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The Academic Personnel Manual (APM) is the University of California policies and procedures pertaining to academic appointments (also available at the Office of the President (https://www.ucop.edu/academic-personnel-programs/academic-personnel-policy/index.html ). “The Call” is UCLA-specific subset of the APM that pertains to non-lecturer faculty https://www.apo.ucla.edu/policies-forms/the-call/an-introduction-to-the-ucla-call .
Select policies are noted below.
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Faculty Code of Conduct
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Policy: https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-015.pdf
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Faculty have a right to review faculty performance
General University Policy Regarding Academic Employees: APM - 075 - Termination for Incompetent Performance
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Policy: https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-075.pdf
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A tenured faculty member’s teaching shall be deemed incompetent if it meets either of the following standards:
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The pedagogical skills of the faculty member, judged from sources such as evaluations by current and former students, assessments by faculty colleagues, and teaching portfolios, are so far below the professional standards of university-level instruction that it is a disservice to students to permit the faculty member to continue to teach.
In evaluating teaching, reviewers shall use APM - 210-1-d(1) as a guide.
Appointment and Promotion: APM - 210: Review and Appraisal Committees
Policy: http://ucop.edu/academic-personnel-programs/_files/apm/apm-210.pdf
Criteria for Appointment, Promotion, and Appraisal
The criteria set forth below are intended to serve as guides for minimum standards in judging the candidate, not to set boundaries to exclude other elements of performance that may be considered.
(1) Teaching - Clearly demonstrated evidence of high quality in teaching is an essential criterion for appointment, advancement, or promotion. Under no circumstances will a tenure commitment be made unless there is clear documentation of ability and diligence in the teaching role. In judging the effectiveness of a candidate’s teaching, the committee should consider such points as the following: the candidate’s command of the subject; continuous growth in the subject field; ability to organize material and to present it with force and logic; capacity to awaken in students an awareness of the relationship of the subject to other fields of knowledge; fostering of student independence and capability to reason; spirit and enthusiasm which vitalize the candidate’s learning and teaching; ability to arouse curiosity in beginning students, to encourage high standards, and to stimulate advanced students to creative work; personal attributes as they affect teaching and students; extent and skill of the candidate’s participation in the general guidance, mentoring, and advising of students; effectiveness in creating an academic environment that is open and encouraging to all students, including development of particularly effective strategies for the educational advancement of students in various underrepresented groups. The committee should pay due attention to the variety of demands placed on instructors by the types of teaching called for in various disciplines and at various levels, and should judge the total performance of the candidate with proper reference to assigned teaching responsibilities. The committee should clearly indicate the sources of evidence on which its appraisal of teaching competence has been based. In those exceptional cases when no such evidence is available, the candidate’s potentialities as a teacher may be indicated in closely analogous activities. In preparing its recommendation, the review committee should keep in mind that a redacted copy of its report may be an important means of informing the candidate of the evaluation of the candidate’s teaching and of the basis for that evaluation.
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