The University is dedicated to fostering an inclusive and transparent environment where knowledge and values are openly shared, critically examined, and expanded, promoting a continuous pursuit of wisdom. This commitment is reflected in the University Bylaws, Article XV, section 6, which states: “The University recognizes academic freedom as a right and responsibility of its faculty, fostering an environment where responsible investigation and discussion in the pursuit of truth are encouraged both in and outside of the classroom. The University encourages freedom and dedication in the search for truth as it aligns with the University’s mission, vision, and values.”
As an institution of the Network of ELCA Colleges and Universities (NECU), the University’s mission is grounded in the historic Lutheran commitment to education as a vocation that contributes to public welfare, justice, and peaceable societies. The Lutheran tradition of higher education is expressed through diverse disciplines and grounded in the principles of being both “rooted and open.” This means being deeply rooted in its commitment to critical inquiry, loving service to others, and the search for meaning and purpose, while remaining open to diverse methods of inquiry, and the inclusion of people of all social and intellectual perspectives, including individuals of all faiths and those who do not profess a faith. Faculty are expected to uphold these values in their professional conduct and interactions, contributing to a community where all can thrive.
As part of this tradition, the University upholds principles of transparency and shared governance ensuring that the faculty, students, and staff have a voice in shaping policies and practices. Furthermore, the University champions inclusion, actively working to eliminate barriers and create opportunities for all members of its community. Faculty privileges, including tenure, are grounded in the reciprocal relationship between professional competence, academic freedom, and the University’s core mission. Faculty uphold these principles through ethical conduct, teaching excellence, and pursuit of their Professional Pathway. The University is committed to ongoing assessment and improvement of its policies and practices to ensure they align with the values of academic freedom, best practices, transparency, clarity, and inclusion, fostering an environment where all members of the community can flourish.
This commitment to shared governance and an inclusive environment is reflected in the University’s responsibilities and faculty’s roles and responsibilities. The University and the faculty operate under principles of shared responsibility and shared governance in fulfilling the institution’s mission. This commitment requires reciprocal obligations and collaborative efforts to maintain a thriving academic environment that supports both individual freedoms and collective goals.
In this Handbook, “faculty member” refers to anyone holding a faculty position, regardless of their specific title or status. This includes tenured, tenure-track, non-tenure track, and any future titles the University may adopt, whether employed full-time or part-time. “Faculty” refers to the collective body of all faculty members. Throughout this Handbook, “dean” generally refers to the supervisor of individual faculty members. While most faculty report to an academic dean, some may report to a different supervisor. In those cases, faculty should follow the same policies outlined in this Handbook but substitute their supervisor or the provost for “dean’” where applicable.
The University is dedicated to creating an environment where faculty members can thrive in their teaching and Professional Pathway. This means supporting faculty members as they pursue their individual career goals as related to the Teacher-Scholar Model. This commitment is based on academic freedom, shared governance, and shared responsibility. Faculty members have the freedom to explore ideas and express themselves without undue interference, while also voicing their opinions in university decision-making. Both faculty and administration are responsible for maintaining a productive and positive academic environment. The administration supports faculty by providing resources and protecting their academic freedom. The administration also has the responsibility to uphold the University’s mission, which includes ensuring that all faculty members contribute to this positive environment. In certain cases, this may involve disciplinary action, but such measures are grounded in a shared understanding with the faculty about their role in maintaining the University’s values and academic integrity. This means faculty members may, within reasonable limitations of professionalism and consistent with the University’s mission, vision, and core values, teach their courses according to their expertise, pursue their chosen Professional Pathway, and participate in service and the governance of the University. Such conditions, as they relate to the faculty, include, for example:
- Freedom of Inquiry and Expression: Faculty members may explore and discuss ideas within their fields, even controversial ones, and define their own research, scholarship, or creative work. In the classroom, the presentation of controversial material should be clearly and directly connected to the course’s learning objectives, subject matter, and disciplinary standards. Faculty members are expected to foster an inclusive learning environment that respects diverse viewpoints and encourages critical thinking. While faculty members enjoy the same rights to free expression as all citizens, they should be mindful that their extramural utterances may have implications for their professional roles and the University.
- Shared Governance: Faculty play an active role in University decision-making, including:
- Participating in faculty governance, as set forth in the faculty constitution and bylaws.
- Contributing to the selection of college deans.
- Contributing to a fair and equitable process for addressing concerns of faculty member appeals and grievances as described in this Handbook.
- Working with students and colleagues to address concerns about student behavior and support student success as described in the Student Handbook.
- Establishing standards for teaching and evaluating both faculty and student performance.
- Collaborating with the college dean to ensure fair and equitable governance within their college.
- Fair Evaluation: Faculty members are allowed to participate in a peer-conducted review process, when it comes to matters of continuation, promotion, tenure, and professional conduct. This process will be based on their professional qualifications, performance, contractual expectations, and professionalism expectations - ensuring that decisions are made objectively and in accordance with University standards.
This section details the responsibilities of faculty members at Lenoir-Rhyne University, encompassing ethical principles, professional responsibilities, and unacceptable conduct. Ethical principles are drawn from the 1987 Statement on Professional Ethics issued by the American Association of University Professors (AAUP), while professional responsibilities reflect the University’s mission, vision, and core values.
Any conduct violating these standards, even if not explicitly mentioned in this Handbook, may result in disciplinary action. To ensure clarity, this section provides specific examples of unacceptable conduct; this list is not exhaustive and should be considered with other relevant University policies and guidelines. It is crucial that faculty familiarize themselves with these standards. This Handbook’s 4.4.D.1 Process for Concerns Not Related to Title IX, Sexual Harassment, Discrimination, Harassment, and Retaliation outlines the informal and formal processes followed when concerns arise related to unacceptable faculty conduct.
These professional responsibilities and examples of unacceptable conduct are organized around the faculty member’s role within the University’s Teacher-Scholar Model and the AAUP ethical standards, with specific attention given to faculty responsibilities towards (i) students; (ii) research, scholarship, and creative endeavors; (iii) the University; (iv) colleagues; and (v) the community.
Ethical Principles. “As teachers, professors encourage the free pursuit of learning in their students. They hold before them the best scholarly and ethical standards of their discipline. Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors. Professors make every reasonable effort to foster honest academic conduct and to ensure that their evaluations of students reflect each student’s true merit. They respect the confidential nature of the relationship between professor and student. They avoid any exploitation, harassment, or discriminatory treatment of students. They acknowledge significant academic or scholarly assistance from them. They protect their academic freedom.” (AAUP Statement, 1987).
Professional Responsibilities:
- Teaching and Classroom Management
- Meet Instructional Time Requirements: Conduct classes for the minimum University required time.
- Follow the SACSCOC Credit Hour policy statement by meeting the Carnegie Unit requirements for instructional time and workload:
- Provide a minimum of 750 minutes of direct instruction (including final exam period) per credit hour for lecture-type classes, delivered through face-to-face, online, or hybrid formats, as approved by the dean.
- Assign an average of 100 minutes of out-of-class work for every 50 minutes of direct instruction.
- Ensure equivalent workload for laboratory sessions, internships, practica, studio experiences, and other academic activities leading to credit.
- Ensure Access to Learning: Provide students with consistent access to class sessions, learning materials, and engagement with students outside of formal class time.
- Engage with Students: The University recognizes and values the diverse ways faculty members engage with students outside of formal class time, contributing to a vibrant learning environment. To ensure consistent support for student learning and success, for each 3-hour course taught, faculty members are expected to dedicate a minimum of two (2) hours per week to student engagement activities beyond scheduled class meetings. Required forms of engagement are designated weekly in-person/virtual student drop-in hours. Alternative engagement opportunities include, without limitation, in-person/virtual student hours by appointment, online Q&A sessions, study groups, timely response to student emails, out-of-class review sessions, and supplemental instruction. Please note that if classes are 100% online, all student engagement should also be online.
- For the avoidance of doubt, academic advising is considered a separate service commitment and does not count toward this faculty alternative engagement requirement.
- Communicate Effectively about Class Changes: If, due to a personal absence because of illness or professional development, a class must be rescheduled or alternative assignments are given, obtain permission from the dean, and notify students promptly.
- Provide a Comprehensive Syllabus: Provide a syllabus with complete and accurate information, adhering to University policy. Clearly communicate expectations and follow the policies outlined in the syllabus.
- Provide Opportunities for Student Feedback: Provide time for and encourage students to complete Student Ratings of Instruction (SRIs) for each class every semester.
- Grade Fairly and Consistently: Grade according to the syllabus, ensuring fairness and consistency for all students.
- Adhere to Attendance Policies: Follow the University’s attendance policy.
- Accommodate Students’ Needs: Follow accommodation plans provided by the Office of Disability Services.
- Teach Relevant Material: Ensure course content is relevant to the student learning outcomes stated in the syllabus.
- Maintain a Positive Learning Environment: Create a classroom environment conducive to learning. Address disruptive, inappropriate, harassing, or bullying behavior from students promptly following University policy and guidelines outlined in the Student Handbook.
- Use Clear Evaluation Criteria: Evaluate student work based on clearly defined criteria, such as a grading rubric, that directly reflect the assignment and course objectives.
- Provide Timely Feedback: Provide prompt feedback on student work and respond to student communications in a timely manner.
- Create an Inclusive Environment
- Treat Students with Respect: Treat all students with respect and dignity, regardless of their background or beliefs.
- Foster a Welcoming Environment: Create a learning environment where all students feel welcome, safe, and supported.
- Maintain Professional Boundaries: Maintain appropriate boundaries with students. Avoid personal relationships, disclosing confidential information, and any form of harassment or exploitation.
- Other Responsibilities
- Respect Student Privacy: Adhere to the Family Educational Rights and Privacy Act (FERPA).
- Uphold University Policies: Familiarize yourself with and abide by all University policies.
Types of Unacceptable Conduct:
- Disparate Treatment Discrimination: Defined as any differential treatment of a person or persons that is based on an individual’s actual or perceived protected characteristics or status and that excludes an individual from participation in; denies the individual benefits of; or otherwise adversely affects a term or condition of an individual’s participation in university programs, activities, or employment.
- Making derogatory or offensive comments, jokes, or gestures about a student’s identity, background or protected characteristics, such as race, religion, color, sex (including sex stereotypes and sex characteristics), ethnicity, national origin, physical or mental disability, age, marital status, pregnancy or related conditions, sexual orientation, gender identity, gender expression, veteran or military status, or any other characteristic or status protected by applicable law.
- Creating a hostile or unwelcoming learning environment through intimidation, bullying, or threats.
- Disregarding student concerns or grievances.
- Engaging in verbal abuse or harassment of students, including yelling, belittling, or publicly humiliating them.
- Failing to maintain appropriate boundaries with students, such as engaging in personal relationships or disclosing confidential information.
- Engaging in romantic and/or sexual relationships with students.
- The University prohibits romantic and/or sexual relationships between faculty members and students. These relationships are deemed inappropriate due to the inherent power imbalance between faculty members and students and violate the University’s commitment to a positive and equitable learning environment.
- However, the University recognizes that some consensual relationships may pre-date a student’s enrollment. In such cases, the faculty member must immediately disclose the relationship to the provost and be prepared to recuse themselves from teaching, advising, supervising, or evaluating that student.
- Any allegations of violations of this policy will be investigated and addressed according to the University’s Title IX and Sexual Harassment Policy.
- Engaging in sex-based harassment that includes Quid Pro Quo Harassment, Hostile Environment Harassment; or any other form of harassment based on sex or any other protected characteristic.
- Use of the position or powers of a faculty member to coerce the judgment or conscience of a student or to cause harm to a student for arbitrary or personal reasons or to exploit students for personal gain, such as requiring them to work on personal or professional projects that do not meet the student learning outcomes of the course.
- Participating in disruption, interference, or intimidation in the classroom.
Ethical Principles. “Professors, guided by a deep conviction of the worth and dignity of the advancement of knowledge, recognize the special responsibilities placed upon them. Their primary responsibility to their subject is to seek and to state the truth as they see it. To this end professors devote their energies to developing and improving their scholarly competence. They accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise their freedom of inquiry” (AAUP Statement, 1987).
Professional Responsibilities:
- Maintain Confidentiality: Safeguard confidential information entrusted to you by students, colleagues, or the University, including student records, personnel matters, and research data.
- Respect Intellectual Property: Properly attribute the work of others, avoiding plagiarism in all its forms. Respect copyright and intellectual property rights when using or creating scholarly and creative works.
- Conduct Ethical Research: Adhere to the highest ethical standards in research, ensuring the accuracy and integrity of data. Obtain necessary approvals and informed consent from research participants. Follow ethical guidelines for research involving human subjects, animals, and the environment.
- Report Findings Accurately: Present research findings and scholarly work honestly and transparently, avoiding exaggeration or misrepresentation. Acknowledge limitations and disclose any potential conflicts of interest.
- Foster a Respectful Environment: Treat all students and colleagues with respect and courtesy, fostering a positive and inclusive environment free from discrimination, harassment, and bias. This includes respecting diverse perspectives and promoting open dialogue in the classroom and workplace.
- Provide Responsible Mentorship: Provide students with constructive feedback, guidance, credit for their work, and support for their academic and professional development. Be attentive to student concerns and address them promptly and professionally. Offer equal opportunities to all students, regardless of background or beliefs.
- Maintain Professional Boundaries: Maintain appropriate professional boundaries in all interactions with students and colleagues. Avoid any behavior that could be perceived as exploitative, harassing, or discriminatory.
- Use Resources Responsibly: Manage resources, including research funds, equipment, and facilities, responsibly and ethically.
- Engage in Continuous Professional Development: Faculty should stay current in their field and engage in ongoing professional development to maintain and enhance their expertise. This is crucial for all faculty members to ensure they are providing students with the most up-to-date and relevant knowledge and skills.
- Adhere to Professional Standards: Become familiar with and abide by the ethical codes and professional standards relevant to one’s discipline.
Types of Unacceptable Conduct:
- Abuse of Power/Exploitation:
- Taking credit for student’s work without proper acknowledgment or compensation.
- Using student’s ideas, concepts, or work for personal gain without permission.
- Exploiting student’s skills for personal tasks.
- Discrimination, Harassment, and Retaliation:
- Creating a hostile or unwelcoming learning/working environment because of someone’s actual or perceived protected characteristic or status.
- Making derogatory comments about a student’s identity or background.
- Engaging in sex-based harassment that includes Quid Pro Quo Harassment, Hostile Environment Harassment; or any other form of harassment based on sex or any other protected characteristic.
- Disparate Treatment Discrimination: Defined as any differential treatment of a person or persons that is based on an individual’s actual or perceived protected characteristics or status and that excludes an individual from participation in; denies the individual benefits of; or otherwise adversely affects a term or condition of an individual’s participation in university programs, activities, or employment.
Ethical Principles. “As members of an academic institution, professors seek above all to be effective teachers and scholars. Although professors observe the stated regulations of the institution, provided the regulations do not contravene academic freedom, they maintain their right to criticize and seek revision. Professors give due regard to their paramount responsibilities within their institution in determining the amount and character of work done outside it. When considering the interruption or termination of their service, professors recognize the effect of their decision upon the program of the institution and give due notice of their intentions” (AAUP Statement, 1987).
Professional Responsibilities:
- Effective Teacher-Scholars: Prioritize teaching excellence and Professional Pathway.
- Academic Freedom: While respecting institutional policies, retain the right to critique and advocate for changes to policies, particularly those that may limit academic freedom.
- Outside Work: Maintain a balance between their institutional duties and any external professional activities, ensuring a primary commitment remains to the institution.
- Notice: When leaving a faculty position, provide sufficient notice to minimize disruption, demonstrating consideration for the impact a departure has on the institution and its programs.
Types of Unacceptable Conduct:
- Unauthorized use of university resources or facilities.
- Forcible detention, threats of physical harm to, harassment or intimidation of another member of the University community.
- Failure to devote enough time and energy to performing university duties and responsibilities due to excessive commitments outside the University.
- The University fosters a vibrant and respectful campus environment so that all members can feel safe and supported. To that end, everyone is encouraged to refrain from actions that disrupt University-sponsored activities or violate University rules. This includes intentionally disrupting any University-authorized function or activity, using one’s position to pressure others into disrupting such events, and intentionally disobeying or encouraging others to disobey University rules. The University provides channels for expressing concerns and opinions constructively. Any faculty member can address concerns anonymously to the Faculty Status Committee of the Faculty Senate and the provost and chair of Faculty Senate also welcome any conversations about concerns faculty have about any institutional matter.
- Failure to give timely notice to the University when moving on to other employment. Leaving mid-semester or without several months’ notice before the next semester harms the students. The University kindly asks that faculty members inform their dean as soon as possible when they are considering seeking alternative employment. 4.4.A Resignation and 4.4.B Retirement give timelines for notice.
Ethical Principles. “As colleagues, professors have obligations that derive from common membership in the community of scholars. Professors do not discriminate against or harass colleagues. They respect and defend the free inquiry of associates. In the exchange of criticism and ideas professors show due respect for the opinions of others. Professors acknowledge academic debt and strive to be objective in their professional judgment of colleagues. Professors accept their share of faculty responsibilities for the governance of their institution” (AAUP Statement, 1987).
Professional Responsibilities:
- Fostering an Inclusive and Respectful Environment: Create a welcoming campus environment, integral to the university’s commitment to excellence in engagement and education.
- For example, ensure that Chapel services are respected and accessible to all. No classes, meetings, or student drop-in hours should be scheduled during these designated times. This applies even if an individual chooses not to attend the services. Exceptions may be made only in rare cases of urgent necessity.
- Supporting Academic Freedom and Free Inquiry: Value and uphold the freedom of inquiry, encouraging colleagues to explore and express their academic interests without fear of judgment. Protect and promote intellectual freedom within the academic community.
- Engaging in Respectful and Constructive Dialogue: Approach the exchange of ideas with openness and respect, engaging in thoughtful and constructive dialogue. Listen actively and respond to differing opinions with care, fostering a collaborative academic culture.
- Acknowledging and Celebrating Intellectual Contributions: Recognize and credit the contributions of colleagues in research, publications, and collaborative work. Show appreciation for the intellectual efforts of others and promote the spirit of shared achievement.
- Upholding Fairness and Objectivity: Demonstrate fairness and impartiality when evaluating the work and performance of colleagues. Strive to be objective, ensuring that all judgments are based on merit and professionalism, fostering an environment of trust and fairness.
- Actively Contributing to Shared Governance: Embrace and contribute to shared governance and shared responsibility of the University, participating in decision-making processes, serving on committees, and contributing to the development of policies that enhance academic standards and the institution’s mission.
- Building a Collegial and Supportive Community: Nurture a collegial atmosphere where collaboration and mutual respect thrive. Support the professional growth and success of colleagues and contribute to a positive, collaborative academic environment.
- Promoting and Modeling Academic Integrity: Lead by example, promoting high standards of academic integrity in professional work and encourage ethical practices within the academic community. Inspire trust and uphold the core values of honesty, transparency, and respect for scholarship.
- Maintaining Confidentiality and Professional Discretion: Handle sensitive information with care, respecting the privacy and confidentiality of colleagues and institutional matters. Act with integrity, ensuring trust is maintained throughout all academic relationships.
Types of Unacceptable Conduct:
- Making evaluations of the professional competence of faculty members by criteria not directly reflective of professional performance thus creating a non-inclusive workplace.
- Disparate Treatment Discrimination: Defined as any differential treatment of a person or persons that is based on an individual’s actual or perceived protected characteristics or status and that excludes an individual from participation in; denies the individual benefits of; or otherwise adversely affects a term or condition of an individual’s participation in university programs, activities, or employment.
- Ignoring or dismissing the concerns of colleagues regarding academic or institutional matters.
- Spreading rumors or gossip about colleagues.
- Undermining the professional reputation of colleagues.
- Discussing faculty members’ performance with individuals outside of appropriate channels (e.g., Promotion and Tenure Committee, University administration, director of compliance and Title IX coordinator, etc.).
- Breach of established rules governing confidentiality in personnel procedures.
- Repeated failure to respond affirmatively to the needs of the institution without reasonable cause.
- Repeated failure to participate in faculty meetings, committees, or other governance activities.
Ethical Principles. “As members of their community, professors have the rights and obligations of other citizens. Professors measure the urgency of these obligations in the light of their responsibilities to their subject, to their students, to their profession, and to their institution. When they speak or act as private persons, they avoid creating the impression of speaking or acting for their colleges or university. As citizens engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom” (AAUP Statement, 1987).
Professional Responsibilities:
- Balancing Civic Responsibilities and Academic Duties: Be mindful of the civic responsibilities as members of their community while prioritizing academic duties to their subject, students, profession, and University. Carefully balance these obligations to ensure none is compromised.
- Speaking as Private Citizens: When speaking or acting as private individuals, clearly differentiate personal views from those of the University. Avoid creating the impression of representing the University in personal matters or public statements.
- Promoting and Defending Academic Freedom: Champion academic freedom by fostering an environment of free inquiry and open discussion, recognizing its vital role in the integrity of their profession. Actively promote public understanding of this foundational principle through engagement and education, ensuring its continued protection and advancement.
- Acting with Responsibility in Public Life: When participating in civic or political activities, exercise care in actions, being mindful of the position as educators and scholars. Engage thoughtfully and responsibly, understanding the potential impact of words and actions on the profession and institution.
- Upholding Integrity in Public and Private Roles: Maintain consistency in ethical standards, upholding the values of honesty, integrity, and responsibility in both professional and personal lives. Model these values in their interactions with the broader community.
- Contributing to the Community as Educators: Use expertise and knowledge to contribute to the betterment of the community, promoting education and intellectual development both within and outside the University setting. Act as stewards of knowledge, sharing insights for the public good.
- Encouraging Free and Open Dialogue: Support the open exchange of ideas both in the academic setting and in public discourse. Promote respectful debate, encourage differing perspectives, and foster a culture of inquiry that strengthens democratic principles and critical thinking.
Types of Unacceptable Conduct:
- Intentional misrepresentation of personal views as a statement of position of the University or any of its agencies (an institutional affiliation appended to a faculty member’s name in a public statement or appearance is permissible, if used solely for purposes of identification).
- Engaging in behavior that is illegal, unethical, or inconsistent with the University’s values, examples include:
- Commission of a criminal act which has led to conviction in a court of law and demonstrates unfitness to continue as a member of the faculty.
- Openly advocating for discriminatory policies or expressing derogatory views about specific racial groups, ethnic groups, religious groups, genders, gender identities, or any protected classes on social media or in public forums. This contradicts the obligation to promote conditions of free inquiry and public understanding of academic freedom, which inherently includes protecting the rights and dignity of all individuals.
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