Matters Relating to Academic Staff
The following information can be examined in the UMFA Collective Agreement.
Matters Relating to Academic Staff  
Outside Professional Activities  
Promotions  
Tenure  
Research/Study Leaves  
Travel Funds and Expenses  
Benefits  
Holidays/Vacations  
Retirement and Reduced Appointment  



WHO NEEDS TO KNOW WHEN YOU ARE AWAY FROM CAMPUS?
If a faculty member is absent due to illness, the department should be notified as soon as possible. Wherever possible an indication as to how long the staff member expects to be off duty and the reason for absence should be given in order that an alternate can be arranged. For more information on Sick Leave, see Article 22.4 of the UMFA Collective Agreement.

If you plan to leave the campus for more than a day, please make sure to leave e mail and voice mail messages informing callers of the extent of your absence. When students or members of the public call, the lack of such information creates a negative impression of the Faculty and the University. This particularly applies to the summer months when absences can be of long duration. It is also valuable for you to inform the Departmental Office of your planned major absences.


PERFORMANCE REVIEWS (coming soon)


ATTENDANCE AT FACULTY AND DEPARTMENTAL COUNCIL MEETINGS AND FACULTY RETREATS

The UMFA Collective Agreement (2007-2010) requires that "consistent with their primary responsibilities in teaching and research, faculty members shall ... participate in the governance of the University through active membership on department and faculty councils..." The language suggests that attendance is an obligation.

While Faculty Retreats are not explicitly included in this language, it is reasonable to extend the spirit of the statement to these important activities. Collegiality underpins university governance, and collegial forums such as Faculty and Departmental Council inform and assist administrators in their tasks. As routine as some of the items that come before these Councils may be, the active participation of all faculty members is needed for them to work effectively.


CURRICULAR DEPARTMENT
Suggestions for changes in courses, programs and policies may originate with any academic staff, and all members are encouraged to offer suggestions for improvement. Proposals for modifications are initiated at the departmental level, and advances through the various stages of approval: Academic Regulations and Curriculum Committee, Faculty Council, Senate Curriculum Course Change Committee and to Senate.


INDIVIDUAL RESPONSIBILITIES
In addition to University Policies Section 1: Policy on the ROASS, this section highlights matters related to “Dischard of Responsibilities.”


SYLLABUS DEVELOPMENT
Faculty members should discuss specific syllabus requirements with the Chair, Environmental Design (in the case of undergraduate teaching responsibilities), the Department Head (in the case of graduate degree teaching responsibilities), and the Associate Dean (in the case of Ph.D. teaching responsibilities).


TEACHING DOSSIER
All faculty members are encouraged to create and maintain a Teaching Dossier, in support of their teaching activities which may include, but is not limited to, the following:

A summary of teaching responsibilities/assignments.
A reflective statement on teaching philosophy and goals.
Evidence of course development and modifications.
Development of teaching materials.
Products of good teaching.
Description of steps taken to evaluate and improve teaching.
Undergraduate and graduate supervision.
Administrative and committee work related to teaching.
Information from colleagues, students and other sources.
Objective outcome measurements of student performance.


CENTRE FOR THE ADVANCEMENT OF TEACHING AND LEARNING
The Centre for the Advancement of Teaching and Learning (CATL) holds workshops on using the SEEQ instrument more effectively to improve teaching. You are encouraged to contact CATL to take part in the workshops, and to consult with UTS staff to critically review evaluation results. Such review would help in identifying specific strengths and/or weaknesses, and provide proactive strategies that would help faculty members respond to the feedback that they receive. If you visit the CATL web site you will find a wide array of teaching resources including publications, desk top videos, web costs, and a Listserv feature.