1. Community College faculty members have teaching, the professional support of teaching, or a combination of both as their primary responsibility.

2. Community College faculty members are committed to the open-door philosophy and to the complementary ideals of teaching and service within their college and community.

3. Community College faculty members achieve and maintain excellence over time and through varied endeavors in an environment that supports and rewards such development.

4. Community College faculty members recognize their students' diverse educational needs and are committed to providing the necessary academic rigor, support and encouragement that will permit students to achieve their educational goals.

This classification plan recognizes two distinct phases in developing and maintaining faculty excellence: these are the probationary period and the period of tenure.

Prior to the awarding of tenure, probationary faculty are expected to demonstrate excellence, the potential for achieving it, in the primary area of responsibility. Simultaneously, they are expected to contribute service as befit members of an institution of higher learning that is also a public agency.

With the granting of tenure, the University of Hawaii recognizes both the continuing need for the faculty member's service and the achievement of excellence during the probationary period. Tenured faculty are expected to sustain the excellence that contributed to their tenure and to continue developing their skills as professionals and leaders in their college and community.

This classification plan also recognizes, however, that at different stages in a faculty member's career, responsibilities and emphases may change in response to the needs of the college, the nature of its community, the availability of opportunities, and the evolution of individual professional interests and expertise. Faculty are challenged, therefore, to follow multiple paths in the performance of their responsibilities.

During the tenure and promotion review process, the faculty's primary responsibilities are carefully evaluated. This process makes essential the use of insightful professional judgment by both faculty and administrators.

INSTRUCTION

Instructional faculty members are primarily teachers. This entails the responsibility to develop an educational philosophy and methodology that will challenge and stimulate students; to require academic rigor and discipline; and to assist students to understand concepts, solve problems, and learn to think independently. At the same time, faculty need to be empathic to students, be concerned with developing their potential, and be willing to serve as role models, academic advisors, mentors, and leaders. This means that faculty must motivate students, work with as wide diversity of student abilities and needs, and develop within them the capacity to become life-long learners. In this manner, faculty promote social responsibility while providing professional assessment. To carry out these responsibilities, faculty must maintain currency and understanding in their fields, must continually search for the most effective means of teaching, and must contribute to the development of the curriculum.

ACADEMIC SUPPORT

1. Resource Professionals (e.g. librarians, media coordinators/specialists, learning assistance center directors/staff)

   Resource faculty gather, organize, circulate, develop, and evaluate resources in support of the educational mission of the college. They also provide instructional faculty with expertise through their knowledge of learning resources and styles, and alternate learning modes; in settings outside of the classroom, they organize learning activities for students. Resource faculty members are essential partners with instructional faculty, supporting instruction through preparation and organization of teaching aids, and disseminating information and teaching tools designed to serve the needs of diverse students, many with special needs. To discharge this responsibility, currency in the area, must support and facilitate faculty, staff, and student use of resources, and must contribute to the improvement of the quality and availability of resources.

2. Counselors

   Counseling faculty are both counselors and educators who specialize in students' personal and academic growth and development. Counselors help students to integrate educational and career-life goals by improving student ability at problem-solving, decision-making, interpersonal skills, self-management, and self-expression. In addition, counselors assist students to remove barriers that impede academic progress; facilitate such activities and examining personal, educational, and social values; establishing and working towards realistic career goals; and identify appropriate resources to meet individual needs.

   Counselors must also be sensitive to the needs of a widely diverse student population and to specific groups of students with special needs -- for example, immigrants, handicapped students, persons with limited English proficiency, and adult learners, among others. Counselors must, therefore, be familiar with the stages of student development and with new developments in counseling theory. It is expected that they will constantly refine their skills in interpersonal relations and communication.

In certain areas, most specifically vocational education and discipline areas such as science, learning skills, and art, where there is an expectation that shops and laboratories must be maintained, materials located, supplies and equipment ordered, and students supervised in shop or lab activities, these additional expectations will be considered a vital part of faculty contribution to the campus.

Note, however, that if faculty are provided assigned time to perform these and/or any other duties, then these are to be considered primary duties.

1. Instructor (C2)

   Faculty at Rank 2 perform competently with increasing professional maturity in the area of primary responsibilities. They instruct students and/or provide academic support to students. They work under the guidance of colleagues to develop an understanding of student needs in their discipline or area of primary responsibility. They begin to provide college and community service. Participation is expected in professional and self-development activities.

   Those hired as an Instructor must meet the community colleges minimum qualifications for education, experience, and certification, as appropriate.

   Those who, at initial appointment, are deemed to be generally qualified to perform the duties and responsibilities of an Instructor, except that the minimum qualifications for the Instructor level have not yet been completed, may be appointed as an Acting Instructor. Further, appointment as Acting Instructor is contingent upon an approved plan of professional self-improvement which is designed to meet the minimum qualifications for Instructor, and should be completed within three (3) years from the time of first employment in this rank. Extensions beyond the three (3) years may be granted by the Chancellor due to extenuating or exceptional circumstances.

2. Assistant Professor, Community Colleges (C3)

   Faculty at Rank 3 effectively maintain a professional level of performance and productivity in the area of primary responsibilities. They maintain their expertise in current discipline content and methodologies, and in the understanding of student educational needs. They develop an understanding of the relationship of their discipline to the students' total instructional program and they contribute to the development activities at the discipline and campus level. They work independently and with colleagues to develop, revise and select curriculum materials, instructional and student-needs-assessment strategies at the course or discipline level. They also provide service to the college and community outside of the area of primary responsibilities and leadership in discipline, department, or college activities. They sustain involvement in professional and self-development activities. At this rank faculty begin to serve as Department Chairpersons, Division Personnel Committee members, and/or as mentors or resources to other faculty.

   Application for promotion to Assistant Professor, Community Colleges, may be made after completing four years of service as Instructor. Waiver of time-in-rank requirements may be approved in accordance with the Community College Promotion Guidelines.

3. Associate Professor, Community Colleges (C4)

   Faculty at Rank 4 perform consistently at a highly effective professional and productive level in the area of primary responsibilities. They maintain their expertise in current discipline content and methodologies, and in the understanding of student needs. They provide individual leadership to colleagues in their discipline area, college, or university. In addition, they work with colleagues in other disciplines to facilitate total student learning. They initiate, coordinate, and participate in discipline-related projects at the campus or system level to include significant program or curricular modification. It is expected that they will provide significant service to the college and community outside of the area of primary responsibilities and that they will sustain involvement in professional and self-development activities.

   Application for promotion to Associate Professor, Community Colleges, may be made after completing three (3) years of service as an Assistant Professor, Community Colleges. Waiver of time-in-rank requirements may be approved in accordance with the Community College Promotion Guidelines.

4. Professor, Community Colleges (C5)

   Faculty at Rank 5 sustain excellence in the area of primary responsibilities and demonstrate versatility and depth in the mastery of strategies which effectively meet student needs at the course or discipline level. They sustain leadership and service to the discipline, college, or university; demonstrate expertise; and serve as resources to other faculty, businesses, and the community. At this rank, they serve as mentors to junior faculty. Sustained involvement in professional and self-development activities at an appropriately high level is expected.

   Application for promotion to Professor, Community Colleges, may be made after completing three (3) years of service as an Associate Professor, Community Colleges. Waiver of time-in-rank requirements may be approved in accordance with the Community Colleges Promotion Guidelines.