CSI Human Resources



3.01 Compensation Policy for Faculty

The College takes the position that faculty should be involved in College-sanctioned public service and continuing education activities. Typically, these activities will be conducted by faculty as their regular assignments; however, irregular occasions will arise where these activities may be done as an extra assignment for additional compensation. Following are general provisions to cover the circumstances and limitations of extra compensation.

1. Extra compensation is defined as supplemental pay for approved services rendered to the College or to external agencies by eligible personnel. These services are a net addition to the regularly assigned duties and responsibilities of the employee. Salaries paid for teaching intersession or summer session are not considered extra compensation.

2. A request for extra compensation for teaching faculty and administrators must be submitted in writing and approved in advance by the President or his designee.

3. Eligible personnel may participate in any or all of these areas.

4. Extra compensation may be paid when (a) the work is done in addition to duties and responsibilities assumed as part of the assigned normal full workload; (b) qualified persons within the College are not available to perform the work as part of their normal work load; (c) the additional duties will not interfere with the performance of regularly assigned responsibilities and duties; (d) the budget is adequate to fund extra compensation.

3.02 Contracts

Refer to 2.07 Contracts in the CSI Policies & Procedures Manual.

3.03 Definition of Faculty

The instructional faculty shall be made up of regular full-time personnel in positions of the academic ranks of instructor, assistant professor, associate professor, and full professor in the area of instruction. Faculty membership shall not be granted to graduate assistants, part-time instructors (those employed for less than a full teaching load and for a contract not to exceed a semester), visiting lecturers, administrators, nor other personnel.

Faculty members are appointed on the basis of credentials and interviews. Credentials include transcripts of college work; certification verification; letters of recommendation, application, or nomination; application documents; interview results; and the like. All relevant information must be on file in the office of the Vice President of Instruction before a contract can be offered. The signed document will serve as the official contract between the College and the faculty member (see also Employment of Full-time Faculty: 3.05).

3.04 Emeritus Program

Faculty Emeritus may be awarded to full-time faculty members who meet the following criteria upon their retirement:
a. Fifteen years of full-time service as a faculty member

b. Achievement of the rank of Associate or full Professor

A faculty member must apply for emeritus status through an application process as outlined by the Faculty Senate. The completed application must be approved by the Executive Committee of the Faculty Senate, the Vice President of Instruction, and the President.

After approval, emeritus status will be publicly awarded and recognized at graduation ceremonies.

Faculty designated Emeritus will have the following rights and privileges:
a. They will be listed in the College catalog with Emeritus status.

b. They may provide representation on college committees such as accreditation, self-study, planning, accreditation, etc.

c. They may serve as official liaisons with other portions of the community and region.

d. They may continue to teach courses and receive part-time faculty pay and take CSI classes free of tuition charges.

e. They may participate at their discretion in alumni and commencement activities as well as those of the CSI Foundation

f. They may continue to attend and participate in meetings of the general faculty, but they will not have a vote in such proceedings.

Emeritus Application Form

3.05 Employment of Full-Time Faculty

New and replacement positions will be posted through Human Resource Department (HR). The HR office is also available to assist with additional advertising, recruiting, scheduling, interviewing, and follow-up notification of applicants. Compliance with the College of Southern Idaho's Affirmative Action procedures is required.

Position Opening:
a. Notification comes from the Human Resource Department noting that a position is open.

b. Notification should be made to the department's dean or vice president as soon as there is a need to fill a position.

c. The department administrator, in consultation with the HR staff and in accordance with Affirmative Action principles and procedures, will develop the position advertisement.

d. For each position, the posting must include the job description, minimum and desired qualifications, proposed starting date, and the closing date for applications.
Since CSI believes in the value of promoting in-house, the job search for vacant positions shall occur in two stages.

Stage 1
a. First consideration will be given to qualified applicants who are current CSI employees. Current employees include all full and part-time employees currently on CSI payroll. Work-study students and volunteers are invited and encouraged to apply as internal candidates for positions for which they are qualified.

b. All vacant positions will be posted on the HR website as well as directly to all faculty and staff through campus e-mail. Position openings will generally be posted internally at least five working days prior to any off campus advertising.

Stage 2
a. When a decision is made to search beyond applications from CSI and applications generated from the public postings, the HR office will coordinate advertising and recruiting with the Public Information Director through other available resources to include regional newspapers, the Chronicle of Higher Education, journals, and other appropriate forms of media. The HR office will assist in preparing and mailing announcements to other educational institutions as requested by the department. The department will be responsible for any costs involved in outside advertising.

b. A review will be conducted of unsolicited applications which have been received by the HR office. Position announcements and an invitation to apply for the opening will be sent to those administrative, professional, and instructional applicants who possess the necessary qualifications for the position. Unsolicited resumes received from those individuals seeking support positions will be offered to the departmental administrator to determine suitability of skills and training of the applicants to the particular opening.

The requirements for announcing or advertising vacancies may be abridged only with the approval of the President and the Affirmative Action Officer.

a. All applicants seeking employment at CSI should apply to the HR office. CSI application forms are available in the HR office.
b. All unsolicited resumes will be acknowledged and filed by the HR office. Unsolicited resumes for administrative, professional, and instructional positions will be kept for one year. Unsolicited resumes for support positions will be kept for one month.

a. Selected qualified applicants will be invited for initial interviews. If requested, the department's dean or vice president and/or the HR office will assist the department in selecting applicants for interview who, on the basis of education, training, and experience, seem best qualified for a particular position.

b. Interviews will be conducted within the department, often in a committee format. The HR office can assist this process by coordinating interview schedules between the departments and the candidates, by offering instructional and interview format materials, and by actively participating in the interviewing process.

a. Final candidates are presented to the Executive Vice President for final selection before a job offer is tendered.

b. Depending on the length and extent of the search process, the HR office will assist in informing all applicants upon completion of the hiring process or at appropriate intervals during the process.

c. Reimbursement of applicant's expenses, such as interview or moving expenses, will be made at the discretion of the department seeking to fill the position and with the concurrence of the department's dean or vice president.

d. When selection procedures are concluded, the departmental administrator must complete the online "Applicant Flow Log" form. The completed form, along with a record of the selection procedures and all candidate application materials, will be kept for a period of three years in the HR office.

e. Announcement of the successful candidate for the position will be made by the Office of Instruction.

3.05.01 Employment--Initial Requirements

It is important that any supervisor hiring a new employee immediately send the new employee to the Human Resources Office to complete the necessary payroll forms. This must take place before a new employee can receive a paycheck. Any newly hired person or any change in employment must be approved by the Executive Vice President.

1. Employment Periods
(a) Annual: The 12-month period starting July 1 and ending June 30. (This coincides with the College's fiscal year.)

(b) Eleven-month - 209 days - The 11-month contracts allow for one week off during spring break and an additional four weeks as dictated by the program and/or the supervisor.

(c) Ten-month - 189 days - The 10-month period from August 1 - May 30.

(d) Nine and one-half month - 180 days - The nine and one-half month period from August 1 - May 15.

(e) Nine-month - 170 days - The nine-month period from mid-August through mid-May.

(f) Other. Any other term of employment as agreed upon between the employee and the supervisor and approved by the President.

2. Working Hours or Days: Extra or Other Time

(a) Work Week. Established by the Administration of the College, the work week may vary slightly depending upon the needs of the respective department. The work week varies from 37 1/2 to 40 hours weekly depending on the employee's department.

(b) All 12-month employees are expected to work the regular work week except on holidays declared by the President of the College. Any deviation from this policy must be requested on a regular leave slip prior to leave time.

3. Pay Period, Payroll, Personnel Records

(a) Pay Period. The monthly pay period for all wages and salaries is on the 25th of each month. If the 25th falls on a holiday or on a weekend, payday will be the last workday before the holiday or weekend. There will be one exception--in December, payday will always be the Friday before Christmas.

(b) Hourly or Daily Time Sheets. Because of payday's being on the 25th, the work month for hourly or daily employees will end on the 15th of each month. Time sheets must be in the Business Office not later than 10 a.m. on the 16th. If the 16th is a weekend or holiday, then time sheets need to be in by 10 a.m. on the next regularly scheduled workday.

(c) Special Time Sheets. All other sheets (i.e., short course instructors, etc.) or information affecting payroll must also be filed in the Business Office the same as those in (b) immediately above.

(d) Payroll. The CSI payroll is batch processed on our main computer; this method has materially expedited the handling of the payroll but also has created the need for strict adherence to time schedules and meticulous accuracy and completeness in the information furnished.

(e) Records. Payroll records, including annual and sick leave, are retained in the HR Office.

(f) Job Descriptions. Job descriptions must be obtained from the appropriate supervisor.

(g) Regular Work Hours. An employee of the College of Southern Idaho may not use his/her regular work hours to earn compensation from sources other than the College of Southern Idaho, except for service construed to be of desirable public service approved by the President. Policies of the Board of Trustees permit additional instructional assignments at added compensation, provided such additional work does not in any way interfere with the individual's primary instructional assignment.

All personnel must secure approval from the appropriate supervisor before committing themselves to other assignments during their regular hours (see Compensation Policy for Faculty 3.01.

3.05.02 Introductory Period

NOTES: Initial draft submitted to Ad Hoc Committee for revision 3/8/95. General Faculty input and revision 3/28/95. Submitted to IEC legal adviser 4/3/95. The CSI Board approved the document 4/11/95.

In general, the first three years of a faculty member's employment are considered introductory, and after a successful introductory period, the College usually grants introductory full-time faculty Continued Employment (see below). While all faculty are guaranteed due process (see Human Resources Director), the introductory faculty contracts are renewable pending performance evaluation, review, and departmental or division supervisor recommendation for periods of one year for the three-year introductory period.

The first three years of a full-time faculty contract are considered introductory, and there is no guaranteed or implied renewal of contract during that time period. This is a period of full-time professional service by a faculty member during which the contract indicates that he or she does not have continuing employment and that he or she is being evaluated by the College for the purpose of determining satisfaction of the criteria for attaining continuing employment.

Employment during summer terms, in part-time positions, or during periods of leaves of absence shall not be credited toward satisfying the introductory period. Only full-time, continuous service at the College will be included in determining completion of introductory period, except where a break in service was pursuant to an approved leave of absence. The period of approved leave shall be excluded from the requisite period for completion of the introductory period.

Evaluation is important in assessing the merit of the introductory candidate. Introductory faculty members shall be evaluated by students, peers, supervisor, and self in accordance with the College's evaluation procedures. Supervisor evaluation of introductory faculty members shall be conducted each year for the three-year introductory period. The introductory faculty member will receive a written performance review and an oral summary of the evaluations from his or her supervisor at the end of each year of the introductory period.

When a faculty member appointment is not renewed during the introductory period, the faculty member shall receive notice of his or her non-retention for the ensuing academic year as follows:

1. Not later than April 1 of the first academic year of service, if the appointment expires at the end of that year, or if the appointment terminates during an academic year, at least two months in advance of its termination;

2. Not later than January 1 of the second academic year of service, if the appointment expires at the end of that year, or if the appointment terminates during an academic year, at least five months in advance of its termination;

3. Not later than November 1 of the third academic year of service, if the appointment expires at the end of that year, or if the appointment terminates during an academic year, at least eight months in advance of its termination.

3.05.03 Continued Employment

After three years of continuous, full-time employment (i.e., the beginning of the fourth year), the College recognizes the merit of a faculty member and the assumption that he or she would meet the long-term staffing needs of the department, division, program and the institution. The contract for such a faculty member indicates that the College may not terminate a faculty afforded Continued Employment without first proving Just Cause (see below).

3.05.04 Termination of Employment

Faculty members supported in whole or in part by "soft money" (i.e., funds available to the institution on a short-term basis, such as grants, special contracts, foundation-sponsored projects) shall not be eligible for Continued Employment unless continuing support for such members can be clearly identified in the regular budget of the institution.

Just Cause encompasses three areas: Professional Negligence, Financial Exigency, and Curricular Reasons.

I. Professional Negligence includes the following:

A.Incompetence or dishonesty in teaching;

B. Willful failure to perform the duties and responsibilities for which the faculty member was employed, refusal or continued failure to comply with the policies of the Board, the College, or the department, or to carry out specific assignments when such policies and assignments are reasonable and non-discriminatory;

C. Conviction of a felony or a crime involving moral turpitude;

D. Capricious disregard of accepted standards of professional conduct;

E. Falsification of information on an employment application or other information concerning qualifications for a position; or

F. Failure to maintain levels of professional excellence and ability demonstrated by other members of the faculty in the department or division of the College.

A faculty member shall not be terminated for reasons of professional negligence until due process has been followed. (See Human Resources Director for procedure.)

II. Financial Exigency is the formal declaration by the Board of Trustees that the College faces imminent financial crisis, that there is a current or projected absence of sufficient funds (appropriated or non-appropriated) to maintain current programs and activities at a level sufficient to fulfill its educational goals and priorities, and that the budget can be balanced only by extraordinary means which include the termination of existing and continuing academic and vocational appointments. A faculty member may be terminated as a result of financial exigency at the College and subject to Board declaration that such a financial condition exists. Personnel decisions may include introductory and continued employment faculty.

III. Curricular Reasons include insufficient student numbers, reorganization or consolidation of courses, and program termination.

A. Insufficient student numbers means that over a period of at least three years, student enrollment in a field has decreased at a rate in considerable excess of that of the College as a whole and that such reduction has resulted in faculty-student ratios that, in the opinion of the President, cannot be tolerated either by comparison with equivalent faculty load practices in the College or by comparison with faculty loads in comparable departments or divisions at similar institutions which the President deems appropriate for comparison.

B. Reorganization or consolidation of courses means that a curricular reorganization or consolidation eliminates the need for a particular faculty expertise or reduces overall need for faculty in a department or division.

C. Program termination, a program deleted from the curriculum, means that the Board has taken formal action to terminate a degree major, concentration, or other curricular component and that such termination eliminates or reduces the need for faculty qualified in that discipline or area of specialization.

The employment of a faculty member may be terminated because a program is deleted from the curriculum or substantial and continued reduction of student enrollment in a field warrants a reduction in faculty. Before declaring that curricular reasons exist, the President will advise the Faculty Senate by identifying specific curricular reasons, evaluating the long-term effect on the institution's curriculum and its strategic planning goals and the advisability of initiating further action. The Executive Vice President will present--either verbally or in writing--a description of curricular reasons that may warrant the termination of Continued-Employment faculty members.

Upon determining that termination for one or more faculty members is required for one or more of the reasons cited above, the Executive Vice President shall furnish each faculty member to be terminated a written statement giving the reasons for termination. Those reasons shall address fully the curricula circumstances that warrant the termination and shall indicate the manner and the information upon which the decision was reached. The Executive Vice President's written statement shall also indicate that each terminated faculty has the opportunity to respond in writing, stating any objections to the decisions.

When a Continued-Employment faculty is terminated for curricular reasons, the Executive Vice President will make every effort to relocate that faculty member in another existing vacant position for which the faculty member is qualified. In instances where, in the opinion of the Executive Vice President, relocation within the institution is a viable alternative, a significant effort will be made to relocate the displaced faculty member, including the bearing of reasonable retraining costs. The final decision on relocation is within the discretion of the Executive Vice President.

When a Continued-Employment faculty member is terminated for curricular reasons, the position will not be filled by a new appointee within a period of three years unless the terminated faculty has been offered, in writing, reappointment to the position at the previous rank and salary (with the addition of an appropriate increase which, in the judgment of the Executive Vice President, would constitute the increase in salary that would have been awarded during the period the faculty member was not employed).

Upon determining that termination of one or more Continued-Employment faculty members is warranted for curricular reasons, the Executive Vice President shall decide which faculty member(s) should be terminated based upon an assessment as to what action would least seriously compromise the educational programs of the department or division and in compliance with appropriate federal and state employment law.

Faculty Termination Review: If any faculty member to be terminated indicates objection to the President's written statement and requests a review, the Executive Vice President shall convene the Faculty Senate Executive Committee which shall conduct a hearing on the proposed termination. The Committee shall report its findings and recommendations within 20 working days of the notice to convene to the Executive Vice President, who shall within 10 working days inform the faculty member proposed for termination either that the decision for termination stands or that it has been altered.

Resignations: A faculty member who plans to resign gives notice in writing to the Executive Vice President not later than two weeks after salary schedules are made available. The College expects a faculty member to give notice of resignation by April 15 of the current academic year.

Retirement: Faculty planning to retire should notify the Executive Vice President as soon in advance of the projected retirement date as possible so that retirement planning for that faculty member and the program may be initiated. (See Emeritus Program: 3.04)

3.06 EMPLOYMENT OF PART-TIME FACULTY (Section rev: 3/07)

All part-time faculty in the academic and professional technical teaching areas are required to have the same qualifications as full-time faculty. All part-time faculty are employed on a semester basis.

3.06.01  Part-time Faculty Employment Status

Faculty designation at CSI includes the following categories:

  • Full-time faculty responsibilities and loads are defined in sections 3.03, 3.05, and 3.11 of this document.
  • Part-time faculty teach fewer than 10 credit hours (up to 19.5 contact hours) per semester.  A mentor should be assigned for each part-time faculty by the department as appropriate. Part-time faculty are eligible for the following at the discretion of the Department Chair:
    • Library access
    • An orientation program
    • Listing in the CSI Telephone Directory
    • Voice mailbox
    • Network/e-mail account
    • Development opportunities through the Faculty Staff Development Committee (FSDC) or through department discretion
    • Participation in the Individual Development Plan process
  • Community Education instructors are eligible for library access, development opportunities available through the FSDC, and network/e-mail accounts, at the discretion of the Department Chair/Director.

3.06.02  Part-time Faculty Commitment

With a growing number of part-time faculty, CSI's reputation as an institution of quality rests more and more on those faculty members.  Part-time faculty’s high level of commitment to students and assignments will help maintain the reputation of the College.  Part-time faculty can show this commitment by being concerned for each student and his/her progress; being prepared for each class; being prompt to class; using the full instructional period; communicating problems, concerns, and successes to department supervisors; and responding to communications and suggestions from supervisors.

3.06.03  Part-time Faculty Salary

The salary for part-time faculty is on an hourly rate based on instructional contact hours or at a fixed rate per student determined by the number of students in a class, by a percentage of the gate, or per credit.

3.06.04 Part-time Faculty Evaluation

As professionals, part-time faculty are expected to upgrade their knowledge and skills continually to improve their teaching abilities. Each department at CSI provides ongoing evaluation of instructor effectiveness and gives constructive criticism and suggestions to instructors in order to improve instruction within the department. A compilation of student, self, and administrative evaluations comprises the assessment. Annual formal evaluation of part-time instructors by the College also helps ensure that CSI's faculty maintains the highest of professional standards. (See Part-time Faculty Evaluation Form.)

3.07 Faculty Development

The College of Southern Idaho strongly encourages all employees to maximize their educational opportunities. The College will support employees in their educational pursuits to the maximum extent possible.

Due to limited course offerings, the College recognizes that some employees will have to take courses during normal working hours. Employees must also recognize that the operational needs of the College must take precedence over release time for classes.

Based upon the needs of both the College and employees, the following guidelines have been set concerning educational release time for employees:

1. Employees should attempt to schedule classes during non-working hours to the maximum extent possible.

2. Employees must request permission from their supervisors to vary their schedules in order to take classes. Supervisors may rearrange work hours for employees to allow them to take classes during their lunch hours, before or after regularly scheduled working hours.

3. Time away from work during scheduled working hours due to classes must be taken as comp time, vacation, or made up during the regular work week.

4. Classes that directly benefit employees in performing their current duties may be taken during regular working hours as part of their job. Individual supervisors have the authority to determine the applicability of the course taken to the employees' current jobs. Fees associated with CSI classes may be paid for by the department at the supervisor's discretion. Tuition and fees associated with courses taken at other institutions will not be paid for by the College.

These guidelines are intended to provide consistency campus wide and to insure all employees are treated equally concerning release time.

The College also strongly encourages all employees to maximize their professionalism by attending appropriate conferences and seminars in their field. Faculty should check with their department or program head for availability of travel for conference funding.

The CSI Foundation encourages faculty development through a Mini-Grant Program which pays a stipend to faculty for various educational and/or research projects. For more information, contact the CSI Foundation Office.

3.08 Faculty Evaluation Process

(See Introductory Period: 3.05.02.)

Faculty in each area are subject to ongoing evaluation for the primary purpose of professional improvement, not for punitive or disciplinary measures. In cases where some deficiency is suspected, please refer to the particular departmental or division policy.

The evaluation methods should be used by faculty for professional improvement. Through the evaluation processes, when improvement and professional development needs are identified, the responsibility for improvement and/or change rests with the faculty member. The institution may assist by providing development and improvement opportunities (see Faculty Development: 3.07).

Student Evaluation: Student evaluations are completed electronically and made available to students prior to the end of the semester.

Self-evaluation: This narrative is a faculty member's evaluation of his or her own role at the College. This should be based on components agreed upon by the faculty and the department or program supervisor. The objectives agreed upon should be stated in such a manner that the faculty and the immediate supervisor are able to determine the degree to which the objectives have been accomplished so they may be evaluated. The following list is not exhaustive but may serve as a guideline when setting objectives.

1. Instruction: could include teaching methods and pedagogy, work on a new course, development of instructional materials, research associated with instruction.

2. Faculty Development: could include information about membership in professional organizations, presentations, recognitions and awards, completion of earlier objectives.

3. College Service: could include information about serving as adviser to student organizations, attendance at and participation in college committees, elected positions within the college, and peer evaluator.

4. Community Service: could include information about service to community organizations, representing the college in the community, participation in community projects and public services.

5. Research or Scholarly Publications: information about research and publications.

Peer Evaluation: A faculty member will be evaluated by at least one of his/her peers. The peer reports will include the review of course outlines and syllabi, course texts and materials, examinations, and other measures of performance. Numerous ongoing activities play a natural part in peer evaluation: sharing ideas, joint problem solving related to student learning, feedback between instructors, and so on. The faculty member being evaluated will compile the peer reports and submit them.

Supervisor Evaluation: The chairperson or immediate supervisor will review the faculty member's performance, adding any pertinent comments, including results of student, self-, and peer evaluations. The chairperson will write a review of the faculty member's performance, sign it, and pass it to the faculty member. The faculty member reviews the report, signs it, and returns it to the chairperson who then forwards a summary report to the appropriate dean or Vice President.

Appeals Process: If the faculty member disputes the final report, he or she may follow the Grievance Procedure as outlined in the Affirmative Action Plan located in the Human Resources Department.

3.09 Faculty Guidelines (Rev 9/2017)

Responsibility for the implementation of the instructional program rests with the teaching faculty. Excellence in teaching stands foremost among the challenges and responsibilities of the college. Full time faculty work at the department level and with administration to promote the mission of CSI as they:

  • Work efficiently and diligently to create learning environments that are best for students
  • Impart excitement and enthusiasm into teaching students with a variety of skills ranging from developmental to advanced
  • Demonstrate sensitivity to, and understanding of, the diverse academic, socioeconomic, cultural, ethnic and disability backgrounds of community college students
  • Interact with and advise students
  • Participate in faculty development goals to improve professional effectiveness
  • Adapt to a variety of teaching situations
  • Assume responsibility for measuring student level of performance and understanding
  • Meet all scheduled classes promptly with any deviation being filed promptly and accurately through the appropriate channels
  • Originate requests for travel in support of faculty development

Collaboration and Support

  • Develop and maintain courteous, professional, and effective working relationships with members of the department, administration, and staff
  • Collaborate with other faculty in the department regarding things like texts, scheduling, curriculum and outcomes
  • Attend and participate in all departmental, division, and faculty meetings
  • Assume responsibility for all equipment assigned to the faculty member or to those under his or her supervision
  • Cooperate with other areas of the college to provide an effective educational program
  • Promote and help with learning assistance services
  • Assist in the preparation of budget requests each year
  • Maintain accurate records including reporting assessment measures
  • Participate in the instructional evaluation process
  • Provide copies of syllabi to appropriate supervisor each semester
  • Participate in graduation exercises

The elements above provide a general list of responsibilities, but is not to be considered comprehensive. Faculty should work directly with their supervisor regarding any other guidelines or position-specific details, including those found in other sections of this handbook and institutional policy. Faculty responsibilities also vary by held rank and are subject to a degree of administrative assignment as necessary to maintain the sustainability and solvency of the College.


3.10.01 Introduction

This document is divided into seven (7) sections: 

3.10.01 Introduction (this section) 
3.10.02 Definitions 
3.10.03 Eligibility to apply for Promotion 
3.10.04 Performance Expectations 
3.10.05 Performance Portfolio 
3.10.06 Procedural Flowchart and Timeline 
3.10.07 Procedures

Promotion in academic rank is granted to eligible faculty members (as defined in Eligibility for Promotion3.10.03) who achieve levels of excellence described in Rank Requirements 3.10.04 as demonstrated by a Performance Portfolio which is reviewed by a rank committee established by the faculty senate. It is intended that quality and consistency of performance will be the bases upon which promotion decisions are made with progressively higher ranks requiring more distinguished performance than lower ranks. Moreover, it is intended that promotion to the two highest ranks will require outstanding performance. The procedure outlined in this section (Section 3.10 of the faculty handbook) is established to insure the consistent and equitable implementation of this policy for all full-time faculty members of the College.

The promotion system will be based on the following guidelines, which are intended to ensure consistency and equity. Integral elements of the proposed system include the following: faculty initiative, a broadly based process of recommendation that relies on substantive input from faculty members and supervisors, and the right to appeal.

3.10.02 Definitions

Promotion signifies an individual's movement from one academic rank to the immediately succeeding academic rank.

Immediate Supervisor
is the chairperson, division director, or other person responsible for writing the performance review of the candidate (see Faculty Evaluation Process, 3.08).

Senior Faculty
refers to full-time faculty holding continuing contract and the academic rank of Professor.

The progression of academic ranks (from lowest to highest) in the promotion system is as follows:

Assistant Professor
Associate Professor

Differences among ranks are defined by section 3.10.04 Performance Expectations

 3.10.03 Eligibility to apply for Promotion

To be eligible to apply for an increase in rank, an employee at the time of performance portfolio submission must show:

1.  Sufficient Term of Employment : Be a full-time instructional faculty member, according to 3.03 Definition of Faculty and 3.11 Faculty Load, who will have completed five regular (fall/spring) semesters of continuous full-time contracted employment at the time of portfolio submission (see 3.05.02 Introductory Period and 3.05.03 Continued Employment) 
2.  Sufficient Time in Rank: Have completed at least five regular (fall/spring) semesters in his or her current rank at the time of portfolio submission.  
3.  Recent Four-part Evaluation: Have completed the four-part evaluation within the last three years (see Faculty Evaluation Process, Section 3.08.)

Note to requirements 1 and 2: The intent is that faculty not advance in rank more often than once every three years and that faculty are not eligible for rank increase until they have continued employment status.

Example:  Frank Aculty taught part-time for the Fall 2003, Spring 2004, and Fall 2004 semesters before being contracted full-time as an associate professor beginning Spring 2005.  At the end of Fall 2005, Frank had taught five regular semesters but three of those were before he was hired full-time; he was not eligible because he had neither sufficient term of employment nor sufficient time in rank.  At the end of Fall 2007, Frank had taught six regular semesters as a full-time assistant professor, and had completed three years full-time employment making him eligible to apply in the 2006-2007 academic year.

Note to requirement 3: Faculty members preparing for promotion will need to have evaluations (with at least one within the last three years) to include in the performance portfolio. For promotion planning, the faculty member should make certain that the four-part faculty evaluation procedure (peer, self, student, supervisor; see 3.08) is complete prior to application. When a faculty member is not evaluated on an annual basis, and if the most recent evaluation will be more than a year and a half old at the time of portfolio submission, the candidate should ask his/her department chair/divisional director to complete a new review or to write an addendum to the most recent review.

3.10.04 Performance Expectations (Rev 10/2012)

Students are the primary focus for faculty. The greatest emphasis in performance expectations is on bettering the teaching and learning environment and on the academic relationship of the student and teacher; therefore, the predominant qualities of each rank are drawn from the Rank Requirements. As a faculty member progresses in rank, the primary professional responsibilities remain the major concern, but the faculty member will be expected to expand the teaching and learning concept by sharing knowledge and exhibiting leadership in the department, division, College, community, or profession, in congruence with the College's mission.

I. INSTRUCTOR: An instructor is expected to bring basic academic knowledge and expertise to the primary professional responsibility.

A. The predominant qualities of excellence for the instructor include the following. Outstanding faculty:

1. Show a positive attitude about students' abilities to learn and are enthusiastic about their primary professional responsibilities. The faculty believe that students can learn and so they challenge them accordingly. This belief is a motivating factor for both students and faculty. They communicate their deep interest in their discipline fields and the satisfaction they themselves have gained through increasing their knowledge. Faculty demonstrate their enthusiasm in their professional areas by willingly working in a personal way with students or prospective students to help them achieve their goals. They communicate the values and satisfactions to be gained in the teaching and learning activity.
2. Are responsive to students' needs and treat all individuals with respect. They realize that students, in addition to needing academic support, often need encouragement and individual attention as they try to adjust to the varied demands in their lives. Excellent faculty can also provide legitimate and appropriate responses to students' needs. They are careful to maintain a professional approach in their interactions with students. This professional attitude is important when they interact with students, colleagues, and members of the community.
3. Present ideas clearly and are available to students. They are good transmitters as well as good receivers of messages. Faculty and students agree that communicating ideas clearly is one of the most critical interpersonal skills. They realize that student contact with faculty is critical to the success of the majority of CSI students. Hence, they provide students ample opportunities for such contact and encourage students to meet and interact with them.
4. Exhibit fairness when evaluating students and provide timely, constructive feedback. They maintain objectivity and follow carefully evaluation criteria which they provide to all students at the beginning of each term. They do not allow subjective opinions to interfere with student evaluations. They understand that timely feedback promotes positive action and is most useful to students. Thus, they use various means to respond to students in a timely manner.
5. Exhibit knowledge about the primary work area or discipline. This knowledge includes not only the content of the disciplines but also their roles in their departments and their campus in support of the overall teaching and learning process. These faculty also share their knowledge with one another in a collegial effort to achieve excellence. There is no substitute for faculty members' having in-depth knowledge of their fields and disciplines in order to facilitate the transfer of knowledge to students. Without substantial knowledge in their fields, faculty are ill-prepared to foster student learning, even if their motivational techniques and interpersonal skills are sound.
6. Display behavior consistent with professional ethics. They are aware that a failure to commit to professional standards weakens the profession. They guard against behavior that may detract from the teaching/learning process. Thus, these faculty maintain the most professional and ethical relationships with students and colleagues. They adhere to contractual obligations and College policies.
7. Do work in a well-prepared and well-organized manner. Faculty have clear learning goals and well-planned activities enabling students to master content material and to process and apply information. Faculty proceed logically and use time effectively so that students learn as much as possible. Faculty provide assistance to students in a clear manner so that students know and can use the College's educational systems effectively.
8. Accept assistance from other faculty and from administrators and give consideration to feedback from students and others. Faculty recognize the benefits of cooperating and sharing of ideas, research, teaching strategies, and so on, and they are willing to receive assistance in professional matters as well as give it. The faculty know the importance of analyzing and evaluating their own performance. Thus, feedback from students, from other faculty members, and from supervisors is welcomed as a positive resource for their own improvement. Excellent faculty use this feedback to make immediate adjustments that improve student learning.

B. Participation in non required College-related activities is optional.

II. ASSISTANT PROFESSOR: The Assistant Professor demonstrates improved and refined skills in dealing with students.

A. The predominant qualities of excellence for the Assistant Professor include all the qualities for Instructor as well as the following. The Outstanding faculty:

1. Set challenging performance goals for students. They communicate to students that progress is not made without a cost; it must be paid for in time and effort. Thus they encourage students to overcome their limitations and to reach beyond their current achievements in an attempt to fulfill all of their potential.
2. Work collaboratively with colleagues. They know the importance of using their collective strengths to deal with departmental, divisional, and College issues in order to achieve excellence in the teaching/learning process. Their collaborative efforts serve as a model for students both inside and outside the classroom.
3. Listen attentively to what students say. They are sensitive to nonverbal as well as verbal cues, including careful analyses of students' written responses. They pay particular attention to students feedback in critiquing and improving their own performance.
4. Create a climate that is conducive to learning. They know that the atmosphere in the learning environment can have a great impact on student learning. They see things in perspective, taking themselves and their subject matter with appropriate seriousness, but respecting the fact that there are important disciplines and interests in life other than theirs. That sense of perspective may be manifested by humor, open-mindedness, tolerance, acceptance, approachability, and sensitivity.
5. Integrate current subject matter into work. Students should have information from and the results of research and study which reflect the latest work in the field. Excellent faculty consistently update their own knowledge, professional skills, and resources to make their instruction meaningful and timely to their students.

B. The Assistant Professor is involved in non required activities at the departmental level.

III. ASSOCIATE PROFESSOR: The Associate Professor continues to improve in establishing and refining skills in dealing with students.

A. The predominant qualities of excellence for the Associate Professor include the all the qualities for Instructor and Assistant Professor as well as the following. The Outstanding faculty:

1. Set challenging individual and collective performance goals for oneself. These goals address not only learning activities and other specific academic responsibilities, but also many other areas of professional involvement. They continually strive to increase their own knowledge and to perfect their job-related skills, practices, and procedures. In so doing, they serve as positive role models for both students and colleagues.
2. Exhibit commitment to education as a profession. They value their work highly because of the intrinsic satisfaction they receive from knowing they have helped students to learn and to succeed in their lives. Regardless of circumstances, commitment to their students does not waiver.
3. Respect diverse talents. They recognize that students have different strengths and weaknesses, have different learning styles, and bring different skills and backgrounds to the teaching and learning process. Consequently, they encourage students to develop their individual abilities in learning situations.
4. Consider a variety of teaching strategies. This implies that faculty understand different student learning styles and analyze the effectiveness of different instructional strategies. Faculty help students discover and develop effective ways of learning.
5. Stimulate intellectual curiosity. They develop challenging presentations and activities, while keeping the subject at an appropriate level of difficulty and creating an interactive learning environment, one where students are not merely passive observers.
6. Encourage students to be analytical listeners. To develop their students' intellectual curiosity and independent thinking, they provide opportunities for students to analyze carefully what they study. As students study more carefully and more critically, they will be able to engage in more mature conceptual thinking commensurate with college-level work.

B. The Associate Professor is involved in non required activities at the department or division level and may also participate in non required activities at the College level. Professional activities congruent with the mission of the College are desirable.

V. PROFESSOR: The Professor continues to exhibit an outstanding level of performance and acts as a resource person to assist faculty in developing and applying the characteristics enumerated in the Rank Requirements.

A. The predominant qualities of excellence for the Professor include the all the qualities for Instructor, Assistant Professor, and Associate Professor. Outstanding faculty:

1. Are concerned with the many aspects of students as individuals, not just in their roles as learners. Accordingly, they provide counsel and assistance whenever possible.
2. Provide perspectives that include a respect for diverse views. They provide a variety of theories and interpretations that represent the best thinking in their fields. Moreover, they demonstrate to their students an openness and willingness to communicate and share differing views. These excellent faculty are particularly sensitive to the student body which represents a wide variety of academic traditions.
3. Encourage independent thinking. As students develop independence in acquiring, analyzing, and accessing knowledge, they are able to take more responsibility for their own learning. Thus the faculty member's role becomes less that of a communicator of information and more that of a mentor who guides students in their pursuit of learning. These outstanding faculty understand that students must develop independent thinking in order to make the most productive use of their talents and abilities.
4. Provide clear and substantial evidence that students have learned. This evidence allows both students and faculty to have accurate and realistic appraisals of their performance, and to know the effectiveness of their work. To acquire this evidence, excellent faculty first establish clear objectives and performance standards. With this positive evidence, excellent faculty can enjoy the professional and personal satisfaction of work well done.

B. The Professor is involved in a substantive manner in non required activities at the department or division level. It is not necessary to be involved at all levels; however, leadership should be demonstrated at whichever level the faculty member is involved. The individual participates in non-required activities in the College, and participation in professional activities outside the College congruent with the mission of the College is highly desirable.

3.10.05 The Performance Portfolio (Rev: 9/2011)

I. Purpose and Procedure

  1. A Performance Portfolio is required for promotion. Its purpose is to provide tangible evidence to the Rank Committee that a faculty member fulfills the requirements of their current and desired rank. A faculty member applying for promotion must prepare his or her own performance portfolio.
  2. To be eligible for rank promotion the candidate must attend a Rank Process and Procedures Workshop; scheduled during the rank cycle they plan to apply as specified in 3.10.07.III.5.
  3. A master copy and one additional copy of the completed Performance Portfolio must be submitted to the Rank Committee by the deadline specified in 3.10.6.
    • Portfolios may be either paper or electronic documents. Acceptable formats for both will be presented and discussed at Rank Process and Procedures Workshops.
    • Electronic portfolios must be self contained and well organized. Only file types compatible with software found on the majority of campus computers should be included.
      • If in the judgment of the Rank Committee an electronic portfolio is found to be nonfunctional or unmanageable, the candidate will be notified via CSI email and voicemail.
      • Candidate will have 48 hours from such notification to rectify the issue.
  4. The contents of the portfolio should include the following information in the order listed. The information listed below will be the basis of the Candidate/Supervisor/Advocate Checklist which rank committee members will use to evaluate portfolios.
    • Forms and documentation (originals or facsimiles)
      1. PHOTO, e.g. faculty web page photo (optional)
      2. Rank promotion Candidate/Supervisor/Advocate Checklist
      3. Candidate’s letter of intent
      5. NARRATIVE of no more than 2500 words (Approx. 10 pages typed, double-spaced), including:
        • Description of how candidate has met current rank with cross-references for supporting evidence and/or documentation.
        • Description of how candidate has met each criteria for rank requested with cross-references for supporting evidence and/or documentation
        • Self-relective conclusion
      6. All 4 - part performance evaluations completed at current rank in the last 3 years (In most cases this will be three if you are applying for your first rank promotion; for subsequent applications, include just the most recent.)
      7. 3 letters of recommendation, one from each of the following sources:
        • Supervisor (including a statement that portfolio has been reviewed for completeness and accuracy)
        • Advocate (including a statement that portfolio has been reviewed for completeness)
        • Peer
      8. IDP (or UDP if your department/program does not utilize the IDP) (for last 3 years)
      9. Committee Verification Forms for the past three years (if needed for desired rank)
      10. One representative syllabus from courses currently being taught
      11. Please do not include copies of online course evaluations as the supervisor summary included above is typically sufficient. If you feel select individual evaluations are warranted please present and discuss those.
      12. Will you give permission for the Rank Advancement Committee to provide your portfolio as a model for future candidates via CSI internal media services?    ____ yes   _____ no
    • Candidate may choose to include additional supporting documentation which illustrates noteworthy achievements mentioned in narrative. Examples of such may include:
      1. Exemplary teaching/evaluation techniques
      2. Individualized instruction or counseling
      3. Noteworthy advising achievements
      4. Outcome assessment achievements
      5. Teaching/learning research, e.g. student performance, retention rates
      6. Contributions to Curriculum/Course revisions
      7. Extracurricular activities that enhance student learning
      8. Professional enhancement, e.g. workshops, seminars, conferences, courses taken, presentations, publications, professional affiliations, etc.
      9. Creative endeavors
      10. Be careful to observe FERPA regulations concerning student information.

3.10.06 Procedural Flowchart / Timeline



3.10.07 Procedures

I. Robert’s Rules of Order, Newly Revised will govern procedures, except where the following processes explicitly differ.
II. Composition of the Rank Committee

  1. The composition of the Rank Committee is specified in Article IV of the Faculty Senate Constitution and in the Faculty Senate By-laws.

III. Responsibilities of the Rank Committee.

  1. The Committee will elect a chair by consensus by May 15. Ties will be broken by a random draw.
  2. Refer to the flowchart for timeline and processes.
  3. After receiving letters of intent the Rank Committee Chair will forward a list of candidates to the president of the college.
  4. Conduct at least 3 “Rank Process and Procedures Workshops” at conveniently scheduled times to review rank process and procedures with prospective candidates.
  5. Arrange for training of supervisors and advocates as to their role and responsibility in the rank process.
  6. A committee member may withdraw, with cause, from deliberations and voting for a particular candidate.
  7. The Rank Committee will make a recommendation for or against the promotion based on the following:
    • Verification that the candidate fulfills the eligibility requirements
    • Verification the candidate meets the performance expectations of the current and desired rank.
  8. A candidate must receive a majority of the votes of the committee members to be recommended for promotion, i.e. 3 votes if 4 members are voting, 2 votes if only 3 members are participating (see part F. above).
  9. No minutes will be taken during Rank Committee meetings. All Committee deliberations will be confidential during and after the Committee completes its work.
  10. The Rank Committee will prepare all the recommendations which will be signed by all the Committee members acting as witnesses.
  11. The Rank Committee will convey its recommendation for or against promotion to the President by the end of the third or fourth week in March.  For candidates who are not recommended for promotion, the committee will include a written statement of the criteria that were unmet and suggestions concerning what the candidate might do to achieve a higher level of performance before the next application for rank promotion.
  12. Direct Candidates to pick up when the committee has finished deliberations.
  13. Meet with Faculty Senate Executive Committee at the beginning and end of each rank cycle to review and discuss the process and procedures of rank advancement.

IV. Responsibilities of the Advocate
In order to gain a clearer picture of the candidate, the Rank Committee may choose to meet with an advocate chosen by the candidate.  Ideally this person should not be the candidate’s immediate supervisor and must hold the rank of Associate Professor or higher. The advocate will provide an experienced third party voice to aid the committee in its decision and should:

  1. Meet with the candidate to review and discuss the candidate’s portfolio.
  2. Write a letter of recommendation for the candidate which includes a statement that the portfolio has been reviewed for completeness.
  3. Advocates are encouraged to participate in a Rank Process & Procedure training presented by the Rank Committee.
  4. Meet with the rank committee if/when invited.

V. Responsibilities of the Immediate Supervisor and Administration

  1. Upon receipt of a candidate's letter of intent to apply for promotion, the immediate supervisor will make sure that the latest performance review is completed or updated as necessary.
  2. Supervisors are encouraged to participate in a Rank Process & Procedure training presented by the Rank Committee.
  3. Meet with the rank committee if/when invited.
  4. Within one week of receiving the list of applicants, the President reviews the list of applicants and then notifies the rank committee and candidate of any candidate who does do not meet Eligibility Criteria 1, 2, or 3.
  5. By the second Monday in February the immediate supervisor will review the candidate's performance portfolio and submit to the candidate a letter of recommendation stating that he/she has reviewed the performance portfolio for completeness, feels it accurately reflects the candidate performance, and justifies the candidates requested promotion. This letter will become part of portfolio and the supporting documentation that accompanies the Rank Committee's recommendation that is forwarded to the President.
  6. If the Department Chair does not feel the Candidate or the Performance Portfolio meets the requirements necessary for promotion the Department chair will provide the Candidate with a letter containing suggestions for improvements necessary to obtain the above letter of recommendation.
  7. The President will make the final decision for or against promotion.
  8. If the Committee recommends in favor of a promotion, but its recommendation is rejected by the President, the President will provide the faculty member with a written statement of the criteria that were unmet and suggestions concerning what the individual might do to achieve a higher level of performance. This statement will be provided within ten working days following the President's rejection of the promotion.
  9. The President will communicate final decisions to all candidates, their immediate supervisors, and the members of the rank committee during the second week of April.
  10. Candidates denied rank will have the opportunity to discuss the decision with a committee consisting of their Departments Chair, Instructional Dean, and Executive Vice President/Chief Academic Officer.

VI. Official publication of promotions will occur during fall in-service.

VII. Relation to Other College Policies

  1. Procedural errors that affect the outcome of this process may be appealed through due process via the Human Resources Director.
  2. Denial of promotion may be appealed though due process via the Human Resources Director.
  3. To ensure College-wide consistency and equity in applying these procedures, they will be monitored by Human Resources Director. .

3.10.08 Distinguished Professor Award (Rev. 11/2018)

Purpose & Process: Distinguished Professor awards will be granted each year to those teachers who demonstrate exceptional performance of their duties as full Professor and show extraordinary commitment to teaching, service to the college, and service to the community. Distinguished Professor applications are reviewed by the Faculty Senate Executive Committee and recommended to the CSI President for final approval of award. The award will be added to successful applicants' base pay with the amount predetermined by administration and available upon inquiry each year.

Eligibility: After teaching full-time for three years at the rank of professor, faculty may apply to receive the Distinguished Professor award. This application may be made during the fourth year. After having received an award, a professor would again be eligible after another five years of full-time faculty employment at CSI, applying in the sixth year for a second and final Distinguished Professor award opportunity.

Criteria: All candidates must write a letter of intent to apply for a Distinguished Professor award. The letter should be addressed to the current FSEC president, President of the College, and immediate supervisor. Through the process outlined below the applicant must show that he or she has demonstrated excellence in teaching, as well as outstanding service to the college and the community.

Distinguished Professor Portfolio Checklist:
Content Checklist: Please include the following in order as listed below.
_____ Cover page - shall include Name of Candidate, Date of Submission, Title (of own choosing), Subtitle "Distinguished Professor Portfolio," and "College of Southern Idaho" text or logo.
_____ Letter of Intent - Candidate's letter of intent shall be included following the Cover Page, unless a contents page (optional) is included.
_____ Current Curriculum Vitae
_____ Narrative - A narrative of no more than 6 pages but no less than 2 shall be included in the portfolio. Focus your narrative on activities since last rank advancement and highlight your activities of the last five years. The narrative must include a brief description of how performance expectations are currently being met by the candidate at the rank of Professor. Then, the narrative must identify and explain ways in which candidate is currently showing excellent commitment to teaching, service to the college and service to the community. Finally, the narrative must describe how the candidate plans to improve, make changes or influence the college, education or students in the future. (See Narrative Checklist.)
_____ Three letters of support are required - Three letters of support are required, one from each of the following sources: 1. Department 2. Student 3. Open choice of source
_____ Most recent evaluations - Self, Supervisor and Peer (within the last three years)
_____ Current Individual Development Plan
_____ One representative syllabus from a current course being taught
_____ Supporting Documentation - Supporting documentation must be referenced in candidate's narrative and may include but is not limited to; pictures, committee verification forms, certificates, publication references, presentation outlines, research data, grant awards, new course numbers, articles, news releases, thank you cards, and other verification references indicating candidate's commitment to teaching, service to the college and service to the community.

Narrative Checklist: (2-6 pages in length)
Professor Requirements. Briefly address how you accomplish each of the following and include references to supporting documentation.
_____ Are concerned with the many aspects of students as individuals, not just in their roles as learners. Accordingly, they provide counsel and assistance whenever possible.
_____ Provide perspectives that include a respect for diverse views. They provide a variety of theories and interpretations that represent the best thinking in their fields. Moreover, they demonstrate to their students an openness and willingness to communicate and share differing views. These excellent faculty are particularly sensitive to the student body which represents a wide variety of academic traditions.
_____ Encourage independent thinking. As students develop independence in acquiring, analyzing, and accessing knowledge, they are able to take more responsibility for their own learning. Thus, the faculty member's role becomes less that of a communicator of information and more that of a mentor who guides students in their pursuit of learning. These outstanding faculty understand that students must develop independent thinking in order to make the most productive use of their talents and abilities.
_____ Provide clear and substantial evidence that students have learned. This evidence allows both students and faculty to have accurate and realistic appraisals of their performance, and to know the effectiveness of their work. To acquire this evidence, excellent faculty first establish clear objectives and performance standards. With this positive evidence, excellent faculty can enjoy the professional and personal satisfaction of work well done.
_____ The Professor is involved in a substantive manner in non-required activities at the department or division level. It is not necessary to be involved at all levels; however, leadership should be demonstrated at whichever level the faculty member is involved. The individual participates in non-required activities in the College, and participation in professional activities outside the College congruent with the mission of the College is highly desirable.

Distinguished Professor Requirements. In detail please describe the following and include references to supporting documentation.
Category 1. Teaching - Must address 3 of the 4 following criteria:
_____ Evaluations from peers and supervisor must indicate candidate's commitment to the highest standards of teaching excellence.
_____ Distinguished Professors demonstrate an effort to remain current in their field by attending classes, doing fieldwork, doing research, obtaining fellowships for continued study, conducting workshops, studying abroad, attending professional meetings and/or giving professional presentations, etc.
_____ Distinguished Professors assume leadership roles in national, regional or local organization in their field of study by holding positions of president, secretary, treasurer, trustee, director, or other active role.
_____ Distinguished Professors demonstrate an extraordinary commitment to the field of education by writing textbooks, lab manuals, journal articles, and/or grants, developing new courses, mentoring new faculty, and taking a leadership role in maintaining and/or improving their program.
Category 2. Service to College
_____ Distinguished Professors continue to demonstrate the highest level of leadership at CSI by assuming the role of committee chairs, actively participating in current and ongoing committee work, devising new courses or programs of study, planning campus-wide activities, and/or advising and sponsoring student groups.
Category 3. Service to Community
_____ Distinguished Professors demonstrate extra commitment to the community by serving on boards of education, advisory boards, city councils, city or county planning committees, or by hosting field trips as part of instructional mission that is clearly connected to the professor's discipline and courses, planning community events, teaching community-education classes, or by doing charitable work, or volunteer work off campus, etc.
_____ Distinguished Professor must describe how the candidate plans to improve, make changes or influence the college, education or students in the future.

Process and Timeline:

December Letter of Intent: A single page letter of intent addressed to current FSEC president, college president, and immediate supervisor should be submitted by the last day of the fall semester that year.
February 15 Portfolio Submission: Submit portfolio to Faculty Senate Executive Committee. If file is pdf or web-based, one copy is sufficient. If printed or on CD or DVD, provide three copies of document.
March 15 Review and Recommendation: Portfolios are reviewed by FSEC and a recommendation is made to the college president to either grant or deny application.
April 15 Notification: Candidates will be notified of their award status by the president of the college.


3.11 Faculty Load

All full-time personnel shall devote a minimum of 37 1/2 hours weekly depending on the department an employee works in and shall maintain appropriate office hours. Within the 37.5 hours per week faculty shall be required to carry a full teaching load appropriate to the faculty member's department or division. Credit hours over the normal load will be considered overload and will incur overload pay per unit per semester (consult department chair or division director for prevailing rates). No faculty may teach more than 6 units of overload in one semester. The teaching schedule, preparation time, and office hours must total 30 hours a week on campus with at least one office hour per day, five days a week.

All full-time programs: 37½ hours weekly; 30 on-campus hours; 5 office hours (one daily)

Depending on the program, faculty instruct students in various ways. The following general formula guidelines may help clarify load:

Credit hours are based on the Carnegie Unit where 1 credit = 15 hours lecture; 1 credit = 30 hours of instructor-supervised lab; 1 credit = 45 hours of unsupervised lab, work experience, etc.

Contact hours are the actual instructional hours an instructor is with students (not including office hours).

A current listing of load (credit/contact hours) by department and division is on file in the Vice President's of Instruction's office. For more information, please contact the Vice President of Instruction's office.

3.12 Benefits

IMPORTANT: To be covered by any of the College benefit programs, you must fill out the necessary enrollment cards.

For all types of benefits, please see the CSI Employee Policies & Procedures Manual.

  3.13 Guest Lecturers, Canceled Classes, Substitute Pay

If a guest lecturer is invited on campus, it is the responsibility of the instructor to provide for instructional materials and equipment. It is suggested that guest lecturers be approved by the appropriate department head or division director.

It is the responsibility of faculty, division directors, department chairs and the Vice President of Instruction to maximize the instructor time each semester. Extended efforts are made to provide a substitute instructor only when an instructor is gone for an extended length of time.

If an instructor is absent for illness or leave without pay, his/her substitute is eligible for compensation. Substitutes for persons attending professional meetings at their own request will not ordinarily be compensated by the College. Permission to pay substitutes in other cases may be granted under certain circumstances and may be approved by the Vice President of Instruction.


3.14.01 Educational Release Time

Release time granted for the purposes of attending approved conferences, seminars, etc., are counted as days of service to the College. (See Faculty Development: 3.07 and Professional Leave: 3.14.03.)

3.14.02 Sabbatical Leave (Revised 08/2015)

Sabbatical leave of absence is a privilege available to qualified members of the faculty for intellectual refreshment and professional growth, which is normally obtained by study, research, travel, work experience, or other creative activity. The objective of a sabbatical leave is to enhance the service of the applicant to the College and to increase the distinction of the College.

Eligibility Requirements: An applicant for sabbatical must have rendered services as a full-time faculty member at the College of Southern Idaho for a minimum of six consecutive years immediately preceding the sabbatical leave. A leave of absence, except for a sabbatical leave, does not count as a break in the continuity of service for purposes of sabbatical leave consideration. However, any such absence shall not be included as service with respect to the six-year requirement.

Sabbatical Length: A sabbatical leave may be granted for a period of one full academic year, one full semester, or for one or two summer periods.

Compensation: Sabbatical leave shall be considered as regular service to the College for the purpose of salary and rank. Employees on sabbatical leave shall not accept outside full-time positions for pay. If other grants or awards are received during the year as salary or compensation, the combination of sabbatical pay and other grants shall not exceed the applicant's annual contracted salary (unless such grants are used to cover tuition or other expenses associated with the sabbatical).

Compensation is as follows:

  • For a one-year sabbatical leave, compensation is no less than 50 percent of the contract salary for the previous academic year.
  • For a one-semester sabbatical leave, compensation is the same as if the employee were teaching (full pay for the contract year).
  • For a summer sabbatical, compensation is prorated according to the length of the employee contract and salary. 

The method of payment will be in the same manner as if the employee were teaching.

Publicizing the Sabbatical Accomplishments: Upon completion of the sabbatical, each employee will submit to the President a written report on the completion of his or her stated goals and objectives. When earning formal college credit was a condition of the sabbatical, an official transcript will also be required. The completed sabbatical will be presented to the general campus during In-Service Week or at a Herrett Forum or another public forum.

Obligation to the College: The employee must render two full years of service to the institution immediately following his/her return from sabbatical leave unless waived by the College. Failure to perform will result in a payment to the College by the employee for the sum received proportionate to the time of failure to meet the obligation of teaching in the two-year period.

Application Process:

Applications for sabbatical leave must be planned in consultation with the department chair or director, the appropriate instructional dean, and the Chief Academic Officer. As part of this process, there should be an approved plan developed in concert with the chair or director for covering the workload of the department during the sabbatical. Initially, applicants should secure authorization and support to proceed using the CSI Sabbatical Request and Agreement form. Once all authorizations are secured, the individual requesting sabbatical leave for the following year will submit a written application to the Office of the President by December 1, using the CSI Sabbatical Proposal template. The application to the President should include a statement detailing goals, objectives and a program of study which the applicant proposes to follow while on leave.

The President, Executive Vice President/Chief Academic Officer, the appropriate Instructional Dean and a member of the Faculty Senate Executive Committee shall choose from the applicants based on the following criteria, both of which should be fully addressed in the application:

  1. Proposed work or study is concerned with a program that will directly benefit the College and its students.
  2. Proposed work or study will result in the professional improvement of the College staff member.

Applicants are selected by the President, EVP/CAO, the Instructional Dean, and the Faculty Senate Executive Committee member.

Applicants whose proposals are not selected will receive feedback from the committee addressing the committee’s rationale and, if applicable, areas of possible improvement. An applicant will be notified by February 1 of his/her sabbatical status. A list of sabbatical alternates will be established from the current pool each year in the event of a change of plans for individuals awarded a sabbatical.

Each year, applicants must reapply even if they applied and were not successful in a prior round. Priority will be given to those who have not yet received a sabbatical.

Institutional Guidelines: The maximum number of sabbatical leaves granted in any one year will not exceed 2 percent of the full-time faculty. The exact number will be determined by budgetary considerations. Within budgetary constraints, administration will attempt to maintain at least a two-year rolling list of two faculty per academic year.

3.14.03 Professional Leave

Leave with pay may be allowed faculty and staff members attending conferences and professional meetings, provided arrangements are approved in advance. Travel expenses and per diem allowances may or may not be provided. All allowances for travel and per diem must be approved in advance by the appropriate supervisor. (See Educational Release Time: 3.14.01.)

Extended professional leave is granted for periods of up to one year to employees who have completed at least three years of service at the College. Extended professional leave is without pay and is intended to assist the staff member in completing training at an institution of higher education or other approved school. Extended professional leave must be approved by the President and the Board of Trustees.

3.14.04 Personal Leave

Personal leave for reasons of personal convenience may be granted to a faculty member upon approval of the supervisor and the Executive Vice President of Instruction and Chief Academic Officer for up to three days per year. The faculty member must notify his/her supervisor at least two weeks in advance of the proposed days away, and arrangements must be made for the coverage of the classes the faculty member will miss.

An extended personal leave from duty for reasons other than personal convenience may be granted to a faculty member upon approval of the President, provided that no compensation is paid during such leave, except as noted in other sections of the leave policy. All extended personal leaves in excess of 30 work days must be approved by the Board of Trustees. Re-employment rights to the same position are protected. Such leave shall not exceed one year in duration.

For all other types of leave, please see the CSI Employee Policies & Procedures Manual.

3.15 Patents and Copyrights (Added 10/2000)

It is the intent of the College of Southern Idaho to adhere to the provisions of state and federal copyright laws and regulations. The College does not condone the illegal use, reproduction, distribution, public display, or performance of copyrighted materials in any form. Only legal copies of copyrighted materials may be made or used on College equipment. The College does not give permission for any illegal copying of any College owned copyrighted materials.

Faculty members should respect copyright protected material in accordance with accepted guidelines which define professional privileges enjoyed by the teaching profession. General guidelines dealing with print media and computer programs are on file in the CSI library. Where specific and well-defined special arrangements exist, these should be followed. Faculty members must not copy nor facilitate others' copying protected software, print material, and non-print material.

The college is working on developing a Copyright and Intellectual Property Policy.

3.16 Employment Records

Payroll and benefits records, including annual and sick leave, are retained in the Business Office and are also listed on your payroll check stub. Employment records are retained in the Office of the President.

3.17 Retirement

Please refer to the CSI Employee Policies and Procedures Manual. See also Emeritus Program: 3.04.

3.18 Salary

A current listing of salary ranges for college employees is on file in the President's Office. For more information, contact the President's Office. (See also Contracts: 3.02, and Sabbatical Leave: 3.14.02.)

3.19 Summer Teaching

Classes, teaching schedules, and room assignments are made at the discretion of the Director of Continuing Education in consultation with department heads and division directors. Summer school operations are separate from the regular fall and spring procedures and subject to change each summer based on students, teachers, space, funding and other contingencies. For current information each summer, contact the Director of Continuing Education.


3.20.01 Travel Authorization for Faculty

Depending on the type of travel and the degree to which the school participates in supplying vehicles and travel money, each instructor should confer with the appropriate department chair or division director, the Vice President of Instruction, or the President. Faculty traveling to conferences or in-state or out-of-state long-distance destinations need to fill out a Prior Approval for Travel Form, obtainable from the department chair or division head. The completed form must be approved by the immediate supervisor and the Vice President of Instruction.

3.20.02 Field Trips and Athletic Travel Policy

For all events, the College recognizes that regular attendance is necessary for the successful completion of college courses and has formulated the following policies.

The College does not designate absences as "excused" or "unexcused." It takes the position that since regular attendance is the student's responsibility, the instructor may evaluate the absence in terms of course requirements and take a reasonable course of action. Required participation in a verified school function will not be considered an absence. However, non-attendance for ANY reason (including school-verified functions) does not relieve the student from the responsibility of completing all the course requirements. When the number of absences exceeds twice the number of weekly course meetings, the student may be dropped from the course with a grade of NC.

Field trips are defined as being an activity that is an integral part of classroom instruction. Field trips that require students to miss classes should be kept to a minimum. Absences from classes for field trips must be approved in advance by the Vice President of Instruction. Students will assume responsibility for making up all work missed and will not be penalized for these approved absences.

Those individuals who will assume the role of the vehicle driver on such field trips must present a current Idaho driver's license at the Maintenance Department before departure. Refer to the section on school vehicles for proper procedure to check out college vehicles.

All out-of-state travel for field trips requires Presidential approval.

3.20.03 Reimbursement for Travel

All college-related travel must have prior approval from the applicable Dean or supervisor.

Please refer to the current Travel Policy on the back of the Travel Voucher for travel allowances. Travel advances will be made for airfare or room deposit. For proper reimbursement, the traveler must complete a Travel Voucher and submit it--along with receipts--to his/her dean/director/supervisor immediately upon the employee's return.

3.20.04 Special Events Expenditure Policy (Added: 11/98)

Application for special events funds must be made by November 1 of each year.  If competition has not been completed to determine student eligibility, the sponsor should complete an application estimating the number of winners.

Applications are to be made through the Department Head to the Vice President of Instruction.  Final approve will be made by the President.

The application must have a detailed budget (travel, per diem, hotel, etc.) and describe the itinerary and purpose of the trip.  It must also include detailed plans for any activities involving supplemental fund raising. 

Approval of trips and funding will be allocated based upon available funds.  Requests received after November 1 will be considered only if excess funds are available.