Each individual in Academic Affairs assumes a responsibility for academic leadership. For faculty members, this responsibility is reflected primarily through excellence in teaching, research, scholarly and creative activity, and service to the University. Their efforts in the formation and operation of policies and procedures also contribute directly to the effective administration of academic programs. Similarly, professional staff members make an important contribution to the overall administration of the divisions. Vice Provost, Assistant Provost, Deans and department chairpersons assume an expanded role in the development and administration of academic policies and procedures.
Academic Affairs is composed of nine major academic administrative units that report directly to the Provost. These units include the Donald L. Harrison College of Business, College of Education, College of Health and Human Services, College of Liberal Arts, College of Science and Mathematics, Graduate Studies, School of Extended Learning, General Education, and Academic Information Services. The dean or director of each unit assumes responsibility for overall leadership of the designated area.
The Dean of Academic Information Services and Director of Kent Library reports directly to the Provost and is responsible for providing the leadership and administration to enable the library to meet the information needs of the University community through the provision of both traditional and electronic collections and services. General responsibilities of the position include personnel, budgeting, developing policy, and representing the library to other units within the University, to individuals and organizations outside the University, and to other libraries throughout the country. Management of resources, including finances, personnel, equipment, and the physical building and its space, is of paramount importance. The dean articulates the role of the library to the University community and leads in the development of the library through planning, implementation and evaluation. He/she participates in activities consistent with the teacher/scholar model.
The Associate Provost of Extended & Online Learning, reporting to the Provost, has responsibility for the leadership and administration of all functions that are housed within the School of Extended Learning. These functions include Southeast PM, summer session, off-campus instruction, Advanced Placement instruction, outreach centers, and Continuing Education. In addition, the Assistant Provost, through the School of Extended Learning, provides leadership and administration for technology used for distance learning, including ITV technology, and provides administrative support for distance learning delivered via the internet. General responsibilities of the position include personnel, budgeting, policy development and representing the School of Extended Learning to the University community, as well as to the external community.
The Dean of the Graduate reports to the Provost and is responsible for providing leadership in those areas which affect the University's role in meeting the graduate education needs of the region. To provide this type of leadership, the dean must demonstrate evidence of distinguished teaching, research/scholarship, and service, together with effective administration. The dean is charged with the administration of policies and procedures affecting graduate admissions, retention, graduate assistantships, graduate faculty research activities, sponsored research, curricula, degrees, programs, and faculty. General responsibilities of the position include resource allocation, personnel, policy development and representing graduate studies to the University community and the region at large. In a collegial relationship with the departments, colleges, and Graduate Council, the dean is responsible for stimulating policy and program development and review designed to enhance the quality of the University's graduate programs.
The Dean of the General Education is responsible for providing leadership for the
General Education program, the Honors program, the Governor's Scholars, co-curricular
activities, and the Writing Outcomes program. The dean is charged with the administration
of policies and procedures affecting curricula, programs and review procedures. In
a collegial relationship with the departments, colleges and the General Education
Council, the dean is responsible for stimulating policy, program development and review
designed to enhance the quality of the University's general education program.
The organizational structure of Southeast Missouri State University is designed to foster participation by all members of the academic community in the formulation of academic policies. Under this system, the professional expertise of faculty members and administrators is integrated, and their many perspectives unite to form participatory academic decision making. Within this framework, the University establishes the teaching/learning environment essential for faculty and students and permits faculty members to fulfill their teaching, research, and service responsibilities. It is from this perspective that the General Education was organized and is operated.
The General Education has the responsibility to provide a University response to the needs of the General Education program, the Writing Outcomes program, the Honors program, the Governor's Scholars, and co-curricular activities. Primary monitoring of policies and procedures affecting curricula in these programs is the responsibility of this unit.
The General Education seeks to integrate school programs into the total educational experience of students, to provide support for these programs to academic colleges and departments, and to provide responsible self-government of University-wide policies.
The Dean of the General Education is responsible for providing overall leadership for the General Education program, Honors program, Governor's Scholars, co-curricular activities, and the Writing Outcomes program. Consequently, the dean must possess the ability to identify closely with the various disciplines of colleges and departments in order to articulate their program concerns and relate University-wide aims and purposes to the needs and goals of the colleges and departments. The dean assists college deans and department chairpersons by coordinating the development of school programs. The dean, together with college deans and department chairpersons, strives to maintain a high quality of performance by the faculty teaching courses in the programs of the school.
The dean is responsible for providing overall leadership in meeting the general education needs within the University. In a collegial relationship with the departments, colleges and General Education Council, the dean is responsible for stimulating policy and program development. The dean is ultimately responsible for all recommendations to the appropriate academic officials, committees, or agencies outside the college or University. To provide this type of leadership, the dean must continue to show evidence of distinguished teaching, research/scholarship, and service, together with effective administration. The dean must elicit the professional trust and respect of the faculty teaching General Education courses and speak on matters concerning general education with a representative and persuasive voice in the larger University community.
Consistent with this perspective, the Dean of the General Education must be willing to be evaluated on the basis of progress toward meeting these responsibilities.
Coordinates the planning process and makes recommendations to higher administrative levels concerning staffing needs, administrative unit equipment, space, and operations. Administers the revenues allocated to the school.
Updated August 15, 1997
The Director of the Center for Scholarship in Teaching and Learning provides leadership in the improvement of teaching at the institution. Specific areas of responsibility include sponsoring a teaching enhancement workshop for all new faculty, developing workshops on teaching and learning issues, providing individual counseling for faculty who want to improve their teaching, offering peer observations through classroom visits or videotaping when desired, and promoting cooperative research with faculty in the area of teaching and learning. The center also offers a standardized student evaluation process for those faculty who desire it. Finally, the director serves as an advocate for quality teaching where appropriate within the University structure.
The Dean of Students, reporting to the Provost, is the primary advocate for all Southeast Missouri State University students. The dean works collaboratively with faculty, staff, and other administrators to enhance student learning and personal development. Specifically, the dean works to ensure that students understand their responsibilities and rights as members of the academic community. She/he is responsible for coordinating the University's response to psychological and behavioral crises occurring in the student population. In addition, the dean is responsible for the development, supervision and evaluation of units assigned to the area of Student Development. Currently, these units include the Learning Assistance Programs, the Center for Health and Counseling, Educational Access Programs, Student Support Services, and Student Life Studies. These units provide personal counseling and health services, career counseling and development, academic success skills training and tutoring, accommodations for students with disabilities, and advocacy related to general student concerns. This area also includes programs that provide access to higher education to underserved populations and to integrate student populations historically underrepresented in higher education into the community of scholars at Southeast. Furthermore, the dean is a faculty member in the College of Education and a member of the Council of Deans. She/he serves on a variety of University and city committees. He/she also participates as a full member of the Provost's planning team.
Faculty Senate Bill 16-A-9 begins here.
The organizational structures of Southeast Missouri State University are designed to foster participation by all members of the academic community in the formulation of academic policies. Under this system, the professional expertise of faculty members and administrators is integrated, and their many perspectives unite in participatory academic decision making. Within this framework, the University establishes the teaching/learning environment essential for faculty and students and permits faculty members to fulfill their teaching, research, and service responsibilities. It is from this perspective that the University's colleges were organized and are operated.
A college is a group of academic departments so assigned according to common methodologies or related curricular, research, or disciplinary orientations. Thus grouped, the departments maintain their uniqueness and integrity while the college coordinates joint administrative tasks. A college may also house interdisciplinary centers, programs, and institutes.
The college structure facilitates the smooth flow of information and direction from the central administration to the departments and information from the departments to the central administration. It thus encourages administrative efficiency and effectiveness at all levels.
The college represents and promotes to the University and the general community the common as well as the unique interests of each of its units. It encourages cooperation and mutual support between the units, mediates conflict, and thus stimulates broader and more useful applications of the work of the constituent units. The college fosters and monitors instructional, scholarly, and creative activity.
Identifying immediate and long-range objectives and assisting departments in similar activity at their level, the college is the location for evaluating achievement of these objectives. The college is the primary recipient of resources which are reallocated by the Provost for support of departmental programs. It also monitors the use of fiscal resources
The dean is responsible for providing leadership which allows the departments in the college to attain their unique educational objectives while promoting the common interests of faculties in closely related academic areas. Consequently, the dean must possess the ability to identify closely with the various disciplines within the college in order to articulate their concerns to the administration and to relate University-wide aims and purposes to the needs and goals of the departments. The dean assists department chairpersons in fostering the professional development of the college faculty and coordinating the development of departmental programs.
The dean is responsible for representing the financial needs of the college in the annual academic budget and coordinating the allocation of approved operating and equipment funds to the departments. In personnel matters, the dean is advised by a college council and other established committees composed of department chairpersons and/or elected departmental representatives; however, the dean is ultimately responsible for all recommendations to appropriate academic officials, committees, or agencies outside the college or University. To provide this type of leadership, the dean must bring to this office a distinguished career in teaching and research/scholarship, together with effective communication skills and administrative experience. He/she must be able to elicit the professional trust and respect of the college faculty so as to speak with a representative and persuasive voice in the larger University community concerning matters of concern to the college.
The dean is responsible for encouraging departments to identify and articulate their immediate and long-term objectives and to assess progress toward the attainment of these objectives through periodic department reviews. In concert with the department chairpersons, the dean strives to promote the scholarship, research, and program development activities of the college faculty. Consistent with this perspective, the dean must be willing to have her/his own performance evaluated on the basis of the extent to which her/his efforts promote growth of programs and the professional activities of the faculty.
The review of the dean is an extension of the collegial process that encourages faculty participation in the governance of the college. The assessment of the dean is made possible through both formal and informal review mechanisms and periodic review cycles. Each of these is designed to aid the dean in assessing individual performance and for suggesting areas that might be strengthened. Throughout the academic year, department chairpersons and administrators share a responsibility to provide informally to the dean insights that may improve his/her overall leadership effectiveness. Annually, the dean will meet with the Provost for the purpose of discussing his/her administrative performance. A written summary of this meeting will be shared with the individual dean and the President.
A newly appointed dean will be reviewed during the third year of her/his service as dean at the University. In the middle of the third year, the Provost will inform the dean and faculty members in the college that the review is being initiated. All faculty members will follow the general procedures and use the standard instrument. Department chairpersons in the college, other deans on campus, and other selected individuals will be asked by the Provost to follow the same general procedures and submit assessments directly to the Office of Institutional Research. The continuing appointment as dean will be subject to this review. The normal periodic review for individuals continued in the deanship will be within a three- to five-year cycle as recommended by the Provost.
An extraordinary review of the dean may be initiated at any time by a vote of the majority of the departments in the college. A majority vote of the members of a department in accordance with departmental procedures will be considered a departmental vote to call for the review. The Provost may also initiate a review.
Faculty Senate Bill 16-A-9 begins here.
Each college dean should substantially meet the following criteria:
Approved by Faculty Senate 10/1/14, Reviewed by President 4/14/15, Approved by Board of Regents 5/8/15
Amended by Faculty Senate Bill 16-A-9, 04/20/16, President Review 9/28/16, Board of Regents 12/16/16
When a vacancy occurs, the Provost instructs the chairperson of each department in the college to conduct an election to select two nominees from which a representative will be selected by the Provost to serve as a member of the search committee. In addition to these departmental representatives, the President of the University with the advice of the Provost appoints two administrators, a student representative from that college, and when appropriate, a representative from outside the University to serve on the search committee and designates its chairperson. If the faculty-to-non-faculty ratio on the search committee is 50/50 or less, three nominees will be selected from each department, from whom two will be chosen by the Provost to serve on the search committee. In the case of a dean search for Kent Library, three nominees will be selected by Kent Library faculty, from whom two will be chosen by the Provost, and the library faculty will nominate additional members from the faculty at large, to be chosen by the Provost, in order to achieve a majority faculty representation on the search committee.
Approved by Faculty Senate 10/1/14, Reviewed by President 4/14/15, Approved by Board
of Regents 5/8/15
Amended by Approved Faculty Senate Bill 16-A-16, Review by President 10/2/18, Posted for 15 Day Review 10/8/18
The following listing is representative but not all-inclusive:
For both periodic and extraordinary reviews of the dean, these procedures will be followed:
Upon the establishment of a search committee, the following steps should be followed:
The Provost forwards to the President of the University the names and supporting materials of all candidates recommended by the search committee and includes his/her own recommendations on the candidates. The President or his/her designee negotiates an appointment with a recommended candidate and recommends the appointee to the Board of Regents for confirmation.
Approved by the Faculty Senate 12/10/14, Reviewed by President 4/14/15, Posted for
15 Day Review 4/15/15
Revised by Faculty Senate Bill 16-A-9, Reviewed by President 9/28/16, Approved by the Board of Regents 12/16/16
The role of the department chairperson is recognized as a primary leadership position in the University. As the foremost departmental administrative officer and representative of the academic discipline, the chairperson serves in the unique position of exemplifying the highest standards in both faculty and administrative responsibilities, maintaining standards of the discipline, and meeting the expectations of the department. The maintenance of balance between these responsibilities requires careful attention by the department chairperson, departmental colleagues, and administrative officers. It suggests the need for considerable latitude in the leadership style utilized by the chairperson while performing within institutional guidelines, departmental constraints, and limitations imposed by the availability of resources.
The department chairperson is responsible for leadership which provides educational purpose and direction for the department. The chairperson is the faculty member of the department authorized to speak for and on behalf of the department, and links the department to the office of the dean of the college and other appropriate University administrative offices. The department chairperson must not only represent the legitimate interests of individual faculty members and the department to other members of the administration, but also must present accurately and fairly to colleagues in the department the positions of other administrators while interpreting the established policies of the University.
The chairperson cultivates and retains the respect of colleagues to provide effective leadership in the department. A successful chairperson leads the department through consistency, openness, candor, decisiveness, and fair and equitable treatment of all department members. As the departmental administrative leader, the chairperson is expected to evaluate issues with a broad point of view, analyze questions, and perceive consequences of decisions with clarity and accuracy. Regular consultation and open communication should be used in weighing and deciding questions before the department. Whether consultation is by private counsel, committee recommendation, or other means, the department chairperson assumes responsibility for those decisions assigned to the department by University policies and procedures.
From a faculty perspective, the department chairperson is a colleague who acts on behalf of members of the department in the administration of departmental activities. Administratively, the chairperson carries out duties assigned to the office. This is accomplished with the advice and judgment of the faculty when making recommendations concerning such matters as curriculum development, budgetary requests, and faculty recruitment, hiring, promotion, tenure, and termination. The chairperson is both a member of the department and a liaison between the department and the rest of the University. As a member of the department, the chairperson provides leadership in the common pursuit of departmental goals. As a departmental liaison, the chairperson represents the best interests of the department to the college and University administration.
While considerable diversity exists in the operation of the various academic departments, there is a common core of responsibilities assumed by the department chairperson. The leadership of the chairperson, however, cannot be viewed in isolation, for members of the department assume broad responsibilities and share accountability for departmental programs, operation, and personnel actions. The general responsibilities of the department chairperson are grouped under the following major categories: Administrative Functions, Faculty-Personnel Functions, Liaison Functions, Student-Related Functions, Leadership Functions, and Operational Functions. A detailed list of these functions is given in the Procedure section.
As a department chairperson, a faculty member assumes broad leadership roles that have specific functions and raise certain expectations. The review of a chairperson represents the ultimate in the collegial process, for it encourages faculty participation in departmental governance and effectively balances administrative decision-making responsibility. While the review of a department chairperson systematically focuses primarily on one person, the assessment of one's performance cannot be separated from the responsibilities assumed by all colleagues in the department. Similarly, administratively assigned tasks must be kept in their proper context. Colleagues in the department share in the responsibility for maintaining this perspective, as do deans, in making their recommendations to the Provost.
The assessment of a department chairperson is made possible through both formal and informal review mechanisms and periodic and extraordinary review cycles. Each of these is designed to provide input to the department chairperson in assessing individual performance and for suggesting areas that might be strengthened.
Throughout the academic year, departmental colleagues and administrators share a responsibility informally to provide insights to the department chairperson that may improve his/her overall leadership effectiveness. Annually, the dean will meet with the department chairperson for the purpose of discussing administrative performance. A written summary of this meeting will be shared with the individual chairperson and the Provost.
A newly appointed department chairperson will be reviewed during the third year of service concurrent with his/her appointment at the University. At the beginning of the third year, the dean will inform the Provost and call the department together for the purpose of initiating a review, discussing the process, and agreeing on the specific procedures to be followed. All departments will follow the general procedures along with mutually determined approaches at the department and college levels. The continuing appointment as chairperson will be subject to this review. The normal periodic review for individuals continued will be within a three- to five -year cycle as recommended by the dean and approved by the Provost.
An extraordinary review of the department chairperson may be initiated at any time by a majority vote of the members of the department in accordance with departmental procedures. The respective college dean or the Provost may also initiate a review at any time. Upon receipt of a request for extraordinary review, the appropriate college dean will call the department together as described in the periodic review cycle. The general procedures and instrument described in this document will be followed. Special attention may be focused on the timing of the review and areas of special concern resulting in the extraordinary request.
The entire review process will be conducted within the context of the responsibilities of the department and its individual members and the functions of the department chairperson. Emphasis will be placed on the nature and focus of the review, along with the following guidelines. Throughout this entire process, the department chairperson retains his/her right to resign the position.
The review of a department chairperson requires cooperation and mutual discussion. It is important that professional integrity and respect be maintained by all parties involved. The following guidelines are provided for those involved in the review process to ensure proper focus so the overall effort will not be counterproductive to the stated purpose
Approved by Faculty Senate 11/20/13, reviewed by President 4/14/15, Approved by Board of Regents 5/8/15
Faculty Senate Bill 14-A-40 begins here.
As stated in the Policy section, “the general responsibilities of the department chairperson are grouped under the following major categories: Administrative Functions, Faculty-Personnel Functions, Liaison Functions, Student-Related Functions, Leadership Functions, and Operational Functions”. While these categories provide a basis for grouping functions, many are interrelated. They are presented, however, as a guide to chairpersons in providing academic leadership and to departments as colleagues participate in the assessment of department chairpersons.
The chairperson is the chief departmental administrative officer and the primary representative of the academic discipline. Among the specific administrative tasks for which the chairperson assumes responsibility and accountability are
Among the most important responsibilities of the chairperson are those relating to the faculty. The success of the department is frequently dependent upon the abilities of the chairperson in this regard. Among the specific tasks for which the chairperson assumes responsibility and accountability are:
The department chairperson has primary responsibility for representing the department and the discipline to the college, the University, and the community at large. Among the specific areas for which the chairperson assumes responsibilities and accountability are:
The recruitment and retention of outstanding students is often dependent upon how wisely and effectively the departmental chairperson responds to student needs. Among the specific areas for which the chairperson is responsible and accountable are:
The precise nature of leadership is difficult to define. There are different styles and techniques for carrying out the responsibilities of the chairperson. There are, however, a number of qualities that are important to the leadership of a department. Among them are:
The fulfillment of leadership responsibilities balances the specific tasks completed with the manner in which the assignments are accomplished. In this respect, the chairperson assumes responsibilities for:
There are commonly accepted procedures in place for the appointment of department chairpersons and the replacement of department chairpersons for due cause. The review process described in this document is viewed as a constructive process. Its primary focus is gaining insights from the various constituencies that relate to the department chairperson so constructive advice may be given and recommendations made to improve the overall effectiveness of the department chairperson in providing departmental leadership.
The specific purpose of the review process and the suggested guidelines provide a basis for the review of the department chairperson. Such factors as the size and complexity of the department and type of review may suggest variations in the approaches utilized. However, the intent of the following procedures should be maintained.
Upon search approval and establishment of a search committee, the department shall follow the following steps, as applicable.
Approved by Faculty Senate 12/10/14, Reviewed by President 4/14/15, Placed online for 15 Day Review 4/15/15
As a complex social institution, a University is composed of individuals with divergent perspectives and of sub-structures that represent the multiplicity nature of its mission. The organizational structures at Southeast Missouri State University foster open communication and dialogue and place responsibility on individual members of the academic community to participate in charting directions and formulating academic policies. Through a process of shared governance, the professional expertise of faculty members and administrators is integrated to encourage mutual contributions from the various segments of the University. When recommendations and decisions from the many perspectives are appropriately combined, they form a shared, participatory mode of academic decision-making. It is through this framework that the University addresses its overall mission and presents the teaching/learning environment essential for faculty members to fulfill their teaching, scholarly, and service responsibilities.
Within this context, the department serves as the fundamental grouping of faculty whose common professional interests and expertise provide continuity for the instructional programs. Members of the department are responsible for determining appropriate internal organizational structures and operational procedures consonant with general University procedures and policies. The basic responsibility for maintaining the programs and operations of the department rests with its faculty as a whole. Faculty members are directly involved in the processes whereby recommendations and decisions are made regarding their disciplines and the professional status of their colleagues. In fulfilling their educational goals and responsibilities as an integral component of the University, departments assume broad leadership roles as related to instructional programs, departmental operations, and recommended personnel actions.
The educational and instructional programs of the University serve as the focal point for departmental activities. The major functions of the department in terms of the instructional programs include its responsibility to:
Develop and maintain current curricula, instructional programs, and course syllabi;
Encourage appropriate curriculum modifications, changes, and innovations in programs sponsored by the department;
Approve internal modifications and solicit input from other departments where program changes and offerings may impact;
Establish and utilize procedures for reviewing and evaluating existing and new courses, programs, and curricula;
Maintain strong departmental academic, instructional, and grading standards;
Select library and other material related to its curriculum and establish procedures for effective and appropriate use of instructional media and other learning activities; and
Foster the development of undergraduate and graduate programs within University guidelines.
While the department chairperson assumes specific administrative responsibilities, the department maintains broad operational roles. The more critical functions of the department include its responsibility to:
Establish and maintain operational procedures consistent with University-wide academic policies;
Develop guidelines for the planning, organizing, coordinating, and administering of department programs, budgets, and activities within college and University guidelines and parameters;
Determine short-term and long-range needs, place resource requests in priority order, and utilize resources effectively;
Provide input into the preparation and administration of the department budget and other activities of the department; and
Function as an integral component of the academic community in providing input, responding to proposals, and suggesting ways to enhance the overall operation of the institution.
The department serves as the initial unit for the review, assessment, and evaluation of colleagues in the department, and the recommendation of appointment and appropriate faculty personnel actions. The essential department functions include its responsibility to:
Establish and maintain processes and procedures within University guidelines to search for candidates and review, assess, and evaluate departmental colleagues;
Encourage and facilitate study, research, and other professional activities of members of the department;
Evaluate faculty members in terms of employment, continuation, promotion, tenure, and termination;
Determine the need for additional faculty and, when approved, participate in the recruitment and selection of new faculty members;
Provide recommendations regarding the employment of department chairpersons and participate in the review of department chairpersons; and
Evaluate the departmental sabbatical leave proposals and make recommendations to the
Academic Services, 1981 Updated August 15, 1997