A model in which administrators arrive at and implement decisions without adequate consultation with faculty members is not satisfactory. Although the process of open discussion and communication is more difficult and time-consuming, it leads to decisions based on broader information than might be available to administrators and to those with whom they selectively choose to consult. This does not suggest that every decision be by vote of the faculty. However, the communication associated with the democratic process is a necessary part of a first-rate university. Therefore, prior to the announcement and implementation of a proposed major change in a department, school, or college, it is the policy of the university to have thorough faculty discussion of the change and to ensure opportunity for all faculty members to communicate their views.
Students have a right to receive the best teaching possible from our faculty.
The Educational Affairs Council of the Faculty Senate developed a set of guide-lines defining some of the characteristics of a responsible teacher. These guidelines were approved by the Faculty Senate on April 2, 1981. Obviously, being a good teacher involves many personal elements for which it is not practical to define guidelines. Good teaching in the final analysis always rests on the skills and integrity of individual faculty members. The freedom of faculty members in defining, structuring, and executing the educational process is a necessary and healthy aspect of the university atmosphere.