteen countries providing networking opportunities, service and scholastic support for the counseling
profession.
HIGHER EDUCATION STUDENT ASSOCIATION
The Higher Education Student Organization is an organization whose purpose and aims are to enhance the education
experience of graduate students in higher education; to provide a support system for students majoring or minoring in higher
education; to act as a liaison between higher education faculty and students; and to foster program enhancement in higher
education.
KAPPA DELTA PI
Kappa Delta Pi is an International Honor Society for professional educators. Membership is comprised to students who plan
to teach, or who are teachers or professors in education. Eligibility requirements include a minimum 3.80 Grade Point
Average for undergraduates and a minimum 3.80 Grade Point Average for graduates with at least 12 hours of professional
education courses completed or enrolled. Kappa Delta Pi is a prestigious society whose goals stress knowledge, thought,
effort, responsibility, and effective communication.
TEXAS STATE TEACHERS ASSOCIATION-STUDENT PROGRAM (TSTA-SP)
TSTA-SP is an organization for all Texas Tech students who are interested in the profession of teaching as a career.
Membership is open to all students, regardless of major or classification status. TSTA-SP participates in College of
Education , Texas Tech University and community-wide service activities that emphasize teaching as a profession.
TEXAS STUDENT EDUCATION ASSOCIATION (TSEA)
TSEA is a pre-professional organization that is available to any TTU student interested in education and issues concerning
education. Members are encouraged to speak out on issues at local, regional and state meetings, and to vote on the issues
at state conventions. As a member, a student is entitled to liability insurance coverage while observing, acting as an aide, or
student teaching.
TEXAS TECH CHAPTER OF THE NATIONAL SCIENCE TEACHERS
ASSOCIATION (NSTA)
The purpose of this Texas Tech University Chapter of the National Science Teachers Association (NSTA) is to promote the
mission of NSTA, to acquaint pre-service teachers of science with support resources available from NSTA, to provide
additional professional development in science education to pre-service teachers, and to acquaint pre-service teachers of
science with others like themselves at their universities or colleges across the United States and Canada.
STUDENT COUNCIL FOR EXCEPTIONAL CHILDREN (CEC)
The Student Council for Exceptional Children is a student-based professional organization affiliated with the national Council
for Exceptional Children. The organization is open to any student interested in the issues of people with
disabilities. SCEC engages in educational seminars, service opportunities with persons with disabilities, advocacy training,
and hands-on experiences with agencies and programs that provide services to persons with disabilities. SCEC membership
provides the student with two national journals, a state and national conference, and an opportunity to meet professionals
engaged in development of appropriate and effective service delivery to all persons with disabilities.
Graduate Assistantships
Each year the College of Education provides teaching, graduate assistantships, and research assistantships in the
academic departments of the College as well as in other support areas. The Office of Graduate Education facilitates the
recruitment and with the help of the Department Chairs, a selection of graduate assistants. The purpose of the graduate
assistantship is to support doctoral programs in the College of Education. The number of assistantships awarded depends
upon specific needs in the College and budget considerations. Graduate assistants may be involved in teaching,
supervision of student teachers, or research support. A graduate assistant classified as .50 will be involved in 20 hours of
work per week, and a .25 assistant must work 10 hours per week. A graduate assistant is appointed for the academic year
(9 months). Research assistants are appointed for a fiscal year (12 months). Opportunities for graduate assistantships
during the first and second summer terms will be determined on the basis of funding availability and faculty research needs.
Pursuant to the assignment recommendations from the Department Chairs, the Dean of the College of Education has final
authority in the selection, appointment, and assignment of all graduate assistants in the college. Graduate students
employed as graduate assistants in the College of Education are subject to assignment college-wide without regard to their
particular program or major advisor. Should a graduate assistantship become vacated during the academic year, the
Associate Dean for Academics and Data of the College of Education will determine whether the vacancy should be filled. If
the vacancy is filled, there is no assurance that the graduate assistant will be assigned to the same program or faculty for
which the initial assignment had been made. The same selection process will be used to fill a vacancy that was used for the
initial appointment.
Reappointment of Graduate Assistants
1. Each year prior to consideration of the reappointment of research assistants in the College of Education, the Associate
Dean for Academics and Data shall send to the supervisor(s) of each graduate assistant an evaluation form requesting a
performance assessment and it will include the following information:
a. Did the graduate assistant assigned to you fulfill your expectations for the support of your research? Please
provide a brief response.
b. Would you recommend the reappointment of the graduate assistant for another year? Please provide a brief
response.
2. The applicant for the reappointment of a graduate assistant in the College of Education shall include a brief statement
from the chair of the student's doctoral advisory committee or the student's advisor (in the case of a master's student) as to
student's progress in his or her program of study.
Information on assistantships can be obtained from the department offices, the Graduate Advisor's office 110A, or the Office
of Graduate Education, ED105.
Graduate Assistantship Time Limits
Approved by Graduate Faculty December 2009
Purpose: In order to help ensure that students move through their program in a timely fashion and to help ensure that we
have openings for assistantships for new doctoral students
1. Students who are admitted to the doctoral program in the College of Education will be limited to the following number of
years of support by the College of Education in the form of a graduate assistantship. They might also be supported by a
grant as a graduate assistant during this time.
GA TIME LIMITS CHART
Hours Completed Length in Position Permitted
0
5 years
9-17
4.5 years
18-26
4 years
27-35
3.5 years
36 and above
3 years
2. An example of this might be from the first line on the chart. A student is admitted and cannot transfer any hours to the
doctoral degree. This might be a master’s student or someone with a degree outside of education.
This person is eligible to receive a graduate assistantship (GA) from the College of Education for a total of five calendar
years pending good performance as a GA, adequate progress of the student in his or her program, and available funding.
During these five years, this person might be employed instead on a grant or as a Graduate Part-Time Instructor (GPTI). If
the grant or the GPTIassignment ends and the person still has some years left on the five years since admission, this
student will still be eligible for support from the College of Education in the form of a graduate assistantship.
After five years if the student is not finished with his or her degree, he or she may continue in the program, but will not
receive support in the form of a College of Education graduate assistant or GPTI. However, support in the form of an
assistantship on a grant also not permitted.
3. Some Some students who have been supported for a time in another college and then transfer into a doctoral program in
the College of Education from another doctoral program can transfer in hours to their doctoral degree. These students will
then be on the same timeline as illustrated in the chart.
4. This GA time limit will begin for all new students in fall 2010. All those graduate assistants with more than five years
support as of August 2010 will be eligible for only one more year (2010-11) in an assistantship if they need it.
Annual Review of Graduate Students
1. The chair of each doctoral advisory committee in the College of Education will conduct a review of the student's
program at least once a year. Any student not making satisfactory progress may be placed on probation and given
conditions to meet in order to stay in the program. Continued unsatisfactory progress in any area of a student's work will be
cause for dismissal.
2. The scope of the review shall include, among other relevant issues, consideration of grades, progress in all course work,
qualifying examination, dissertation proposal, or dissertation research. The chair of the doctoral committee shall prepare a
written statement for the student, with a copy to the student's file maintained in the Office of Graduate Education in the
College of Education of the results of the annual review.
3. For research assistants who are working on a Doctor of Education or Doctor of Philosophy degree a written statement of
the student's progress in the program may be requested from the student's major advisor for use in the decision-making
process related to the appointment or reappointment of research assistants in the College of Education.
Policy for Distributing Travel Funds for Graduate
Students
1. With the exception noted below, College of Education graduate students who have received written verification of
having been selected to present a scholarly paper at a professional conference and who secure a College of Education
faculty member's endorsement (i.e., that, in the faculty member's professional opinion, it is in the College and the student's
best interest for the College of Education to provide financial support for conference attendance) will be able to apply for
travel support once per academic year. As in the past, requests must be submitted and approved in advance of the
conference.
2. Funds will be allocated on the following basis:
a. Doctoral students who have been admitted to candidacy (i.e., have completed course work and have passed
qualifying exams) will be eligible to receive up to $500 when presenting at a widely-recognized and professionally
appropriate national or international conference.
b. Doctoral students who have not yet been admitted to candidacy will be eligible to receive up to $300 when
presenting at a widely-recognized and professionally appropriate national or international conference.
c. Masters-level students will be eligible to receive up to $250 when presenting at a widely recognized and
professionally appropriate national or international conference.
d. Regardless of course work completion or degree sought (Ed.D., Ph.D. or M.Ed.), College of Education graduate
students will be eligible to receive up to $150 when presenting at a professionally appropriate regional conference
e. After the First of January each year, doctoral students who have previously received travel support during the
same academic calendar year and who have an opportunity to present at a second widely-recognized and
professionally appropriate national or international conference during that same year may submit a second request
for travel support. Under these exceptional circumstances, funding allocation decisions will be made collectively by
the Associate Dean for Administration and Special Projects and the Associate Dean for Graduate Education and
Research in consultation with the doctoral student's major advisor.
f. In all cases, costs associated with such factors as conference location, registration fees, and proximity to the
Texas Tech campus in Lubbock will be weighed in consideration of final allocations.
Approved 8/7/02
Scholarships
The College of Education awards a number of general and program specific scholarships each year to undergraduate and
graduate students. The awards, which are made once each year, are selected by the Scholarship Committee, which is
composed of the Dean of the College of Education, the scholarship administrator and the development officer, as well as
appropriate program coordinators and administrators. Criteria differ for the various scholarships. The number and amount
of the scholarships vary depending upon the number of qualified applicants and the financial status of the scholarship
funds. Applications should be completed online no later than February 1st for scholarship awards the next academic
year. TTU scholarship office website and online application may be found through http://www.educ.ttu.edu. For more
information, contact the college development office in Ed 106B.
COE GUIDELINES FOR POSTING AND
HANGING OBJECTS
Operating Policies regarding postings and hanging objects on doors and on walls are to be developed by the individual
colleges. It appears that the College of Education is in need of some guidance on how surfaces are to be treated. If the
College has to have surfaces repaired, holes filled, or rooms painted, the Physical Plant charges the College. The rule on
repainting surfaces is that there will be a cost to the College unless the room has not been painted in ten years.
* Physical Plant must hang all pictures, bulletin boards, white boards and other objects over 11”x14.” Send an e-mail to
the janis.ward@ttu.eduwhen you are in need of this service. Since every time Physical Plant is called for this sort of thing,
the College has to pay, the request will be filled when there are several jobs that can be completed at once.
* Nothing is to be hung on any surface with scotch tape. It pulls the paint off and is very difficult to remove without marring
surfaces.
* Blue tape, in limited quantity, is available from the mail room.
* Nothing is to be stuck to doors on either side. Attach notes, cartoons, etc., to the clip on the name plate. Use a bulletin
board inside the office for these types of postings.
* Please obtain permission from Operations before posting on College bulletin boards. Only College-related materials may
be posted.
* Permission for posting notices on the glass or bulletin boards in the entrance doors may be obtained from Operations/LRC
Department in 253 and must be removed immediately, including the tape, at the conclusion of the event.
COE GUIDELINES FOR KEYS: ISSUING AND
RETURNING KEYS
1. Generally, all building key requests will be ordered via e-mail. The Operations/LRC Department office (253) will fill out the
key request forms and send them to the Lock Shop.
2. The The persons for whom keys are assigned will receive an e-mail from the Office telling them when their keys are ready
to be picked up from the Lock Shop. The person assigned keys must pick them up from the Physical Plant Lock Shop, in
person, with identification, and sign for the keys.
3. A few keys, such as Smart Room keys and podium keys, will be issued from and returned to the the IT Department (rm
259). You must have training from the IT Department to get a key.
4. According to OP 61.15, no keys are to be transferred from one person to another, regardless of the circumstances. Come
to Operations for the keys to be reassigned.
5. When faculty, staff, GA, instructor or graduate student leaves the College of Education, the assigned keys MUST be
returned to the Operations/LRC Department office as part of one’s exit process. The keys will then be returned to the Lock
Shop.
6. The Operations/LRC Department will assign the graduate offices and carrels. Keys to graduate offices will be obtained
according to Guidelines 1 & 2. Students will come to Office 253 both to obtain and return carrel keys.
7. Graduate students’ key requests for access to other areas other than their assigned offices must be made through email
by faculty or staff for whom the student works.
8. Graduate students are employed semester-by-semester and should turn in their keys when a contract period has ended;
however, faculty and staff who are willing to take responsibility for their students may submit requests for the students to
retain keys over breaks.
9. The Dean’s Office is no longer responsible for opening offices unless the Operations/LRC Department is closed. In which
case, the Office of the Dean will assume this task.
COE OFFICE SPACE ASSIGNMENT
GUIDELINES
The ultimate responsibility for space allocation (and offices) rests with the
Office of the Dean or his designee.
Office space allocation guideline should consider the following:
* Priorities for space assignments must reflect the needs of the college.
* Individuals should not be asked to move from established offices or areas unless there is an overriding reason for their
doing so.
* Allocation priorities should generally be based on seniority of rank and years of service in the College of Education at
Texas Tech.
* Final assignments will occur with input from the Executive Committee. Such input could reveal “extenuating
circumstances” which could alter the suggested priority listing.
The following is the priority listing for office assignments:
1. Tenure-track faculty
2. Staff members with administrative responsibilities requiring private office space necessary for the essential functioning of
the COE
3. Full-time non-tenure track faculty on continuing contracts, such as instructors who have been here five or more years
4. Visiting professors
5. Full-time non-tenure track faculty on continuing contracts, such as instructors who have been here five or more years
6. Office space dedicated to funded “projects,” and graduate assistants participating in active research/training projects (or
essential college-related projects and functions)
7. Full-time staff with responsibilities that do not require private office space
8. Part-time faculty and adjunct professors
9. Retired faculty members who are contributing to the COE
10. Part-time staff members
11. Retired faculty members who are not contributing to the COE
12. Office space dedicated to non-funded “projects,” and graduate assistants not participating in research/training projects
(Such individuals will most likely be assigned to a carrel in the Graduate Offices, 217 & 261.)
13. Graduate students will be assigned to one space only, either in one of the graduate offices or in a pod, which is close to
the professor for whom they work.
FACULTY AND STAFF SERVICES
To support faculty and staff productivity, staff are available to provide typing and word processing, duplication of materials,
and mail service.
Typing and Word Processing
Typing and word processing is handled by the Secretarial Services Office located in Ed 205. Department personnel handle
correspondence, memos, minutes, course syllabi and other course materials. The highest priority of the Secretarial
Services Office is manuscript and grant preparation. When possible, office personnel will assist department personnel.
Travel
Applications for official travel and reimbursement of approved travel expenses are prepared and processed by the finance
staff for all faculty members. More travel information can be found under the Travel Information of the College of
Education Handbook.
Duplication of Materials
The College offers centralized duplicating services. Requests for duplicating should be submitted to the mail room located
in Ed 114. This is done by completing a form located in the mail room and providing your pen code number. If a student
makes the request for copies, the mailroom staff must receive an email from the staff or faculty member needing the copies,
giving their pen code to use for copying.
The College encourages faculty and staff to put as many documents online as possible to conserve paper and printing
costs. Printing services are limited to course outlines, course syllabi, examinations, grant proposals, manuscripts, and
single copies of journal articles for faculty research. Other materials, including course handouts, may be sent to printing
services such as TTU Copy Mail, The Copy Outlet, or other copy services in Lubbock. If you need 100 copies or more, this
printing will be send to Copy Mail. Therefore allow at least 24 hours for this to be processed and ready for pick up at the
mailroom.
Mail Service
Centralized mail distribution and pick up is available in Ed 114. Each faculty member has a mailbox in Ed 112. Incoming
mail and duplicated materials are placed in the mailbox. Outgoing mail should be placed in the appropriately designated box
(Campus Mail, Stamped Mail or Metered Mail) that is accessible in room 112. The University provides mail pick up and
delivery at approximately 9:30 a.m. and 1:00 p.m. daily. If you need to send an overnight letter, please see the receptionist
in room 114 for assistance. All mail must be picked up from your mailbox located in room 112. We no longer give your mail
to you from the mailroom window.
SAFETY
Fire
Fire Alarm: A fire alarm is located in each hallway of the Education Building , as well as several rooms throughout the
building. When the alarm sounds, faculty, staff, and students are to leave the building immediately, regardless of whether
evidence of a fire or other hazard is visible. Authorized University personnel will determine when it is safe to return to the
building.
Fire Evacuation Routes: A map of fire evacuation routes is in each hallway. Faculty and staff should be familiar with at least
two routes by which they could exit the building.
Handicapped Persons: Persons in wheelchairs and others who are unable to navigate the stairs should not use the elevator
nor should they be carried down the stairs. They should be taken to the nearest stairwell and the fire department should be
notified immediately of their location. Fire department personnel will take the responsibility for assisting them in vacating the
building.
Tornado
Tornado Watch: Conditions are such that a tornado watch could develop. Monitor radio or television reports for changes in
the weather. A weather radio is located in Room 106. In case of a tornado watch, you will be notified via email.
Tornado Warning: A tornado has been sighted either visually or by weather radar. On campus the tornado signal is a steady,
high-pitched tone emitted by sirens strategically located around campus. In addition, when the campus is in immediate
danger, sirens on campus police cars will be activated. See OP 76.12 http://www.depts.ttu.edu/opmanual/OP76.12.pdf for
appropriate actions to take in the event of a warning.
Security
To insure the security of the building, all offices, the administrative section of the first floor, east wing corridor, and the
multimedia classrooms are locked at the conclusion of each workday. To facilitate faculty work, appropriate keys are issued
to faculty on request. Key requests are processed in the office of the Operations/LRC office (rm. 253).
Do not leave individual offices unlocked when they are unattended. Office security cannot be guaranteed.
Tips for Safety
1. Assign a student and a backup student that carry cellular phones to class to be the designated callers in case of an
emergency.
2. Explain to them that they have to dial 911 and tell the person taking the call that they are on the Texas Tech Campus so
they will be directed right to the TTU Police Dept.
3. If you make an emergency 9-911 call anywhere in the city, state, out of state, the call will go to the closest emergency
center. You must tell them where you are. Be aware of your surroundings.
4. If there is an emergency and we need to clear everyone out of the building or we have some important information we
need to relay quickly you will be notified by a member of the Emergency Action Committee.
5. The Safety Coordinator for the College of Education is the Unit Supervisor for Operations/LRC in room 253.
More information on security can be found in the TTU Operating Policies and Procedures, section 76Security http://www.depts.ttu.edu/opmanual .
COE TELEPHONE/FAX MACHINE
GUIDELINES
TELEPHONES
The telephone in each faculty office provides basic service with voice mail. Any questions or problems should be directed to
the Operation's Office, extension 319. Both local and long distance phone calls may be placed from most offices. To make
a local call, dial "9" and then the number. To make a long distance call, dial "9" + "1" + the area code and number. The cost
of phone service for the College accounts for a large portion of the College's total operating expenses. It is imperative that
long distance phone calls be kept to a minimum. Personal long distance calls must be charged to a personal credit card. It
is illegal to charge personal calls to a state telephone. No out of country calls are permissible, unless first contacting
Communication Services.
FAX MACHINE
A FAX machine is available in ED 110 for faculty and staff to send using their personal Code Pen Number and receive
University-related information . The COE fax number is (806) 742-2179. Because of the cost of FAX transmission, this
service should be used only when necessary; if possible, use attachments to email by scanning the document on the
fax/copier and emailing it to yourself. If personal faxes must be made, there will be a minimal charge. Payment for personal
faxes are to be made to Executive Associate to the Dean, Ed 110C.
CELL PHONE ALLOWANCE
Only designated employees in the College, such as administrators, (and others as needed), may receive a monthly stipend
for the use of personal cell phones for business purposes. See the Office of Operations and LRC, room 253, for more
information.
Learning Resources Center
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Access To Records Policy
OP01.04
Employee Records
Faculty and staff have the right to review and, if desired, to have a photocopy of any records or forms (e.g., PAF forms,
applications for travel) that pertain specifically to them and that do not contain confidential information on other faculty or
staff. For grant-funded projects, the Project Director(s) or Principal Investigator(s) with signature authority have access to all
grant-related records and forms.
Education Service Center - Region 17
The Education Service Center - Region 17, located at 1111 West Loop 289, offers several services that can be utilized by
College of Education faculty and students. One of the most popular activities is the general orientation, multimedia
presentation, which gives an overview of all the services teachers in Region 17 have available to them. The tour of the
media department is also a very popular and worthwhile activity. The Education Service Center offers a wide variety of
materials for use in elementary and secondary classrooms and may be visited by faculty and students.
Since Texas provides similar kinds of services through its twenty regional Education Service Centers, it is important for
teacher education students in Texas to know something of the concept of service centers.
Many workshops and special summer sessions are offered by Education Service Center staff. A range of direct services are
provided to the school districts in Region 17. The Education Service Center is an equal partner in the Professional
Development School Collaborative jointly operated by the Lubbock Independent School District and the College of
Education.
State Employee Charitable Campaign (S.E.C.C.)
The College of Education supports the local State Employees Charitable Campaign (S.E.C.C.) held in Lubbock each
year. Interested and concerned TTU personnel are invited to contribute to this worthy cause. Each college is assigned a
dollar goal amount to strive for based on the total salary base of faculty and staff. Two faculty members and one staff
person known as SECC Coordinators, as well as numerous others, volunteer each year to coordinate the College's S.E.C.C.
by distributing materials, contacting individual faculty and staff, and organizing special activities designed to assist the
College in attaining its goal. The College can attain its goal if each faculty and staff member participates.