MI Faculty Handbook

Musicians Institute
College of Contemporary Music Faculty Handbook

1 STATEMENT ON REVISION 2 INTRODUCTION 3 MISSION OF THE COLLEGE 4 APPROVAL, ACCREDITATION AND GOVERNING BODIES 5 COLLEGE ORGANIZATIONAL STRUCTURE 6 MIS ACADEMIC CALENDAR 3 4 6 7 9 15
7 OFFICE OF ACADEMIC AFFAIRS AND REPORTING STRUCTURE (ORG CHART) 16 8 HIERARCHY/REPORTING STRUCTURE 9 PROGRAMS OFFERED AT MUSICIANS INSTITUTE 10 MISSION STATEMENT: ACADEMIC AFFAIRS 11 ETHICAL COMMITMENT AND CODE OF CONDUCT 12 SCHEDULING, SUBS, AND CANCELLATIONS 13 ATTENDANCE, GRADING, ABSENCES, TESTING & RE-TESTING 14 PRIVATE LESSONS (PLS) 15 AREAS OF FACULTY PERFORMANCE AND ASSESSMENT 16 FACULTY EVALUATION PROCESS POLICIES, REGULATIONS AND REFERENCE DOCUMENTS 17 18 20 21 26 32 45 53 54 73
ACADEMIC FREEDOM POLICY...............................................................73 ACADEMIC HONESTY/PLAGIARISM.........................................................74 CLASS SCHEDULING, DURATION AND BREAKS POLICY.................................76 COURSE DOCUMENT RETENTION POLICY.................................................79 FACULTY ADVISORY POLICY.................................................................81 FACULTY CONTINUING EDUCATION/PROFESSIONAL DEVELOPMENT POLICY........84 FACULTY QUALIFICATIONS POLICY.........................................................87 STATEMENT ON THE AWARDING OF HONORARY DEGREES.............................89 STATEMENT ON CONTRACTING FOR EDUCATIONAL SERVICES.........................89 STATEMENT ON THE USE OF CELL PHONES/PERSONAL ELECTRONIC DEVICES IN THE
OAA Policy 2013 Musicians Institute all rights reserved | Page 1 of 126
CLASSROOM ...................................................................................89 FACULTY PERFORMANCE-BASED PAYMENTS (BONUSES)...........................90 FERPA REGULATIONS AND GUIDELINES.................................................95 GRADING REMINDER/REFRESHER..........................................................96 HANDLING DISRUPTIVE STUDENTS.......................................................102 RETENTION ALERT SYSTEM USER GUIDE/WALK-THROUGH..........................103 STUDENTS WITH DISABILITIES............................................................108 108 CAMPUS AND DEPARTMENT LOCATIONS................................................109 CAMPUS AND BUILDING MAPS............................................................110 MUSICIANS INSTITUTE LIBRARY..........................................................117 OFFICE OF THE REGISTRAR AND STUDENT RECORDS.................................119 MISSION/OBJECTIVE........................................................................119 REGISTRAR SERVICES PROVIDES THE FOLLOWING:....................................119 1. ACADEMIC ADVISING....................................................................119 2. GENERAL PROGRAM INFORMATION...................................................119 3. COURSE REGISTRATION.................................................................119 4. STUDENT AND ALUMNI IDS............................................................119 5. TRANSCRIPTS............................................................................119 6. ENROLLMENT VERIFICATION...........................................................119 REGISTRAR SERVICES PROCESSES THE FOLLOWING:..................................119 7. PROGRAM APPLICATIONS FOR CONTINUING STUDENTS............................119 8. GRADE ENTRY/CHANGES................................................................119 9. RESTEST FORMS.........................................................................119 10. PETITIONS TO GRADUATE.............................................................119 11. DIGITAL FILE IMAGING................................................................119 OFFICE OF STUDENT AFFAIRS............................................................120 SCHEDULING DEPARTMENT ...............................................................122 OFFICE OF CAREER DEVELOPMENT......................................................124 ACKNOWLEDGEMENT OF RECEIPT OF MUSICIANS INSTITUTE FACULTY HANDBOOK 126
Statement on Revision
The purpose of this FACULTY HANDBOOK is to provide a source of information on the general organization of the College, institutional policies, expectations of faculty and staff, and the procedures and practices ensuring the proper functioning of Musicians Institute. It is important to note that new information and policies (be they external or internal) may take precedence, require modification to and/or eliminate need for existing policies. While MI faculty and administration are consulted on the content of this HANDBOOK, adaptations and revisions hereto may only be made by or at the behest of Musicians Institute senior management. This HANDBOOK contains solely reference information regarding the functions of Musicians Institute; it is neither a contract nor a legal document.
Introduction
2.1 A Letter to the Faculty from the Vice President of Academic Affairs Dear Faculty, Welcome to the Musicians Institute Faculty Handbook. This document is designed to inform you of faculty-facing aspects of the College not contained within the Employee Handbook. That is not to say that some elements thereof have not been represented here (they have been, where the context requires such); moreover, this document is tailored to focus on the faculty and their function within the College as a whole. In my role as Vice President of Academic Affairs, I act as the Colleges Chief Academic Officer (a Provost in a more traditional setting). Thereinwith the much-welcomed input of my counterpart, the Vice President of Instruction and Curricular Developmentit is my duty to strive to enable faculty to facilitate student learning wherever it occurs: both inside and outside of the classroom environment, verbally, via practical execution, on paper and in the digital domain. To facilitate this goal, the Office of Academic Affairs (OAA) has undergone a ground-up re-envisioning process. Therein, consideration has been paid not only to the modes of instructional delivery (learning management systems [LMS], device-agnostic digital curricular access, the exploration of learning analytics, etc.), but also to the pedagogical methodologies behind them (flipping the classroom, multi-modal engagement strategies, moving toward higher orders of Blooms Revised Taxonomy, etc.)MIs meme, if you will. In addition to the academic systems affected by the above-mentioned re-envisioning process, a number of administrative systems of process within the ward of the OAA have also been, or are in the process of being, revised. This includes a complete reworking of the faculty evaluation process (including a faculty-facing rubric for such), the creation and publishing of much-needed policies (such as the Academic Freedom policy), the creation of a College-provided Continuing Education / Professional Development system, and a restructuring of the Performance-Based Dispersal of Profit Share Funds system (in order to be congruous with faculty-level performance aspects). The OAA thanks the Faculty Advisory Committee (FAC) and the faculty
as a whole for their assistance to date with the above-mentioned initiatives. Moving forward, I ask for your patience, input and continued support in the refinement thereof and also in relation to the ongoing development of additional faculty-facing academic and administrative systems of process. Establishing these core and vital systems is paramount for governance, teaching excellence, a positive student experience and academic rigor. Should you wish to take an active role in shaping the academic and developmental governance of the institution, I would urge you to consider presenting yourself to your peers as a candidate for the FAC. This body, brought into being by the august stewardship of the Dean of Compliance, provides Senior Academic Management with faculty feedback on existing and proposed academic initiatives, via directly canvassing their peers in representation of all disciplines offered by the College. Please contact the Office of Academic Affairs for more information thereon. In closing, as the co-supervisor of the Colleges Chairs and Deans, I strive to be an advocate not only for all faculty, but also for the disciplines that you represent: MIs lifeblood. A core tenet of the function of my position is to ensure and enable your pursuit of highquality teaching and pedagogical validity. And thus, in collaboration with the entire academic staff of the College (Faculty, Supervisors, Chairs and Deans), it is my role to assist in realizing this goal by striving to aid in aligning the Colleges academic vision (as detailed in the Academic Mission Statement) with its greater mission and goals, and long-term strategic planning. The OAA and I thank you kindly for your support in pursuit of the above. I look forward to working together in the attainment of this common goal and MIs ongoing pursuit of academic excellence. Jon Clayden Vice President of Academic Affairs
Mission of the College
Constantly striving to be the vanguard of instructional techniques and technologies, Musicians Institutes core mission is to provide a comprehensive, innovative and artistic education in contemporary music. By blending its unique educational philosophy with world-class talent in a supportive environment, MI aspires to foster creativity, individuality, excellence and an entrepreneurial mindset, in order to prepare students for successful, contributive and varied careers in music and its associated industries.
Approval, Accreditation and Governing Bodies
Musicians Institute is a private institution that is approved to operate in the State of California by the Bureau for Private Postsecondary Education. Such approval to operate means compliance with state standards as set forth in the Ed. Code. MI has been an accredited institutional member of the National Association of Schools of Music since 1981. The National Association of Schools of Music is recognized by the United States Department of Education (USDE). 4.1 United States Department of Education (USDOE) Office of Postsecondary Education (OPE) The Department of Educations mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. USDOE is responsible for establishing policies on federal financial aid for education, and distributing as well as monitoring those funds; collecting data on America's schools and disseminating research; focusing national attention on key educational issues; and prohibiting discrimination and ensuring equal access to education. Musicians Institute is required by the Laws of the United States of America to adhere to and apply any and all rules, mandates, policies and protocols as directed by USDOE/OPE and its governing arms. REF: http://www2.ed.gov/about/offices/list/ope/index.html 4.2 Bureau for Private Postsecondary Education (BPPE) The Bureau for Private Postsecondary Education is responsible for enforcing the statutes and rules relating to private postsecondary education in California. In this capacity, the BPPE is charged with licensing and regulating persons and organizations operating vocational programs and granting degrees within the State of California. Private postsecondary schools operating in California come under the jurisdiction of the Bureau for Private Postsecondary Education and are subject to the requirements of the Private Postsecondary Education Act of 2009. Musicians Institute is required by California law to adhere to and apply any and all rules, mandates, policies and protocols as directed by BPPE.
REF: http://www.bppe.ca.gov 4.3 National Association of Schools of Music (NASM) NASM, founded in 1924, is an organization of schools, conservatories, colleges and universities with approximately 644 accredited institutional members. It establishes national standards for undergraduate and graduate degrees and other credentials. NASM is the institutional accreditor for Musicians Institute. Through this accreditation, Musicians Institute is approved to offer educational programs in the United States and within the State of California. As a member of NASM, Musicians Institute is required to adhere to and apply any and all rules, procedures, standards and processes in order to remain accredited and approved to offer such educational programs. REF: http://nasm.arts-accredit.org
College Organizational Structure
5.1 Ownership As a for-profit, privately held institution, responsibility for the governance of Musicians Institute is solely vested in Ownership. Ownership at MI holds ward over the functions commonly executed by a Board of Governors at a traditional university, without fixed term or appointment. Members of the sub-structure of governance (hereinafter detailed) are appointed by Ownership (also without fixed term) and thus serve at Ownerships behest. 5.2 Executive Management 5.2.1 The Executive Vice President (EVP) Ownership appoints the Executive Vice President of the College. The Executive Vice Presidentholding ward over the functions commonly executed by a Campus President in a more traditional settingreports directly to Ownership. The Executive Vice President is charged with carrying out Ownerships directives, while providing leadership to the Colleges business, technical, support, administrative and academic stakeholders. Within guidelines established by Ownership, the Executive Vice President has purview over all day-to-day administrative and operational functions of the College. 5.2.2 The Executive Vice Presidents Council (EVPC) The Executive Vice Presidents Council is the Executive Vice Presidents advisory group. Members of the Executive Vice Presidents Council have overall responsibility for managing and monitoring College projects relative to their unit, and also for sharing information about developments in relation thereto. The Executive Vice Presidents Council includes senior members of the Colleges business, technical, support, administrative, and academic functions. Its function is to keep its members abreast of initiatives and activities, and to participate in discussions of policy and direction in relation to the aforementioned organizational functions. 5.2.3 The Hiring Committee The Hiring Committee features Members of Executive Management and the Executive Vice Presidents Council. Its function is to ensure
that employment candidates of a certain level possess the requisite skills and experience for their roles, in addition to being an appropriate ambassador for the College. Hiring Committee members are appointed by and report directly to the Executive Vice President. 5.3 Senior Academic Management (SAM) 5.3.1 The Vice President of Academic Affairs (VPAA) The Vice President of Academic Affairs is appointed by and reports directly to the Executive Vice President. The Vice President of Academic Affairs functions as the chief academic officer of the College and is responsible for all educational matters pertaining thereto. This includes the development of, planning for and adherence to the mission statement of the Office of Academic Affairs, and its alignment with the Colleges greater mission in the pursuit of academic excellence 5.3.2 The Vice President of Instruction and Curricular Development (VPICD) The Vice President of Instruction and Curricular Development is appointed by and reports directly to the Executive Vice President. In line with the Colleges greater mission and the specifics of the Mission Statement of the Office of Academic Affairs, the Vice President of Instruction and Curricular Development holds ward over the Colleges instructional design, content and delivery. The Vice President of Instruction and Curricular Development executes the function of this role in a manner that promotes the highest levels of student-facing instructional excellence. 5.4 Academic Management 5.4.1 The Council of Chairs (COC) The Council of Chairs is Senior Academic Managements advisory group. Members of this group have overall responsibility for the dayto-day administration of respective schools and programs and for sharing information about all aspects thereof. The Council of Chairs is comprised of all academic chairs and deans, representing the academic offerings of all schools and disciplines. Its function is to keep its members informed about initiatives and activities, and to participate in discussions of academic policy and direction. 5.4.2 Administrative Deans Administrative Deans are appointed by and report directly to Senior Academic Management. These deans, such as the Dean of
Compliance, are responsible for all aspects of their assigned areas of specificity in relation to the functions of the Office of Academic Affairs and the operation of the College in relation thereto. Their functions are not based on the day-to-day logistics of academic offering management; moreover, their roles are tied to the stewardship of overarching areas of administration and compliance for all offerings. 5.4.3 Academic Deans and Chairs Academic deans and chairs are appointed by and report directly to Senior Academic Management. Academic deans and chairs are responsible for the day-to-day logistical functionality and academic rigor of the offerings over which they hold ward, including all students and personal thereunder. This is achieved via adherence to the mission statement of the Office of Academic Affairs. 5.5 The Faculty 5.5.1 The Faculty Advisory Committee (FAC) The Faculty Advisory Committee is Senior Academic Managements faculty-driven advisory group. Members of the Faculty Advisory Committee are charged with giving inputin part via canvas of their peersin relation to initiatives that affect faculty from all schools and programs. The Faculty Advisory Committee is comprised of one faculty member representing each of the academic disciplines offered. Its function is to participate in discussions and provide faculty input on faculty-facing policies, systems and initiatives. Committee members are elected by their peers on an annual basis and serve a term limited to one year. Although subsequent reelection is permitted, it is not allowed within a period of three years. 5.5.2 The General Faculty Faculty is appointed by and report directly to academic Deans and Chairs. The General Faculty participates in governance at the College level via delegation to the Faculty Advisory Committee of the responsibility for input in relation to faculty-facing issues at the programmatic level. All eligible faculty may be elected to the Faculty Advisory Committee, pursuant to the terms set forth in the Faculty Advisory Committee eligibility policy. Faculty is required to meet at the programmatic level on a quarterly basis. Meetings are scheduled and chaired by the academic dean or chair of the relevant discipline. Additional meetings may be scheduled at the deans, chairs, or Senior Academic Managements discretion.
5.5.2.1 Definition of Full-Time-Faculty The College defines Full-Time Faculty as those faculty members scheduled for 15 hours (or more) of teaching per week within any given quarter. For Full-Time status to be maintained, faculty members must maintain a scheduled teaching schedule of at least 15 hours per week. Those faculty members electing to undertake TA hours (despite their instructor status) will not receive teaching credit for such. FullTime Faculty may transition Part-Time or Substitute Faculty Status voluntarily via request to their respective chair, or involuntarily at the chair's discretion. 5.5.2.2 Definition of Part-Time Faculty The College defines Part-Time Faculty as those faculty members scheduled for 14 hours (or less) of teaching per week within any given quarter. For Part-Time status to be maintained, faculty members must maintain a scheduled teaching schedule of 14 hours (or less) per week. Those faculty electing to undertake TA hours (despite their instructor status) will not receive teaching credit for such. Part-Time Faculty may transition to Full-Time status via the assignment of 15 or more teaching hours per week. Alternatively, Part-Time Faculty may transition to Substitute Faculty Status voluntarily via request to their respective chair, or involuntarily at the chair's discretion. 5.5.2.3 Definition of Substitute Faculty The College defines Substitute Faculty as those faculty members not scheduled for any hours of teaching per week within any given quarter; but that are actively listed in the Sub Pool of any given discipline. Substitute Faculty status is maintained at the request of the faculty member and the behest of the respective chair. At the respective chair's discretion, substitute Faculty may transition to Part- or Full-Time status via the assignment of the requisite quotient of teaching hours to attain the respective status. 5.5.2.4 Definition of Lab Technician/Assistant The College defines Lab Technicians/Assistants (Lab Techs/LAs) as academic employees that assist instructors with the technological/equipment-based aspects of their instructional duties. These employees are often assigned to specific equipment/systems/spaces, or groups of students in use thereof. Lab Tech/LA status is maintained at the behest of the respective chair.
5.5.2.5 Definition of Teaching Assistant The College defines Teaching Assistants (TAs) as academic employees that assist instructors with their instructional responsibilities. (By proxy of MIs academic offerings, all TAs would be considered undergraduate TAs [UTAs] in a more traditional setting.) Based on the type of TA, TA status is maintained at the behest of the TA Scheduling Supervisor, and/or the respective chair. 5.6 Unit Divisions 5.6.1 Schools The schools of the College are granted approval by the Executive Vice President, established and overseen by Senior Academic Management, and logistically managed by discipline-respective academic deans and chairs. Schools house faculties and programs representing similar educational interests/types of program. The College is divided into the following schools: School of Performance Studies School of Industry Studies
Schools are additionally subdivided into Academic Programs. 5.6.2 Academic Programs Much as the College is subdivided, for administrative purposes, into schools that reflect general disciplinary or programmatic similarities, its Schools are further subdivided into Academic Programs. The Program is the local unit of academic organization for faculty (and students). Programs are established to deliver like courses of instruction in particular fields of knowledge. As such, they are organized by subject area (or at the very least, as is the case at MI, by program type). 5.6.2.1 Courses The course is the quarterly unit of instruction in any given subject area. Pursuant to its quarterly system, the College provides for the following within each course: 10 weeks of instruction (Weeks 1-10) 1 week of testing (Week 11)
5.6.2.2 Course Sections In order to ensure academic rigor and a positive student experience, the College imposes maximum enrollment capacities on all courses. In order to ensure that the College provides sufficient capacity for all students in need of undertaking any given course, sufficient sections of the same course are scheduled as necessary to accommodate such need. Under the direction of the Vice President of Instruction and Curricular Development, cross-sectional congruity is maintained via the provision of universal course materials and through the employ of standard instructional delivery practices. 5.6.2.3 Classes The class is the smallest unit of instruction at the College. A class represents one sitting of one course and one unit of curricular material. Classes range from 1-4 hours and can occur on any day of the week during Weeks 1-10 of any given quarter. Below is a classification of the courses offered at Musicians Institute. Lecture: an instructor classroom presentation; students take notes or refer to curriculum; students are expected to study or practice material outside of class. Lab: a required, instructor-supervised class attached to a lecture class in which students apply information learned in the lecture. Ensemble: a performance class with one or more students rehearsing and/or performing under instructor supervision (examples include most LPWs, Fusion Ensemble) practical application of non-performing skills under Workshop: instructor supervision (examples include Songwriters Lab, Relaxation Workshop). Project: a final performance, paper, recording or other presentation requiring ongoing development outside of class with an instructor acting as advisor. Project hours are accumulated over an entire quarter and combine advisor contact, project development and presentation (examples include Degree Jury, IAP Recording Project).
MIs Academic Calendar
The College runs on four 13-week cycles: 10 weeks of classes 1 week of finals and testing 2 weeks of break (13 weeks in total)
Fall Quarter: Fall Quarter is the largest enrolment period and generally commences on the first Monday of October in any year, concluding on the Friday of the 11 th proceeding week (a/k/a Finals Week). Spring Quarter: Spring Quarter is the third quarter of the MI academic year and is the second largest enrolment period. Spring Quarter generally commences on the first Monday of April in any year, concluding on the Friday of the 11 th proceeding week (a/k/a Finals Week). Winter and Summer Quarters: Winter and Summer Quarters are the second and fourth quarter (respectively) in the MI academic year. These quarters follow the same progression as Fall and Spring.
Office of Academic Affairs and Reporting Structure (Org Chart)
Hierarchy/Reporting Structure
Musicians Institute operates under a clearly defined system of incremental hierarchy. In order for this system to function effectively to the benefit of all stakeholders, faculty should follow the guidelines below: Faculty should follow all college policies at all timesirrespective of their personal opinion as to the validity of such. Further, faculty should promulgate such policies to the student body as required. Additional detail on employee-based policies can be found herein and in the MI Employee Handbook. To maintain academic rigor and a uniform student-facing pedagogy, faculty is required to teach using the core elements, techniques and curricular materials as set forth by the chair of the respective discipline. Questions or concerns relating to the alteration for such should be directed to the respective chair. Faculty should not speak negatively of other faculty (or their instructional delivery) in front of students. Should you have issue with another faculty members teaching (or evidence that they are not adhering to established MI curricula), please contact your chair in regard to such. He or she will deal with the issue(s) in the appropriate manner, as/if necessary. Unless specifically instructed to do so, faculty should not communicate directly with supervisors, other than their own, in relation to out-of-department issues. The correct path is that such issues should first be brought to the attention of the chair of the faculty member of has issues home program/discipline. The chair will, in turn, communicate with the respective supervisor as appropriate. Alternatively, the chair, at his/her discretion, may authorize the faculty member or a further designee to do so. This path is designed to reduce friction points between departments, shield faculty from unwarranted disciplinary action, ensure that department leaders are fully aware of all issues within their ward and that matters are dealt with correctly and efficiently.
Programs Offered at Musicians Institute
9.1 BACCALAUREATE 9.1.1 Bachelor of Music in Performance (Contemporary Styles) Bass, Guitar, Drums, Keyboards, Vocals Additional minor studies: Audio Production, Music Industry Studies 9.1.2 Bachelor of Music in Composition 9.2 ASSOCIATE 9.2.1 Associate of Arts in Performance Bass, Guitar, Drums, Keyboards, Vocals 9.2.2 Associate of Arts in Performance with Emphasis Audio Engineering, Independent Artist Development, Music Business, Guitar Craft, Music Video, Film and TV Production 9.3 CERTIFICATE 9.3.1 Certificate in Performance Bass, Guitar, Drums, Keyboards, Vocals 9.3.2 Certificate (Industry) Independent Artist Development, Audio Engineering, Audio Engineering (Post-Production Audio), Audio Engineering (Live Sound Production), Guitar Craft, Guitar Craft (Acoustic Guitar Design), Music Business, Music Business (Music Entrepreneur), Music Video, Film and TV Production 9.4 NON-CERTIFICATE 9.4.1 Encore Program Bass, Guitar, Drums, Keyboards, Vocals
9.4.2 Encore Express Abbreviated Encore program offering either a 5-week, full-time program (15 units) or a 10-week, part-time program (7 units) 9.4.3 MI Extension Avocational courses and programs related to contemporary popular music 9.4.4 Summer Shot Bass, Guitar, Drums, Keyboards, Vocals, Recording, Songwriting, Guitar Building
10 Mission Statement: Academic Affairs The Office of Academic Affairs (OAA) is comprised of all academic administrative and instructional units at the College. This includes: the Vice President of Academic Affairs, the Vice President of Instruction and Curricular Development, the Dean of Compliance and Assessment, the Dean of Baccalaureate Studies, the School of Performance Studies, the School of Industry Studies, the Council of Chairs, the Office of Student Affairs, the Office of The Registrar, the Office of Career Development the Library, and the Scheduling Department. The primary function of the OAA is to support the pursuit and achievement of the academic aspects of the Colleges main mission and goals. This is achieved through striving to offer engaging, contemporary programs of academic excellence in an environment that is both contributive to learning and demographically and culturally diverse. In this pursuit, the OAA attaches focus to engagement, multimodal learning, technological advancement, pedagogical validity, and transparent and equitable assessment and evaluation tools and practices. These foci are married to the OAAs core values of teaching excellence, integrity and respect, and its operating principles of ongoing self-assessment, research, development, collaboration and improvement. In addition to the foregoing, the OAA is cognizant of the need to remain responsive to the changing landscape of the higher education sector and the needs of its stakeholders. As such, the OAA endeavors to seek input regularly from external bodies and partners, along with internal stakeholder committees and associations, such as the Executive Vice Presidents Counsel (EVPC), the Council of Chairs (COC), the Faculty Advisory Committee (FAC), and the Musicians Institute Student Association (MISA).
11 Ethical Commitment and Code of Conduct 11.1 Ethical Commitment 11.1.1 Commitment to Students
Faculty are expected to conduct all interactions and relations with students in an honest, fair and professional manner. Students enrolled at Musicians Institute entrust administration and faculty with the provision of the highest quality teaching, mentorship and guidance. The sum total of all Musicians Institute endeavors is to serve each student thus. It is the expectation of Musicians Institute that the conduct of every member of the college community parallels this standard. Faculty, in particular, is charged with the delivery of content, instruction and guidance to students in the most useful, supportive and academically rigorous manner possible. As such, faculty members are expected to remain committed to delivering on the foregoing, while also adhering to the highest professional and ethical standards. Faculty commit to: Nurturing and promoting students the pursuit of learning and professionalism Exemplifying to students the highest standards of education and professionalism Demonstrating respect for and service to students as individuals Acknowledging and respecting their role as educational/professional guides and mentors Fostering and championing academic honesty Evaluating student performance accurately based and on merit and substantiation Avoiding any exploitation of studentseither real or perceivedto personal advantage Treating all students, without discrimination, with dignity, professionalism and respect Encouraging, mentoring and helping to develop the musical and
professional growth of each student in alignment with the students goals and the Mission of Musician Institute Faculty shall refrain from: Failing to perform the responsibilities of instruction, including: Denyingwithout causeaccess to instruction, counseling and/or course materials Allowing the intrusion into classes of material/content that is unrelated to/divergent from the course Failing to adhere, without approval or legitimate rationale, to class / lesson / counseling / examinations / other schedules Evaluating student performance or work through criteria not directly related to course performance (as stipulated in course materials) Delay(s) in the evaluation of student work/performance Discriminating against any student based on reasons of race, religion, sex, gender identity, sexual orientation, national origin, disability (demonstrated or perceived), political perspective, or for other arbitrary or personal reasons Participating in or allowing disruption, interference, or intimidation to take place in the classroom Entering into personal relationships with students as defined in the Non-Fraternization Policy found in the MI Employee Handbook. Breaching or otherwise compromising the privacy rights of students, specifically in relation to FERPA guidelines and mandates
11.1.2 Commitment to Colleagues and College Faculty members at Musicians Institute are expected to maintain a collegial and professional attitude and to comport themselves with integrity and respect in regard to fellow faculty members, school administration and staff, and colleagues in the profession. MI Faculty members commit to: Respecting and safeguarding, insofar as is appropriate, the reputation of colleagues and the college as a whole Conducting all interactions and relations with fellow faculty members, school administrators and staff in an honest, fair and professional manner
Respecting the personal privacy and integrity of colleagues--unless otherwise required by law Accurately disseminating and communicating the expectations and mandates of the college to colleagues insofar as is necessary/advisable Refraining from colleagues. making false or malicious statements about
Refraining from disclosing personal and/or sensitive information about colleagues obtained in the course of professional service unless such disclosure is deemed prudent and in the best interest of student/college as a whole.
11.2 Code of Conduct To ensure orderly operations and provide the best possible work environment, Musicians Institute (the College) expects faculty members to follow rules of conduct that will protect the interests and safety of all employees, students and the College: For specific information regarding the Employee Code of Conduct, please refer to the MI Employee Handbook. For specific information regarding the duties and rules related to the specific program/discipline in which you teach, please refer to the relevant Program-Specific Manual. For specific information regarding the policies and rules listed below, please refer to the MI Employee Handbook.
Employment Policies and Practices At-Will Employment Equal Opportunity Employment Work Schedules Meal Periods and Rest Breaks Payment of Wages Overtime for Non-Exempt Employees Personnel Records Employee References
Standards of Conduct Prohibited Conduct Corrective Action Conflict of Interest Non-Fraternization With Students Policy Employment of Relatives/ Other Personal Relationships Photo, Video and Audio Recordings Drug and Alcohol Abuse Punctuality and Attendance Dress Code and Personal Standards Confidentiality News Media Contacts
Employer Property Uses of Electronic Media Security/Workplace Violence Cell Phones and Other Personal Electronic Devices Social Networking Smoking
Employee Benefits Holidays Instructor Personal Time Off Bereavement Leave Insurance and 401k Benefits Tuition Assistance Program
Leaves of Absence Instructor Professional Leave of Absence Family and Medical Leave Policy (FMLA) Pregnancy Disability Leave Other Leaves of Absence
12 Scheduling, Subs, and Cancellations The quality of MI's programs depends on maintaining regular schedules whilst providing the best-qualified instructor to lead each class at all times. Once faculty have accepted a teaching schedule, it is their responsibility to adhere to that schedule to the very best of their ability. 12.1 Schedule Change Procedures In the event that faculty cannot adhere to their regular schedule for any reason, it is their responsibility to request a change in their schedule from the chair/supervisor. Faculty should please do so with as much advance notice as possible (it should be noted that a total absence of greater than two consecutive weeks is more than a schedule change, being considered a Leave of Absenceplease refer to MIs LOA Policy). The Chair will review faculty requests for a schedule change and must approve such before any change may be made. Although the chair/supervisor already has the ability to assign or remove instructors to and from courses at his/her discretion, if faculty miss one-third or more of any individual course in any single quarter, they will immediately be considered for removal from that coursebe it core or electivein the proceeding quarter. Although MI understands that real-world engagements are an element of the landscape of industry-active faculty, the Colleges main responsibility must reside with the students that have entrusted us with their education. Research illustrates that is detrimental to the students academic progress to be taught by what they perceive to be absentee faculty, especially in core classes by full-time staff. The procedure for requesting a schedule change is as follows: In an Emergency Affecting a Class or Private Lesson. If you have an emergency (defined as a sudden, unforeseen, unavoidable event that prevents you from carrying out your regularly scheduled duties), you should take the following steps: i. Contact the Scheduling Department immediately: Inform them of scheduler@mi.edu / (323) 860-1111. exactly how your regular schedule will be affected and any other relevant information that will help the Scheduling Department to post a cancellation sign, as needed.
ii.
Contact your chair/supervisor immediately to confirm the change to your schedule.
For A Schedule Change With Advance Notice: If you have advance knowledge of an upcoming schedule change, please follow the Subbing Process outlined herein. Failure to do so may jeopardize the approval of your request. 12.2 Substitute Instructors Substitution (Subbing) Subbing is disruptive to student progress and, thus, should be only used in the event of emergency. Faculty may not sub out more than two consecutive weeks of any assigned course in any given quarter. If a longer period of time is required, a leave of absence (LOA) must be discussed with Chair/Supervisor. Failure to adhere to this two-week rule may result in temporary (or permanent) reassignment of the affected course(s), with the potential for further disciplinary action, as/if appropriate. 12.3 Subbing Process Follow steps 1-6 (below) to source an approved substitute: 1. Chair pre-approval is mandatory if the proposed subbing occurs during any of the times listed below: a. The courses scheduled mid-term exam (Week 5 or 6) b. Week 1 c. Week 10 d. Week 11 (finals)
2. If the proposed subbing does not occur during any of the times listed above (or if the Chair/Supervisor has approved the requested), immediately contact the appropriate programs faculty pool to determine sub availability. Do this by emailing the program sub pool from the list below.
School of Industry Studies: Audio Engineering: AESub@mi.edu Independent Artist: IAPSub@mi.edu Film: FilmSub@mi.edu Guitar Craft: GCraftSub@mi.edu
School of Performance Studies: Bass: BassSub@mi.edu Drum: DrumSub@mi.edu Guitar: GuitarSub@mi.edu Keyboard: KeyboardSub@mi.edu
Vocal: VocalSub@mi.edu
Such email should contain the following: Position to be subbed (e.g.: Instructor/TA/Accompanist) Name of course(s) to be subbed (e.g. Vocal Performance 1) Course code of course(s) to be subbed (e.g. VOCAL-103-01) Day and date (e.g. Monday of Week 3, SU2014) Start and end time of class (e.g. 1:00PM to 2:00PM) Room number (including building prefix, e.g.: MI-173) Name of Department that holds the class (e.g.: Music Business) Your full email signature (including name, email, telephone)
NOTE: Faculty should not use any of the email addresses above for any reason other than subbing requests. 3. Faculty receiving an email from a group sub email address should either: a. If you would like to sub the class: Reply all stating that you are open and available
b. If you are not available or do not wish to sub the class: Simply delete the email (replying all, stating that you would not like to sub the class, is redundant). 4. Chairs/supervisors will approve any responding sub(s) that they deem appropriate to teach the class via email. Chairs will not use the reply all function in such eventreplying only to the scheduled faculty member and the individual sub(s). NOTE: Chairs/supervisors may approve multiple subs for each instance of subbing. Such approval denotes that approved Instructors possess the requisite skills to teach the course, not that they are confirmed to teach that specific class. It is the instructor's responsibility to determine who will cover the class from the chair/supervisor-approved choices and notify both the chair and the sub thereof. 5. Post-chair/supervisor approval, it is the faculty members responsibility to prepare the sub and class. The sub should be briefed in great detail on any relevant administrative procedures (grading/rubrics, etc.), provided with the proper roll book and be fully prepped on the class level, pacing, curriculum, and any other relevant details. If printed curriculum is used for the class, the faculty member should provide a copy for the sub as far in advance as possible. NOTE: All faculty should ensure that their roll books are available at all times in their respective Faculty Lounge boxes for the sub (and Scheduling Department) to access prior to the event. 6. For payroll purposes, it is the responsibility of both faculty members (instructor and sub) to inform their respective chair(s)/supervisor(s) of the class(es) that were actually subbed. Do this by sending an email (within any department-specific deadlines) dedicated solely to the payroll aspects of the subbing (e.g. number of hours, department that the class lies under, names of the subs, etc.). Failure to do so may cause a delay in payment (in relation to the Payroll Departments established twice-monthly payroll schedule deadlines). 12.3.1 Unable to Source a Sub/Appealing a Denial
If a faculty member is unable to source a sub (or if the chair/supervisor deems that the proposed sub is not suitable for the specific instance of subbing), subbing requests may be denied. In such eventexcept in the case of genuine emergencythe faculty member is required to teach the class as scheduled. Faculty may appeal such decisions by sending a formal email (stating the specifics of their case and the rationale for the need to sub) to the respective chair/supervisor. This
appeal will be reviewed and evaluated on its merits and a final decision thereon will be rendered. Appeals of such nature do not release the faculty member from his/her obligations until after a response is delivered and only in such cases as the appeal is approved. 12.3.2 Double Subbing Sometimes, the faculty-member-confirmed (and chair/supervisorapproved) sub is unable to fulfill his or her subbing responsibility. In such event, the responsibility of sourcing a new sub remains with the faculty member that was originally seeking to sub out scheduled classes (although it is good professional etiquette for the first sub to assist the faculty member in this process). 12.3.3 Sub Eligibility Only active employees may be employed as substitute faculty. Active employees have successfully completed the hiring process and have gone through hiring orientation and training. Non-active employees must first be hired (and successfully complete any course/programspecific and College-wide training programs) before being allowed to sub. 12.3.4 Payment Substitute faculty will be paid through Musicians Institute's normal payroll system at their standard hourly teaching rate and not at the hourly rate of the originally scheduled faculty member. 12.3.5 Rescheduling In certain RARE cases of genuine, verifiable emergency and lack of available subs, the chair/supervisor may approve rescheduling a class or lesson in lieu of hiring a substitute. Faculty do not have the authority to reschedule a class, lesson, or counseling session on their own without prior approval from their chair/supervisor. If the chair/supervisor approves a rescheduling, it is the faculty members responsibility to confirm the day, time, and room availability with the Scheduling Department. Once faculty have received advance permission from the chair/supervisor to reschedule a class or lesson, the faculty members student(s) should be informed as far in advance as possible of the change, and every effort must be made to find a time for rescheduling that will cause the least inconvenience to students. It is important to note the following: Private Lessons (PLs): may not be cancelled by facultythey must be taught by a substitute instructor or rescheduled
(rescheduling will occur only under the rare circumstances described above). Open Counseling (OC): may not be rescheduled, if you are unable to hold a scheduled OC for any reason, it will be cancelled in your absence, not subbed or rescheduled.
13 Attendance, Grading, Absences, Testing & Re-Testing 13.1 Attendance 13.1.1 Method Faculty should take attendance for each class at exactly the scheduled start time using the relative sheet in their roll book (the Office of the Registrar will automatically populate roll bookssometimes referred to as binders--with the requisite roll sheets for each faculty member). Faculty should ask students to put any food and drinks away. Portable devices (such as tablets, laptops and phones) are permitted in non-test sittings of courses for the use of note-talking and recording, where allowed. 13.1.2 Coding Attendance should be marked as follows: P = Present (for students arriving 0 4:59 minutes late) T = Tardy (for students arriving 5 14:59 minutes late) A Absent (for students arriving more than 15 minutes late) EA Excused Absence (for approved Excused Absences only) H Holiday (for days of official school closure)
Attendance affects grades, eligibility, and even financial aid in certain cases. In light of this, it is imperative to impartially document each students attendance, as above. A complete absence of any tardy or absent marks in a roll sheet may bring into question a faculty members adherence to attendance grading policy and, potentially, their impartiality. Week 3 Attendance Transfer At the start of Week 3 of each quarter, new roll sheets will be placed in faculty roll books in the Faculty Lounge boxes (another reason why roll book should reside in the Faculty Lounge boxes at all times when faculty are not teaching!). At this time, faculty should transfer all of the attendance data from their old roll sheet (used in Weeks 1 and 2) to the new roll sheet. Faculty should not discard the old roll sheetsrather, they should be turned in to Registrar. 13.2 Grading Deadline & Location: Grades are due at 5:00PM on Friday of Week 11 each quarter; however, if (and only if) faculty are teaching up to this deadline, faculty may submit
grades no later than 12:00PM on Monday of Week 12. Completed grade sheets should be submitted to the Office of the Registrar. Grading System All grading at MI is numerical. numerical grades to Registrar.
As such, faculty should only submit
Grading Method Department-wide grading methodology should remain congruous to enable the Office of the Registrar and chairs/supervisors to review student grades. In light of the foregoing, faculty must ensure to use the following grading methods detailed herein at all times. A students course grade is comprised of the specific combination of criteria detailed in the respective syllabus for the course. Faculty should familiarize themselves with the syllabus/syllabi for the class(es) that they have been assigned to teach. An example of the grading of a typical courseas illustrated in its syllabusmight be as follows:
Grading terminology Final Grade is the grade the student attains on his/her final exam/project Course Grade is the grade the student earns for the entire course based upon his/her completion of performance criteria. 13.2.1 The 100-Point System When calculating grades, one should assign 100 points to each of the grading criteria listed in the syllabus. In the example above (and the matching grade sheet example on the following page), we have four grading criteria: 1. Attendance 2. Assignments 3. Mid-Term
4. Final Exam Per the example (on the following page), faculty should use the columns provided on the grade sheets to mark the points (0-100 per column) that the student has scored for each of the grading criteria listed in the course syllabus. Note that the headers on two of the columns are not pre-printedthis is to allow the entering the grading criteria specific to the syllabus for the particular course. In the example below we have added the abbreviations Assn. (for Assignment) and Final (for Final Exam) to these blank column headers. Faculty should write the percentages that the individual grading criteria contribute towards the course grade above the header of each of the grading columns. This will allow others to review grade sheets in the event of the grading faculty members absence/inability of the reviewer to access the course syllabus, should a review be required. In the example on the following page, these maximum grade criteria percentages are hand-written above the 100-point score columns and read as follows (from left to right): Attendance - 40%, Test - 10%, Assignment - 10%, and Final - 40%. Example Attendance/Grade Sheet:
Once all of the 0-100 scores for each of the grading criteria have been entered in the designated columns (on the right-hand side of the grade sheet), the course grade is determined by calculating the amount that each of these 0-100 scores contributes to their individual grading criteria. This can be achieved as follows: In the example above we see that the Assignments score (abbreviated to Assn in the third column from the end on the right-
hand side of the sheet) contributes a maximum value of 10% towards the course grade. The faculty member has examined the course syllabus to determine this value, subsequently writing this maximum contribution by hand above the Assignment column). The faculty member has marked that the student has received 73 out of a possible 100 points for his/her assignments. In light of this, the final score for assignments, when written as a percentage of the final course grade, would be 73% of 10% = 7.3% (this number was achieved by multiplying 10 [representative of the maximum percentage of this particular grading criteria] by 0.73 [representative of the students 73 out of 100 score in this area]). Following the method above, one can determine what percentage of each of the students individual scores contributes towards the course gradea grade that can be calculated by simply adding the individual grading criteria percentages (Attendance/Test/Assignments/Final) together. 13.2.2 Grading Attendance Using the 100-point system, each class (each sitting of each course), regardless of percentage assigned thereto in the syllabus, is either worth 5 or 10 points per class (depending on whether it meets once or twice weekly). 13.2.3 Tardiness Tardy (T) marks should be counted as 2/3 of the maximum attendance points apportioned to each individual class. Using the example above (in which each of the 10 classes over the quarter is worth 10 of the maximum 100-point attendance score), a student that has one Absent mark (-10 points) and one Tardy mark (-3 points) would receive a final score of 87 for attendance. Naturally, courses that meet twice weekly are only worth 5-points (because there will be 20 classes instead of 10 in the quarter). As such, the penalty for tardiness should be 1.5 points per class. By nature of Tardy makes only being worth 2/3 of a Present mark, three Tardy marks are the mathematical equivalent of one Absent mark (because 3 x 1/3 = 1). 13.2.4 Excused Absences If a student has an Excused Absence, an email from the Registrar will be sent to all affected faculty members. Faculty should cross-reference the date and time on such an email with the classes/lessons taught with the student, marking an EA in the attendance column for any class(es) that fall there-under.
13.2.5 Dropped/Withdrawn students Attendance and grading records should be entered for all students on a roll sheetwhether or not they have been in attendance, are rumored to have withdrawn, etc. The Registrar will be able to discern which students should receive grades and which should not. 13.2.6 Rounding Scores If a students course grade ends in a decimal (i.e. 79.3%), the grade should be rounded as follows: For decimals .05 and lower: round Down to the nearest integer For decimals .06 and higher: round UP to the nearest integer Course grades that are left with decimals, Registrar will follow the above methodology to round the score accordingly. 13.2.7 Changing Grades
Faculty may not change grades by telephone or voice-mail. Acceptable methods of changing grades, or updating incomplete grades are as follows: Filling out a Student Grade Change/Update Worksheet and furnishing to Registrar Emailing the Registrars with all of the information requested on the above-mentioned worksheet 13.2.8 Incomplete Grades/Retesting requests
Students requesting late testing for missed final exams due to emergencies or other unforeseen/unavoidable events, or for grades of I (Incomplete) must submit the proper form to the Student Affairs Department in advance whenever possible. A grade of Incomplete will be approved only if the student is making satisfactory progress in the course and due to unforeseen, justifiable, and documented reasons including but not limited to: a personal emergency; an illness or a documented family emergency leading to the final project or examination being incomplete. All incomplete course work must be made up before the end of the second week of the following quarter unless an extension is granted due to verifiable injury or illness. When course work is completed to the satisfaction of all established requirements of the course, a grade will be issued to replace the I on the students transcript. Failure to complete the course work within the maximum allotted time will result in a grade of F replacing the Incomplete.
13.2.9 Failing If a student receives a grade lower than 70% for any course/lesson, they will fail that course/lesson. In light of the foregoing, it is imperative that grading is executed objectively and accurately. Should faculty have any additional questions on the grading process, they should contact their chair/supervisor prior to grading (i.e. in Week 9 or 10 of any given quarter, at the latest). 13.2.10 Grade Equivalents Although all grades must be submitted as numerical values at MI, below is a chart illustrating how those values correspond to traditional letter-based grades. This chart is solely for faculty reference (faculty should NOT submit letter-based grades!). Numerical Grade 98 100 93 97 90 92 87 89 83 86 80 82 77 79 73 76 70 72 67 69 63 66 60 62 0 59 Letter Grade A+ A AB+ B BC+ C CD+ D DF
13.2.11 Grade Chart If you do not have access to a calculator at the time of grading, you may use the following two-page grading chart. Using the individual grading criteria percentages in the top row of the chart as a starting point (these percentages are listed in the syllabus for each course, and will differ for each course), scroll down to the corresponding score that the student received in the 100-point scale (on the left-hand side of the chart). The number at the point where this column and row intersect is the percentage of the course grade that the student was awarded for each of the course grading criteria. Adding the numbers generated by the chart for each of the grading criteria together will produce a course grade as a percentage.
GRADING CHART (highlighting scores 50-100 on the 100-Point Scale) GRADING CRITERIA (determined by the syllabi) 15% 20% 25% 30% 33% 40% 45%
10% 10 0 99 98 97 96 95 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 63 50-100 OF THE 100-POINT SCORE SACLE (given by instructor for each of the grading
50% 50.0% 49.5% 49.0% 48.5% 48.0% 47.5% 47.0% 46.5% 46.0% 45.5% 45.0% 44.5% 44.0% 43.5% 43.0% 42.5% 42.0% 41.5% 41.0% 40.5% 40.0% 39.5% 39.0% 38.5% 38.0% 37.5% 37.0% 36.5% 36.0% 35.5% 35.0% 34.5% 34.0% 33.5% 33.0% 32.5% 32.0% 31.5%
10.0% 15.0% 20.0% 25.0% 30.0% 33.3% 40.0% 45.0% 9.9% 9.8% 9.7% 9.6% 9.5% 9.4% 9.3% 9.2% 9.1% 9.0% 8.9% 8.8% 8.7% 8.6% 8.5% 8.4% 8.3% 8.2% 8.1% 8.0% 7.9% 7.8% 7.7% 7.6% 7.5% 7.4% 7.3% 7.2% 7.1% 7.0% 6.9% 6.8% 6.7% 6.6% 6.5% 6.4% 6.3% 14.9% 14.7% 14.6% 14.4% 14.3% 14.1% 14.0% 13.8% 13.7% 13.5% 13.4% 13.2% 13.1% 12.9% 12.8% 12.6% 12.5% 12.3% 12.2% 12.0% 11.9% 11.7% 11.6% 11.4% 11.3% 11.1% 11.0% 10.8% 10.7% 10.5% 10.4% 10.2% 10.1% 9.9% 9.8% 9.6% 9.5% 19.8% 19.6% 19.4% 19.2% 19.0% 18.8% 18.6% 18.4% 18.2% 18.0% 17.8% 17.6% 17.4% 17.2% 17.0% 16.8% 16.6% 16.4% 16.2% 16.0% 15.8% 15.6% 15.4% 15.2% 15.0% 14.8% 14.6% 14.4% 14.2% 14.0% 13.8% 13.6% 13.4% 13.2% 13.0% 12.8% 12.6% 24.8% 24.5% 24.3% 24.0% 23.8% 23.5% 23.3% 23.0% 22.8% 22.5% 22.3% 22.0% 21.8% 21.5% 21.3% 21.0% 20.8% 20.5% 20.3% 20.0% 19.8% 19.5% 19.3% 19.0% 18.8% 18.5% 18.3% 18.0% 17.8% 17.5% 17.3% 17.0% 16.8% 16.5% 16.3% 16.0% 15.8% 29.7% 29.4% 29.1% 28.8% 28.5% 28.2% 27.9% 27.6% 27.3% 27.0% 26.7% 26.4% 26.1% 25.8% 25.5% 25.2% 24.9% 24.6% 24.3% 24.0% 23.7% 23.4% 23.1% 22.8% 22.5% 22.2% 21.9% 21.6% 21.3% 21.0% 20.7% 20.4% 20.1% 19.8% 19.5% 19.2% 18.9% 32.7% 32.3% 32.0% 31.7% 31.4% 31.0% 30.7% 30.4% 30.0% 29.7% 29.4% 29.0% 28.7% 28.4% 28.1% 27.7% 27.4% 27.1% 26.7% 26.4% 26.1% 25.7% 25.4% 25.1% 24.8% 24.4% 24.1% 23.8% 23.4% 23.1% 22.8% 22.4% 22.1% 21.8% 21.5% 21.1% 20.8% 39.6% 39.2% 38.8% 38.4% 38.0% 37.6% 37.2% 36.8% 36.4% 36.0% 35.6% 35.2% 34.8% 34.4% 34.0% 33.6% 33.2% 32.8% 32.4% 32.0% 31.6% 31.2% 30.8% 30.4% 30.0% 29.6% 29.2% 28.8% 28.4% 28.0% 27.6% 27.2% 26.8% 26.4% 26.0% 25.6% 25.2% 44.6% 44.1% 43.7% 43.2% 42.8% 42.3% 41.9% 41.4% 41.0% 40.5% 40.1% 39.6% 39.2% 38.7% 38.3% 37.8% 37.4% 36.9% 36.5% 36.0% 35.6% 35.1% 34.7% 34.2% 33.8% 33.3% 32.9% 32.4% 32.0% 31.5% 31.1% 30.6% 30.2% 29.7% 29.3% 28.8% 28.4%
criteria in the syllabi)
62 61 60 59 58 57 56 55 54 53 52 51 50
6.2% 6.1% 6.0% 5.9% 5.8% 5.7% 5.6% 5.5% 5.4% 5.3% 5.2% 5.1% 5.0%
9.3% 9.2% 9.0% 8.9% 8.7% 8.6% 8.4% 8.3% 8.1% 8.0% 7.8% 7.7% 7.5%
12.4% 12.2% 12.0% 11.8% 11.6% 11.4% 11.2% 11.0% 10.8% 10.6% 10.4% 10.2% 10.0%
15.5% 15.3% 15.0% 14.8% 14.5% 14.3% 14.0% 13.8% 13.5% 13.3% 13.0% 12.8% 12.5%
18.6% 18.3% 18.0% 17.7% 17.4% 17.1% 16.8% 16.5% 16.2% 15.9% 15.6% 15.3% 15.0%
20.5% 20.1% 19.8% 19.5% 19.1% 18.8% 18.5% 18.2% 17.8% 17.5% 17.2% 16.8% 16.5%
24.8% 24.4% 24.0% 23.6% 23.2% 22.8% 22.4% 22.0% 21.6% 21.2% 20.8% 20.4% 20.0%
27.9% 27.5% 27.0% 26.6% 26.1% 25.7% 25.2% 24.8% 24.3% 23.9% 23.4% 23.0% 22.5%
31.0% 30.5% 30.0% 29.5% 29.0% 28.5% 28.0% 27.5% 27.0% 26.5% 26.0% 25.5% 25.0%
GRADING CHART (highlighting scores 0-50 on the 100-Point Scale) GRADING CRITERIA (determined by the syllabi) 10% 5 0 4 9 4 8 4 7 4 6 4 5 4 4 4 3 4 2 4 1 4 0 3 9 3 8 3 7 3 6 3 5 3 4 3 3 3 2 3 1 3 0-50 OF THE 100-POINT SCORE SACLE (given by instructor for each of the grading 5.0% 4.9% 4.8% 4.7% 4.6% 4.5% 4.4% 4.3% 4.2% 4.1% 4.0% 3.9% 3.8% 3.7% 3.6% 3.5% 3.4% 3.3% 3.2% 3.1% 3.0% 15% 7.5% 7.4% 7.2% 7.1% 6.9% 6.8% 6.6% 6.5% 6.3% 6.2% 6.0% 5.9% 5.7% 5.6% 5.4% 5.3% 5.1% 5.0% 4.8% 4.7% 4.5% 20% 10.0 % 9.8% 9.6% 9.4% 9.2% 9.0% 8.8% 8.6% 8.4% 8.2% 8.0% 7.8% 7.6% 7.4% 7.2% 7.0% 6.8% 6.6% 6.4% 6.2% 6.0% 25% 12.5 % 12.3 % 12.0 % 11.8 % 11.5 % 11.3 % 11.0 % 10.8 % 10.5 % 10.3 % 10.0 % 9.8% 9.5% 9.3% 9.0% 8.8% 8.5% 8.3% 8.0% 7.8% 7.5% 30% 15.0 % 14.7 % 14.4 % 14.1 % 13.8 % 13.5 % 13.2 % 12.9 % 12.6 % 12.3 % 12.0 % 11.7 % 11.4 % 11.1 % 10.8 % 10.5 % 10.2 % 9.9% 9.6% 9.3% 9.0% 33% 16.5 % 16.2 % 15.8 % 15.5 % 15.2 % 14.9 % 14.5 % 14.2 % 13.9 % 13.5 % 13.2 % 12.9 % 12.5 % 12.2 % 11.9 % 11.6 % 11.2 % 10.9 % 10.6 % 10.2 % 9.9% 40% 20.0 % 19.6 % 19.2 % 18.8 % 18.4 % 18.0 % 17.6 % 17.2 % 16.8 % 16.4 % 16.0 % 15.6 % 15.2 % 14.8 % 14.4 % 14.0 % 13.6 % 13.2 % 12.8 % 12.4 % 12.0 45% 22.5 % 22.1 % 21.6 % 21.2 % 20.7 % 20.3 % 19.8 % 19.4 % 18.9 % 18.5 % 18.0 % 17.6 % 17.1 % 16.7 % 16.2 % 15.8 % 15.3 % 14.9 % 14.4 % 14.0 % 13.5 50% 25.0% 24.5% 24.0% 23.5% 23.0% 22.5% 22.0% 21.5% 21.0% 20.5% 20.0% 19.5% 19.0% 18.5% 18.0% 17.5% 17.0% 16.5% 16.0% 15.5% 15.0%
0 2 9 2 8 2 7 2 6 2 5 2 4 2 3 2 2 2 1 2 0 1 9 1 8 1 7 1 6 1 5 1 4 1 3 1 2 1 1 1 0 9 8 7
2.9% 2.8% 2.7% 2.6% 2.5% 2.4% 2.3% 2.2% 2.1% 2.0% 1.9% 1.8% 1.7% 1.6% 1.5% 1.4% 1.3% 1.2% 1.1% 1.0% 0.9% 0.8% 0.7%
4.4% 4.2% 4.1% 3.9% 3.8% 3.6% 3.5% 3.3% 3.2% 3.0% 2.9% 2.7% 2.6% 2.4% 2.3% 2.1% 2.0% 1.8% 1.7% 1.5% 1.4% 1.2% 1.1%
5.8% 5.6% 5.4% 5.2% 5.0% 4.8% 4.6% 4.4% 4.2% 4.0% 3.8% 3.6% 3.4% 3.2% 3.0% 2.8% 2.6% 2.4% 2.2% 2.0% 1.8% 1.6% 1.4%
7.3% 7.0% 6.8% 6.5% 6.3% 6.0% 5.8% 5.5% 5.3% 5.0% 4.8% 4.5% 4.3% 4.0% 3.8% 3.5% 3.3% 3.0% 2.8% 2.5% 2.3% 2.0% 1.8%
8.7% 8.4% 8.1% 7.8% 7.5% 7.2% 6.9% 6.6% 6.3% 6.0% 5.7% 5.4% 5.1% 4.8% 4.5% 4.2% 3.9% 3.6% 3.3% 3.0% 2.7% 2.4% 2.1%
9.6% 9.2% 8.9% 8.6% 8.3% 7.9% 7.6% 7.3% 6.9% 6.6% 6.3% 5.9% 5.6% 5.3% 5.0% 4.6% 4.3% 4.0% 3.6% 3.3% 3.0% 2.6% 2.3%
% 11.6 % 11.2 % 10.8 % 10.4 % 10.0 % 9.6% 9.2% 8.8% 8.4% 8.0% 7.6% 7.2% 6.8% 6.4% 6.0% 5.6% 5.2% 4.8% 4.4% 4.0% 3.6% 3.2% 2.8%
% 13.1 % 12.6 % 12.2 % 11.7 % 11.3 % 10.8 % 10.4 % 9.9% 9.5% 9.0% 8.6% 8.1% 7.7% 7.2% 6.8% 6.3% 5.9% 5.4% 5.0% 4.5% 4.1% 3.6% 3.2%
criteria in the syllabi)
14.5% 14.0% 13.5% 13.0% 12.5% 12.0% 11.5% 11.0% 10.5% 10.0% 9.5% 9.0% 8.5% 8.0% 7.5% 7.0% 6.5% 6.0% 5.5% 5.0% 4.5% 4.0% 3.5%
6 5 4 3 2 1 0
0.6% 0.5% 0.4% 0.3% 0.2% 0.1% 0.0%
0.9% 0.8% 0.6% 0.5% 0.3% 0.2% 0.0%
1.2% 1.0% 0.8% 0.6% 0.4% 0.2% 0.0%
1.5% 1.3% 1.0% 0.8% 0.5% 0.3% 0.0%
1.8% 1.5% 1.2% 0.9% 0.6% 0.3% 0.0%
2.0% 1.7% 1.3% 1.0% 0.7% 0.3% 0.0%
2.4% 2.0% 1.6% 1.2% 0.8% 0.4% 0.0%
2.7% 2.3% 1.8% 1.4% 0.9% 0.5% 0.0%
3.0% 2.5% 2.0% 1.5% 1.0% 0.5% 0.0%
13.3 Absences 13.3.1 Student Absences Only documented and verifiable cases of genuine medical or physical emergency (which should be very rare, if at all) permit a student Excused Absence. Please refer to the Attendance and Excused Absence Policy for more information in relation thereto. Faculty are not required to make up any lesson that a student may have missed. In the event of cancellation, the Scheduling Department will affix signs to the rooms of the classes in question to alert the students of such. Only in such instances will faculty be allowed to make up classes or lessons. Open Counseling (OC) is not eligible for make up or rescheduling. If a faculty member is not available for their assigned OC due to emergency, it will be cancelled (irrespective of the fact that they may have a sub covering their other class[es]/lesson[s]). 13.4 Testing, Appeals and Retesting 13.4.1 Testing If faculty suspect or have evidence that students have cheated on any test, they should make a photocopy of their test papers and furnish their chair/supervisor therewith immediately. The chair/supervisor will decide what action, if any, should be taken. Faculty should not take any action until such time as the chair/supervisor has reviewed these materials. If multiple students were involved in the event, the students in question should not sit together in future testing or retesting in the same course. It is imperative; however, that the faculty do not make other students aware of the reason for making these students sit apart during testing. The best method of accomplishing this is to make the entire class switch places at test time, thus not singling out any individual student(s). 13.4.2 Appeals and Retesting
For an additional fee, students receiving failing course grades (i.e. less than 70%/C-) are permitted to appeal and retest once only during the first week of the following quarter; however, this is ONLY permitted if it is mathematically feasible for the retest to raise the students course grade to 70%/C- or higher. It is the instructors responsibility to determine this possibility.
After the students request for such, if it is determined that the student is indeed able to raise his/her course grade to a passing level with a retest, they should instruct the student to go to the Registrars Office and fill out a Request for Late Test Due To Missed or Failed Test Form. Faculty should only perform retests if the student is able to present a Retest Form with all of the requisite signatures thereon. This can be checked if there is a signature present on each of the lines preceding the faculty signature line (lines one through five) of the form. Faculty should NOT administer a retest if the form does not contain signatures from both the Billing department and the Registrar. If in doubt, faculty should contact their chair/supervisor. Students re-taking tests in core classes (as detailed above) may only receive a maximum course grade of 70%/C-; however, their final exam score should still count for its full weight of up to 100% (i.e. only the course grade will be rounded down to 70%, if above 70%, not the final exam score). Faculty simply turn in actual re-test scores to Registrar. calculate student grade thereafter. Registrar will
13.4.3 End-of-Quarter Attendance and Grading Instructor Responsibilities All instructors must submit the following by 12:00PM on Monday of Week 12 in each quarter: A copy of their end-of-quarter Roll/Grade sheets Open Counseling Logs (for instructors that have OC onlyand only when/if OC Logs are being administered within that quarter)
14 Private Lessons (PLs) 14.1 Private Lesson Mission The Private Lesson Instructor Should: 1. Faculty should motivate students; inspiring critical thinking, pursuit of progress and synthesis; and promoting selfexpression and creativity 2. Be able to identify the students personal goals, strengths, and weaknesses 3. Evaluate and address discipline weaknesses, and assign appropriate exercises 4. Assist the student in constructing a structured practice routine to accomplish their goals 5. Assist the student in meeting deadlines 6. Establish an atmosphere of respectful communication on a student/teacher level 7. Be able to direct the student to the correct department, office, or location to get his/her questions answered 8. Manage Private Lesson time efficiently and effectively 9. Be wholly familiar with the students program objectives, techniques, and materials 10. Be familiar with MIs systems and policies 11. Be able to reiterate the importance of core class materials in Private Lessons, by referencing thereto whenever possible, and also be relating their own real-world experiences in the field to the lesson 12. Provide the student with clear and specific summary of the Private Lessons materials and concepts, along with requisite assignments for proceeding lesson. 13. Provide students with realistic, logical, and constructive criticism The Private Lesson Instructor Should NOT: 1. Use the lesson as an opportunity to practice their own material 2. Consistently change the lesson time (any and all changes to any lesson must be previously approved by the chair/supervisor) 3. Allow repeated interruptions of the lesson 4. Be late to the lesson 5. Force a method of instruction on a student that is clearly not working, or that is outside of the established methods and techniques taught in the discipline 6. Fail to reschedule a lesson that was cancelled due to faculty emergency. (Such rescheduled lessons MUST be previously approved by the chair/supervisor and may only be requested if
no-one is available to sub the lesson after all qualified members of the disciplines staff have been contacted by the faculty member wishing to cancel). 7. Wing it. The instructor should have the Private Lesson Log and all requisite materials to teach present for each Private Lesson. 8. Allow the Private Lesson to conclude without setting clear goals and items to be reviewed in the proceeding lesson The Student Should: 1. Be punctual to the lesson 2. Be prepared (curriculum, supporting materials, music, charts, etc.) 3. Be respectful during the lesson (if you feel that the student is exhibiting inappropriate conduct, please follow the instructions thereon in the company materials relating thereto 4. Be an active participant in the Private Lesson (remember: participation is a key element in the Private Lesson grade) 14.2 General Private Lesson Info 14.2.1 Intro:
All students enrolled in MIs performance degree and certificate programs are required to attend one mandatory two-credit PL per week, for each of the 10 week teaching periods of each quarter of their program. In order to accurately evaluate and award such credit, faculty and students should both follow the guidelines outlined herein. 14.2.2 Lesson Times PLs begin EXACTLY at the start of each hour, last for 50 minutes, and end at ten minutes before the proceeding hour. With such a short timeframe, it is imperative that each PL commences and ends promptly. Faculty are asked to be mindful of this. 14.2.3 Lesson Content PLs are comprised of a varying mix of composite elementsthe specific content of each varying according to the discipline, level, needs, and abilities of each student at each key junctures of their specific programs. Faculty should ensure to be familiar with the PL materials of their specific discipline.
14.2.4
General Areas to be Addressed During PLs 1. Curricular Review: Students who cannot match the pace of the core requirements of their program are those most likely to become frustrated and disassociated with their own progress something that invariably affects their creative endeavors and overall academic success. To pre-empt and combat this possibility, faculty are asked to check the students understanding of the curriculum, performance ability, and preparation for tests and assignments. This can be achieved by reviewing the syllabi of core classes and determining if students have an understanding of the material described in the objectives thereof.
2. Goal Setting: Students may be underprepared by their prior educational experiences to cope with the absorption of a large volume of information in a new subject area, along with the competition for their time created by numerous new responsibilities. Help students to negate the possible effects of the above by assisting them in the creation of long, medium, and short-term goalsalso help students to create clearly outlined and realistic plans in order to achieve those goals.
3. Practice Schedules: Students with little-to-no prior music training may find it difficult to create and maintain an effective practice schedule. Faculty are in a strong position to assist the student in this endeavor by assessing the competing priorities under which the student is studying, based on their knowledge of the students strengths, weaknesses and the aforementioned goals. Help students to construct a daily practice schedule to which they can adhere for each quarter (their scheduled classes will not change each quarter, and so a weekly practice schedulea schedule that may differ per day but remain constant per weekis possible to construct without fear of conflicting with classes). Provide student, level, issue, and/or skill-specific assignments for each PL, being sure to monitor progress thereon at the subsequent PL.
4. Assignments: Not only do students expect weekly PL assignments, they also benefit greatly there-from. Such assignments can be based on curricula or individual stylistic goals. How well a student completes assignments given by their PL instructor should be a determining factor in their PL final grade. 5. Style-Based Material: Musical style is a primary factor in matching a student with a PL instructor; creative development is an essential element of the PL. The PL instructors role is to aid the student in achieving his/her stylistic goals, while maintaining a steady path through the program with those goals as a priority. Work on non-curricula-related musical interests, while continuing to relate individual stylistic interests to the programs relative course curricula. Incorporation of genre-appropriate exercises is suggested.
6. State-of-Mind: Non-musical pressures may affect a students ability to successfully complete their specific program. Up to a certain point (the items listed below being an exclusion of such) PL instructors are may have the ability to evaluate (in a nonprofessional sense) a students general state-of-mind and identify potential issues before they affect a students ability to study. If a student appears to be experiencing difficulty in focusing or matching the appropriate level of skill/understanding for the trajectory of the course, and if the Pl instructor is unable to address the issue effectively with the student, the student should be directed to the Office of Student Affairs for tutoring and/or counseling: Tutoring: It is worth noting that tutoring requests are limited in duration and usually executed by a TA knowledgeable in the specific field. Tutoring should be seen as a co-curricular, assistive activity for those experiencing difficulty and not as a permanent, recurring addition to a students scheduled schooling. Faculty are asked to be mindful of this before recommending that a student seek tutoring via the Office of Student Affairs. Counseling: For psychological and/or emotional counseling, students have the ability to make an appointment with MIs consulting metal health services professional through the Office of Student Services.
The faculty-student relationship is based on trust, respect, support, and the overall well being of the student. Faculty are not qualifiednor are they expectedto offer counseling for emotional or psychological issues. Only a qualified professional in the field should address such issues. Further, emotional involvement between faculty and students is not only inappropriate, but it may also seriously interfere with a students educational process. Physical intimacy between faculty and students, including touching or using provocative language, is expressly forbidden by MIs Sexual Harassment Policy (please refer to the Employee Handbook or contact the HR Department for further clarification on this topic).
14.3 Private Lesson Grading 14.3.1 Criteria PL grades are numerical and are based on the following criteria: 1. Attendance (40%) Did the student attend all scheduled lessons? If s/he missed a lesson, was adequate notice given and official documentation supplied? Was the student tardy to any lessons? 2. Participation (30%) Did the student actively participate in the lessons? Did the student effectively manage his/her practice schedule and goal setting? 3. Progress (30%) Did the student complete the assignments given? Did s/he exhibit development during the quarter? Did s/he meetor make significant progress towardthe goals set at the beginning of the quarter? 14.3.2 100-Point Scale
Faculty should be sure to use the 100-point scale as the sole method for PL grading. An in-depth explanation thereof can be found in the Attendance, Grading and Absences section hereof.
14.3.3
Submission
PL grades should be calculated, entered, and submitted by the instructor to the Registrars Office no later than Friday of Week 11 in each quarter. Faculty are urged to be mindful of this important deadline. 14.3.4 Comments on PL and Individual Class Grading
Faculty are asked to be cognizant of the fact that the one-on-one nature of PLs makes them more prone to inadvertent subjective grading than their group class counterparts. It is unlikely, in most cases, that a student who is doing very poorly in his/her classes would receive an exceptionally high grade in his/her PLs. PLs are generally reflective of the subjects taught in core and elective classes (i.e. technique, theory, and performance), and thus grades in PLs are equally reflective of the mean average of a students course grades (although faculty should not adjust grades for them to be so). If the two are wildly incongruous, it can illustrate that the grading of PLs may not be accuratesomething that is confusing to the student and does not reflect well on the faculty member or the College as a whole. Faculty are asked to be mindful of impartial grading. 14.4 Private Lesson Attendance Private Lessons are an integral portion of the performance programs and, as student attendance at Private Lessons is necessary for student to successfully advance through the program. 14.4.1 Records
PL attendance is to be recorded based on the guidelines described in Attendance Recording. Attendance records are to be kept up-to-date by the PL instructor and be made available to the chair/supervisor and Registrar at all times. 14.4.2 Missed Lessons
Faculty are tasked with using the Retention Alert System (RAS) to notify the Office of Student Affairs in relation to students that have missed any PL. Whenever a student fails to attend a scheduled Private Lesson, Faculty must remain in scheduled Private Lesson room for 40 minutes and use the last 10 minutes of the period to file the RAS report noted above.
14.4.3
PL Attendance Recording
PL attendance should be marked as follows: P - Present (for students arriving 0 4:59 minutes late) T - Tardy (for students arriving 5 14:59 minutes late) A - Absent (for students arriving more than 15 minutes late) EA - Excused Absence (for approved Excused Absences only) H - Holiday (for days of official school closure) Government Holidays
14.4.3.1
Unfortunately, PLs that fall on paid government holidays are not given, nor made up at a later date. The College endeavors to limit the impact of such by restructuring the holidays given to avoid weekdays wherever possible; however, students pay for the course and program in their entirety individual government-imposed holidays are outside of the control of the College. 14.4.3.2 PL Drops/Switches When a student drops out/switches programs/PL instructors, faculty receive a cancellation email from the Scheduling Department notifying them of such. If this email arrives 24hrs or more before the faculty members next scheduled PL with the student in question, they will not be paid for the lesson (as 24hrs or more is deemed ample notification). If the email from the Scheduling Department arrives less that 24hrs prior to the next scheduled PL, the faculty member will be paid in full for the lesson, as 24hrs is deemed as insufficient cancellation notification. 14.4.4 14.4.5 Private Lesson Logs General
PL Instructors are provided with weekly PL logs. These forms should be regularly maintained, kept up-to-date and be housed in faculty roll book at all times. Please remember: roll books should be in assigned boxes in the faculty Lounge at all times when not in facultys immediate possession (i.e. during teaching). If a faculty member needs a sub, PL logs will enable the sub to continue the trajectory of the PL with each individual student without any loss of momentum.
14.4.6
Content
PL logs should include the topics covered during the lesson and the content and status of any assignments given. Faculty should also mark any missed lessons and tardiness. 14.4.7 Copies Faculty are urged not to give the student their own, master copy of the PL log to take away. Students should have their own copy of the document, in order to assist them in maintaining focus on their PL plan for the quarter. As such, faculty are urged to retain the original copy of the PL log in their roll book at all times. 14.4.8 Archiving Pursuant to the Course Assessment Materials Policy (CAM), faculty should retain all PL logs and submit to Registrar on 12:00PM on Monday of Week 12 of the relative quarter, pursuant to the stipulations of the CAM policy (which is further detailed herein).
15 Areas of Faculty Performance and Assessment Faculty are assessed in relation to the Colleges expectations of performance in the following areas: Teaching Service Scholarship Professional Development
These areas are further divided into the following sub-areas of performance: Teaching o Instructional Delivery o Content Knowledge and Expertise o Course Management Service o Administrative duties o Communication o Adherence to Policy o Professionalism Scholarship Professional Development
Please refer to Figure 16.1.2.1 d herein for further information on these specific aspects of performance.
16 Faculty Evaluation Process 16.1 Overview: In order to better ensure that the Faculty Evaluation System (much like the Academic Bonus System) is as transparent and equitable as possible, it was revised during the 2013 Academic Year. This revision featured input from multiple sources, including Senior Academic Management (SAM), the Counsel of Chairs (COC) and the Faculty Advisory Committee (FAC). In this revised system, both students and supervisors evaluate faculty based on a set of finite assessment criteria that are marriedinsofar as such is possibleto tangible outcomes. 16.2 The Nature of Evaluations: Despite the revision of MIs Faculty Evaluation System, it is important to understand the general nature of evaluation systems as a whole. Senior Academic Management is cognizant of the fact that all evaluations are, to some degree, perception based. However, once this reality has been acknowledged and understoodalong with the realization that despite such, some form of evaluation must take placethe task at hand is to ensure that the system is as transparent, functional and equitable as possible within the framing conditions of the foregoing. The former of these goals (transparency) being made possible by openly disseminating the evaluation process to all faculty (this missive) and the latter (equitability) via the employ of a global process with which all faculty members are to be evaluated (the system that this missive details). 16.3 Evaluation Types: Faculty is subject to two forms of evaluation: Quarterly Student Evaluations Annual Supervisor Evaluations The following chapters detail various aspects of these evaluations. 16.3.1 Quarterly Student Evaluations
16.3.1.1 Student Evaluations of Courses Because students previously had no avenue to provide feedback in evaluation form on courses themselves (rather than those providing instructional delivery within the coursesi.e. the faculty), course-related feedback often crept into faculty evaluations by students. Such misplaced data was un-minable (as it was wholly qualitative and out of context) and
unfair to faculty (tying items other than instructional delivery and course management to faculty performance was unjust). Student evaluations of course-related matters (pacing, level of complexity, relevance to desired academic outcome, etc.) have now been separated from faculty evaluations. In fact, these have now been added to the global evaluation process and placed in discriminate evaluation materials (the Course Evaluation System). This allows students to evaluate courserelated matters without impinging upon the evaluations of the faculty delivering said material. 16.3.1.2 Student Evaluations of Faculty
Faculty-related evaluations by students have been restructured. They are now broken into two categories: Class evaluations Private Lesson (PL) evaluations This change was made to facilitate the differing elements contained with the Evaluation Performance Aspects for each type of event. (As an example Manages distractions effectively is certainly a viable question in a class with 35 students, but is redundant in a private lesson featuring only one student.) In addition to the new level of separation, both types of student evaluations of faculty (class and PL) feature new content to ensure that they are married to outcomes that it is physically possible for faculty to achieve. As an example, having an assessment question that asks: Does the faculty member attract students to the organization? is not married to a tangible outcome. One cannot take X or Y measures, or read suchand-such literature to improve ones ability to attract students to an organization. Similarly, measuring such an outcome is nebulous at best. Thus, holding faculty to a set scale in relation to such is neither viable nor just. In the revised evaluation system, this issue has been addressed by dividing faculty evaluations by students into three main Performance Aspects, per the table in Figure 16.1.1.2.a (herein): Fig. 16.1.1.2.a
As highlighted in the table in Figure 2.2, each of the Performance Aspects has been assigned a percentage. We can see that Instructional Delivery takes the largest share of the potential percentage points (at 60%); Content Expertise is next at 30% and Course Management rounding out the set at 10%. Assignment of these percentages was not arbitrary. Senior Academic Management endeavored to assign such percentages in a manner that much research and debate illustrated was apropos in relation to the role of the faculty and with the best interest of students in mind.
Fig. 16.1.1.2.b
Figure 16.1.1.2.c details the student-facing evaluation prompts contained within each of the Evaluation Performance Aspects: Fig. 16.1.1.2.c
As illustrated by Figure 16.1.1.2.c, Senior Academic Management, with the input of the Faculty Advisory Committee, has striven to marry the specific prompts contained within each Performance Aspect to tangible outcomes that it is physically possible for faculty to achieve. As an example, if a faculty member received a low score in relation to Adheres to the pacing and structure of the syllabus, the remedy would be to ensure adherence to said materials. The aforementioned methodology was also applied to private lesson prompts, as illustrated in Figure 16.1.1.2.d Fig. 16.1.1.2.d
To establish visual as well as written differentiations between Course and Faculty evaluations, the icons in Figure 16.1.1.2.e herein appear with their corresponding evaluation:
Fig. 16.1.1.2.e
Fig. 16.1.1.2.f: Student Evaluation of Faculty Member Form (Private Lesson)
Fig. 16.1.1.2.g Student Evaluation of Faculty Member Form (Class)
16.3.1.3 Student Evaluation Scale: External research and internal debate (including input from the Faculty Advisory Committee and the Counsel of Chairs) determined that a Likert scale was the most equitable scale of assessment. Albeit that four-point Likert scales are commonly used, by nature of their forced skew either side of the median, it was determined that they were not appropriate for this application and thus a five-point Likert scalein which respondents have the ability to choose a median responsewas chosen as the assessment scale. In such a scale in general, qualitative responses on the front end (enduser-visible) are married to quantitative aspects on the back end (for the data coders). Thus, such an instrument enables: Common-language qualitative responses (rather than numbers or percentages) Speed of execution for the students (a factor that we must always consider) Post-completion coding of results (allowing the data to be meaningfully interpreted) Figure 16.1.1.3.a details the Likert scale used in the Student Evaluation of faculty forms for both Classes and Private Lessons:
Fig. 16.1.1.3.a
16.3.1.4 Student Evaluation of Faculty Scores The sum of all evaluation responses for each faculty member is collated and entered into a matrix that provides a 0-100-point score (based on student responsessomething that will differ for each individual). To ensure an equitable coding of data for all faculty, the following practices are employed: Weighting Quantitative Responses by the Number of Respondents: To ensure that collated data is measured accurately, responses are weighted, regardless of event type (i.e. either Class or PL) based on the number of respondents and not any other divisor (such as section). As an example, if an instructor teaches 35 students in one section of a class and 2 individual PLs, the faculty members aggregate student evaluation scores are based on 37 students and not 3 events (1 class and 2 PLs). In such a fashion, evaluations provide a common outcome in which one is neither penalized nor rewarded for the number of respondents. No Response Values: In the event that a student does not enter a value in the five-point Likert scale for any question within any specific Evaluation Form, that question alone is coded as a No Response value. In such a fashion, the form is not ruled void. Moreover, the remaining data of the form can be employed with No Response results being removedpro ratafrom the whole. This methodology allows for faculty members to benefit from responses present and not be penalized for those left blank. Effectively, response-less prompts are removed from the Evaluation Form as if they had never existed, with the remaining data still being of benefit to the evaluation process.
16.3.1.5 Programmatic, School and College Medians Under the revised Evaluation System, it is possible to determine the median Student Evaluation of Faculty scores on a perprogram/school/college basis. In such a fashion, an individual faculty members delta in relation to these established medians can be quantified and also disseminated thereto. This methodology allows both supervisors and faculty to understand their variance from the median (positive or negative) and adapt their actions accordingly. An example of this would be that a supervisor might encourage or instruct a faculty member to observe a peer who is constantly in receipt of very highly Student Evaluation scores in the hopes of gleaning instructional delivery methods therefrom that they may be able to employ in their own teachings. 16.3.1.6 Tracking The revised model makes provision for data tracking. As such, as a part of the annual review process, supervisors and faculty will be able to review historical data on an individual basis. This will highlight any trends in the Student Evaluations of individuals and groups (on a per-program and entire-faculty-body median basis). 16.3.2 16.3.2.1 Annual Supervisor Evaluations Supervisor Evaluations of Faculty
Annual faculty evaluations by supervisors have also been restructured. They are now broken into four categories, as illustrated in Figure 16.1.2.1 a: Fig. 16.1.2.1 a Supervisor Evaluation Performance Aspects 1: Teaching 2: Service 3: Scholarship 4: Professional Development
As highlighted in the table in Figure 16.1.2.1 b, each of the Supervisor Evaluation Performance Aspects has been assigned a percentage. We can see that Teaching takes the largest share of the potential percentage points (at 50%); with Service (30%), Scholarship (10%) and Professional
Development (10%) rounding out the system. As with the Student Evaluation Performance Aspects (Figure 2.2), assignment of these percentages was not arbitrary. Senior Academic Management endeavored to assign such percentages in a manner that research and debate illustrated was apropos in relation to the role of the faculty from the supervisors perspective. Fig. 16.1.2.1 b Supervisor Evaluation Performance Aspects 1: Teaching 2: Service 3: Scholarship 4: Professional Development % 5 0 3 0 1 0 1 0
The Supervisor Evaluation Performance Aspects (detailed in Figure 16.1.2.1 b) contain additional sub-categories, as illustrated in Figure 16.1.2.1 c Fig. 16.1.2.1 c Supervisor Evaluation Performance Aspects 1: Teaching (50%) A: Instructional Delivery B: Content Expertise C: Course Management 2: Service (30%) A: Administrative Duties B: Communication C: Policy Adherence D: Professionalism 7. 5 7. 5 7. 5 7. % 2 5 1 5 1 0
3: Scholarship 4: Professional Development
5 1 0 1 0
Figure 16.1.2.1 d details the supervisor-facing evaluation prompts contained within each of the Evaluation Performance Aspects. Note: as with Student Evaluations, Classes and Private Lesson evaluations are segregated. This enables event-relevant prompts to be featured in each event type (rather than potentially diluting both types of evaluation with global prompts that may not fit one or other of the event types well). As with the Student Evaluation process, Senior Academic Management, with the input of the Counsel of Chairs, has striven to marry the prompts contained within each Supervisor Evaluation Performance Aspect to tangible outcomes that it is physically possible for faculty to achieve. As an example, if a faculty member received a low score in relation to Completes duties to the specified deadline(s), the remedy would be to ensure adherence to said deadlines. It should be noted that the Supervisor Evaluations contain a greater number of prompts that cover a greater scope of Performance Aspects and at a more involved (and perhaps less tangible) level than their student counterparts. This is due to their roles, skills, expectations and experience. Fig. 16.1.2.1 d Section 1A: Teaching Classes (50% of Supervisor Evaluation Score [Aggregate of Class and PL]) A: Instructional Delivery: Class (25%) Adheres to the pacing and structure of the syllabus Follows the curriculum/course materials when teaching Gives opening statement of topics covered and class objective (this individual sitting of course) Uses appropriate language and covers only course-related topics Treats students with respect Encourages student questions/involvement in class Answers student questions clearly and effectively Speaks clearly and understandably Commands respect of the class Keeps students engaged (e.g. asks questions of/ demonstrations from specific rows/individuals)
Effectively summarizes existing topics before moving onto new ones Wraps up class with 1-3 bullet point reminder of core topics/class takeaways Achieves objective of the classas outlined in curricular materialsduring allotted timeframe Is inspirational to students*; inspiring critical thinking and synthesis B: Content Expertise: Class (15%) Gives helpful, real-world examples of how to use information/techniques covered in class Has a clear understanding of all course materials Understands/is able to perform in the subject area In-depth knowledge of all course materials (syllabus, textbook, charts, etc.) Proficiency with the required technology/equipment Mastery of the subject area (terminology, techniques, theories, history, trends, etc.) Follows and understands industry trends of the discipline C: Course Management: Class (10%) Arrives at least 5 minutes before scheduled class time Starts and ends class at the scheduled times Is prepared and ready for class/has all necessary materials Takes attendance per policy Reminds students of current week Reminds students of last class' topic(s) Reminds students of homework requirements necessary for THIS class Requests, collects and catalogs homework and quizzes (and tests) at requisite junctures Reminds students of homework requirements for NEXT class Reminds students of week and topic of NEXT class (e.g. next week is Week 5; we'll be moving onto") Remind students of his/her OC times (for students that my be having issues) Manages distractions swiftly, politely, and effectively Section 1B: Teaching PLs (50% of Supervisor Evaluation Score [Aggregate of Class and PL]) A: Instructional Delivery: PL (25%) Understands the students' goals as players Gives students goals to reach each week Uses appropriate language and covers only course-related topics Treats students with respect Connects the student's PL with other core classes (such as Theory, Reading, Ensemble, etc.) Encourages students to ask questions Answers student questions clearly and effectively
Speaks clearly and understandably Commands respect of the student Keeps student engaged (randomly asks questions/ gives demonstrations, etc.) Effectively summarizes existing topics before moving onto new ones Wraps up PL with 1-3 bullet-point reminder of core topics/ lesson takeaways B: Content Expertise: PL (15%) Gives helpful, real-world examples of how to use the information or practice the techniques covered in lesson Has a clear understanding of PL-relevant materials Understands/ is able to perform in the subject area Proficiency with the required technology/ equipment Mastery of the subject area(s) covered (terminology, techniques, theories, practical applications, history, trends, etc.) C: Course Management: PL (10%) Arrives at least 5 minutes before scheduled lesson time Starts and ends lesson at the scheduled times Is prepared and ready for lesson/ has all necessary materials Reminds student of current week Reminds students of last lesson's topic(s) Reminds students of homework requirements necessary for THIS lesson Requests, collects and catalogs homework/ assignments/ work logs at requisite junctures Reminds students of homework/ log requirements for NEXT lesson Reminds students of week number and topic(s) of NEXT lesson Remind student of his/ her OC times (for students that my be having issues)
Section 2: Service (30% of Supervisor Evaluation Score) A: Administrative Duties (7.5%) Understands functions of faculty role; and role's function within department and organization Completes duties to the specified deadline(s) Executes duties to the requisite quality Attended scheduled staff meeting Grades courses accurately, objectively, impartially and to requisite deadline Makes themselves available to stakeholders when necessary Is prepared to assist with additional projects/requests as necessary Understands nature, location and scope of student-assistive services and systems Able to adapt to changing responsibilities/roles Exhibits effective time management outside of classroom (e.g. meetings/ deliverables/ etc.) When issues arise, recommends viable solutions/requests assistance as necessary Is able to follow instructions Takes initiative and is self-motivated Flexible to changes in work schedule Demonstrates willingness and ability to accept responsibility Exhibits good judgment, tact and common sense Is proficient with administrative systems and software (portal/ schedule/ RAS/ ADP/ etc.) B: Communication (7.5%) Responds to stakeholder communications in a timely manner Responds to stakeholder communications with the requisite information Communicates with all stakeholders using the appropriate language and tone Initiates timely communication with supervisor for issues, developments, needs, suggestions, etc. Initiates communications with the other stakeholder(s) as appropriate/necessary Communicates clearly and effectively with all stakeholders Includes prior email thread (redacted, where necessary) in ongoing communications Always uses MI email address and mandated email signature in all MI-related emails Does not use MI email address for any non-MI-related communications Informs supervisor of changes in work schedule in a timely fashion C: Policy Adherence (7.5%) Adheres to company-wide, employee-facing policies Adheres to program-specific, faculty-facing polices
Understands and abides by premise/ core ethos of policies Initiates communication with the correct party for policy clarification Understands and is able to direct students in relation to student-facing policies D: Professionalism (7.5%) Respects and acts within the established chain of command Seeks recourse/ information/ assistance with the appropriate person(s) within the organization Is respectful and professional in dealings with other stakeholders Represents the discipline and organization in an appropriate manner Dresses in a manner that is appropriate for their role and student interactions Places best interest of students, discipline and organization above their own in MI matters Is an ambassador for the organization Is cooperative in work-related matters Conducts him/herself ethically with all stakeholders Accepts constructive criticism and direction form supervisor and adapts accordingly Works well with others towards attainment of a common goal Section 3: Scholarship (10% of Supervisor Evaluation Score) Has taken part in MI-related curricular development during academic year Has participated in discipline/education-relevant publications during academic year Has quantifiable, unpublished contributions to discipline/field of education during academic year Has conducted research benefitting students/ discipline/ dept./ organization during academic year Has executed discipline/ education-relevant lectures/ clinics/ interviews, etc. during academic year Section 4: Professional Development (10% of Supervisor Evaluation Score) Has met CER requirement during academic year (4hrs PT/8hr FT) Held current membership in discipline/ education-relevant professional organization Is holder of/completed a degree one order higher than the level of classes they teach at MI Performed in/ on a music/ media production Created/ performed/ directed/ produced a music/ media work that was performed/ published/ exhibited/ broadcast
16.3.2.2
Supervisor Evaluation Scale
As with the Student Evaluations System, it was determined that a fivepoint Likert scale was the most equitable scale of assessment for the Supervisor Evaluations System. Additional elements to the Supervisor Evaluation scale are as follows: Optional qualitative descriptors in the five-point scale The additional of an N/A response A second, two-point scale for appropriate prompts Figure 16.1.2.2.a details the five-point Likert scale used in the Supervisor Evaluation System. As you can see, it features alternate qualitative descriptors to enable multi-prompt-type functionality without the need for an additional scale: Fig. 16.1.2.2.a Supervisor Evaluation Likert Scale Existing Alternate Descriptor Descriptor Strongly Agree Always Agree Usually Neutral Neutral Disagree Seldom Strongly Never Disagree N/A N/A Five-Point Value 5 4 3 2 1 No value
It is important to note that the addition of the N/A value affords chairs/supervisors the ability to enter a No Value response to any of the prompts with which he or she has had no experience of with a specific faculty member during the review cycle. In this fashion, much like the No Response value in the Student Evaluation System, such responses are removed from the evaluation entirely. This methodology is far more equitable than the prior system, in which Supervisors were forced to assign some form of value to such prompts. Figure 16.1.2.2.b illustrates the two-point scale used in certain situations in the Supervisor Evaluation System. This scale is employed for prompts that are binary in nature, such as: Faculty member has met the CER requirement during the academic year (a prompt clearly requiring a yes
or no answer): Fig. 16.1.2.2.b
16.3.3 16.3.4
Results Final Evaluation Scores
As previously stated, both the Student and Supervisor Evaluation Systems produce a 0-100 score per faculty member. These scores are combined to produce a single, 0-100 Faculty Evaluation Score, based on the equation in Figure 16.1.3.a hereof. Fig. 16.1.3.a
/ s = Quarterly Student Evaluation Scores n = Number of Quarterly Student Evaluation Scores Present (1-4) c = Annual Supervisor Evaluation Score f = Annual Faculty Evaluation Score 16.3.5 Results Usages Student Evaluation results are tabulated on a quarterly basis. This data is passed to Human Resources (who retain it within faculty employee files) and also to the respective chair/supervisor (who will save it for the annual evaluation). In such an evaluation, the chair will disseminate the scores and also the comments that they contain (i.e. any non-coded qualitative statements populated by students in the Additional Comments fields of student evaluations). (It should be noted that should such quarterly
evaluations highlight issues of a nature that require more immediate attention, the chair/supervisor is at liberty to address such items prior to that faculty members Annual Review.) Supervisor Evaluation results are tabulated on an annual basis. This data is created by the respective chair/supervisor and passed to Human Resources (who similarly keep it in the faculty members employee file alongside the Student Evaluation results). The chair/supervisor will meet with each faculty member on an annual basis to review the evaluation results. Both Student and Supervisor Evaluation results are also used, along with other determinants (such as hours worked during the academic year, number of years of employment with the organization, and the physical funds available for such [if any], etc.), to determine the performancebased dispersal of profit-share funds (commonly referred to as the annual academic bonus). 16.3.6 Maximizing this System as a Faculty Member As previously mentioned herein, some of the key goals of the revised Faculty Evaluation System are transparency and tangible outcomes. In regard to the latter, Senior Academic Management has striven to marry the process in its entirety to tangible outcomes that will benefit all stakeholders. In relation to the former, this missive is designed to attain the greatest level of transparency possible through the dissemination of the Performance Aspects contained within the Faculty Evaluation System, their assigned percentage weights and the specific prompts used to elicit the performance data. Faculty can best utilize this information by reviewing and absorbing it. In such a fashion, they can be fully aware of all Evaluation Performance Aspects from both students and supervisors. To be clear: this document contains the sum of all Faculty Evaluation System processes. There are no additional Performance Aspects that are unbeknownst to (or withheld from) faculty that are executed in addition to the processes detailed herein. As such, being knowledgeable of the evaluation expectations and guidelines herein detailed will aide in adapting ones practices to function within the framing conditions of the system. Understanding the process is the best method of ensuring optimal performance and a successful Annual Faculty Evaluation. Further, adapting ones teaching practices post evaluation in relation to the Performance Aspects highlighted as being able to benefit from additional development is a method of best utilizing the historical lag data presented by the system as actionable lead data for improvement
in future cycles. 16.4 Closing 16.4.1 Questions/Comments Should you have any questions or comments in relation to the faculty Evaluation System, please do not hesitate to contact the Human Resources Department in regard to the Supervisor Evaluation <HR1@mi.edu> and Senior Academic Management in relation to Student Evaluations c/o <HeatherH@mi.edu>.
Policies, Regulations and Reference Documents Academic Freedom Policy Academic freedom provides to Musicians Institutes faculty the liberty to perform their duties in an academic atmosphere of free inquiry, dialogue and expressionwhich is, within reason, free from institutional censorship or unwarranted discipline. As professionals and educators, MI faculty members are entitled to freedom in discussing their subject, but must be careful not to introduce into their teaching matter that may be construed as controversial and/or has no direct relation to the subject focus of the course(s) taught. The right to academic freedom does not supersede the responsibilities of faculty members to adhere to the pacing and content of courses and programs as set forth in the curricula, nor to the best practice of professional ethics. Furthermore, the right to academic freedom does not secure the making of remarks or communications that disparage, demean, or otherwise cause damageperceived or actual-- to the institution as a whole. The right to academic freedom shall be protected and supported throughout MI insofar as a particular instance of performance or communication does not conflict with the best interests of the institution. Questions and comments regarding this policy may be directed to: The Academic Affairs Office on the second floor of the Passage Administrative Building on MIs Main Campus located at 6752 Hollywood Blvd. Hollywood, CA 90028.
Academic Honesty/Plagiarism Faculty members should be aware of the information below from the MI Student Handbook and Catalog. Any encounter with/suspicion of academic dishonesty must be reported to Program Chair as quickly as possible. Academic Honesty/Integrity All students have an obligation to behave honorably and respect the highest ethical standards in carrying out their academic assignments. Academic dishonesty is defined as any form of cheating, falsification and/or plagiarism. In cases where academic dishonesty or falsification of academic information is proven to have occurred, students may receive a failing grade and are subject to additional disciplinary actions up to and including termination from the program. Academic Integrity Procedure The violation of Academic Integrity commonly takes on (but is not limited to) three forms: Falsification of Documents, Plagiarism and Cheating. Falsification of Documents is defined as misrepresentation of facts and/or forgery upon a school or legal document. Documents proved to be falsified will become immediately null and void and any representations thereon will also be considered false and void. Engagement in falsification of documents is deemed to be an act of academic dishonesty and may be grounds for disciplinary action Plagiarism is defined as copying or borrowing the ideas or work of another individual without acknowledgement and passing it off as your own. Plagiarism includes but is not limited to: The use of another individual as writer for term papers or homework assignments The purchase and submission of a chart, term paper or assignment and passing it off as ones own work Copying anothers work verbatim without the use of appropriate quotation and referencing notation or citation
Paraphrasing portions of someone elses work without giving them proper credit Presenting charts, songs, etc. for an evaluation that were not prepared by
the presenter Engagement in Plagiarism is deemed to be an act of academic dishonesty and may be grounds for disciplinary action
Cheating is defined as dishonest activity of any kind in regards to examinations, course

assignments, or alteration of records. Cheating includes but is not limited to the following actions:
Bringing unauthorized material into an examination, Communicating with other examinees or students during examinations (whether by speaking or other means), Reading the work of other examinees during the exam or attempting any of this type of conduct Knowingly gaining and/or utilizing a copy of answers to course examinations or assignments Bribery or coercion in the interest of achieving an unearned grade Being complicit in any act of cheating as a secondary party.
Engagement in cheating is deemed to be an Act of Academic Dishonesty and may be grounds for disciplinary action.
Class Scheduling, Duration and Breaks Policy Policy: In order to ensure that all classes are of appropriate and equal duration, and in adherence to the published schedule, the following policy shall be applied to all classes at Musicians Institute: Barring school closures, changes made through MI administrative processes, or other exigencies: All classes at Musicians institute shall take place on the days and at the times published in the official course offering and on student/faculty schedules, and; All classes at Musicians institute shall take place in/at the location published in the official course offering and on student/faculty schedules, and; All classes at Musicians institute shall begin and end at the times published in the official course offering and on student/faculty schedules, and;
Instruction shall take place throughout the entire duration of the scheduled class times, except in the case of classes for which the scheduled class time exceeds one and a half hours, as follows: o Two-hour classes: A single 10-minute break shall be taken 50 minutes after the class scheduled start time o Three-hour classes: A single 10-minute break shall be taken one hour and 20 minutes after the class scheduled start time o Four-hour classes: A single 20-minute break shall be taken one hour and 40 minutes after the class scheduled start time Under no circumstances may breaks be moved from the abovementioned locations, neither may breaks be consolidated to create a lengthier break at any period within the duration of a class. To be clear: breaks are a maximum of 10 minutes in duration and must occur at the specific relative mid-point of the class, as detailed above.
Copyright Infringement Policy The purpose of copyright, as defined in United States laws and mandates, is to "promote the Progress of Science and useful Arts." Copyright infringement is the act of exercising, without permission or legal authority, one or more of the exclusive rights granted to the copyright owner under section 106 of the Copyright Act (Title 17 of the United States Code). The rights of copyright holders include the right to reproduce, distribute or assign such rights to a copyrighted work. In the file-sharing/internet connectivity context, downloading or uploading substantial parts of a copyrighted work without authority constitutes an infringement. Musicians Institute is dedicated to the provision of the highest level of education to its students whilst acting in compliance with federal copyright law and all related law codified at 17 U.S.C. 101 et seq. All employees and students are required to respect copyright policy. The copying of sheet music, books, articles and sound recordings under these rules is generally prohibited. NOTE ON FAIR USE PRACTICES AND RULES: Fair use is a limitation and exception to the exclusive right granted by copyright law to the author of a creative work. This exception applies to not-for-profit educational institutions. As such, fair use is NOT applicable as defense of copyright infringement for any actions undertaken by staff and faculty in service to, or on premises of, Musicians Institute. Musicians Institute currently employs bandwidth-shaping technology to prioritize network traffic, and blocks students ability to access these sites from the student computer networks. Musicians Institute responds promptly to legitimate notices or letters of illegal copyright infringement based on the requirements of the Digital Millennium Copyright Act and directs both our Information Technology and Compliance departments to investigate and respond. Sanctions Musicians Institute will cooperate fully with any investigation by public authorities related to illegally downloaded copyrighted information. Students found guilty will be subject to the full extent of fines and penalties imposed, as well as facing automatic loss of Musicians Institute network access, and possible suspension.
Penalties for copyright infringement include civil and criminal penalties. In general, anyone found liable for civil copyright infringement may be ordered to pay either actual damages or statutory damages affixed at not less-than $750.00 and not more than $30,000 per work infringed. For willful infringement, a court may award up to $150,000 per work infringed. A court can, in its discretion, also assess costs and attorney fees. For details, see Title 17, United States Code, Sections 504, 505. Willful copyright infringement can also result in criminal penalties, including imprisonment of up to five years and fines of up to $250,000 per offense. For more information, please see the website of the U.S. Copyright Office at www.copyright.gov, especially their FAQs at www.copyright.gov/help/faq5. Maintenance of this plan Musicians Institute will review this plan each year to ensure it is current and maintains the appropriate and necessary information to effectively combat illegal file sharing, as well as update the methods employed as new technological deterrents become available. Questions, concerns and requests for guidance hereon must be directed to a faculty members chair/supervisor in advance of taking any action.
Course Document Retention Policy The College recognizes the professionalism and sound judgment of its facultyespecially in matters of academic assessment and grading. In order to ensure that the college is able to support the faculty in matters such as student grade/attendance contestation, the following policy shall take effect as of October 7, 2013 and shall continue until further notice. In an expansion of the current system of process, in which faculty retain and submit rosters containing attendance and grading information, faculty will now collect (and not discard) all documents pertaining to and/or reflecting work upon which student grades are based throughout each quarter. These documents, hereafter referred to as Course Assessment Materials (CAM), include, but are not limited to: Rosters Mid-Terms Finals Other related items Private Lesson (PL) Logs Quizzes Rubrics
Procedure: 1) Faculty retain all CAM throughout the quarter. By 12:00PM on Monday of Week 12 at the very latest, faculty submit CAM to the Registrar in the LIBRARY. CAM submissions should be grouped by class via use of one, fully executed CAM Cover Sheet per course taught (not per section taught). a) CAM Cover Sheets can be found in the Faculty Lounge and are also attached hereto. b) COURSE = the quarterly unit of instruction in any given subject area (e.g.: VOCAL-303) c) SECTION= the individual course as scheduled throughout the
quarter (e.g.: VOCAL-303-01). d) CLASS = an individual instance of a section 2) Registrar will scan CAM (via DocStar) into faculty folders grouped by quarter/class. Faculty: please submit these documents to Registrar in the Library. 3) Relevant parties will be given access to (and training on) internal systems allowing digital access to these documents for reference in relation to grade contestations and the like.
CAM Cover Sheet Requirements: Quarter ______ Faculty Member Name_____ Full Course Title _____ Date Submitted to Registrar ____ Method of Delivery ____
Faculty Advisory Policy In recognition of the expertise of MI faculty and of the benefits resultant from the involvement of faculty in the planning and development of new initiatives and continuing projects, Musicians Institute endeavorswhenever feasibleto include faculty members in the following processes: The planning of academic initiatives Program and curricular research, development and evaluation Academic policy development, evaluation, and modification The development and modification of faculty evaluation tools and processes Peer evaluation processes Course and program evaluation processes Student evaluation processes Other institutional initiatives as deemed appropriate and warranted by the Vice President of Academic Affairs Faculty involvement in the above shall take the following forms: Inclusion on ad-hoc advisory panels Inclusion in survey and research processes Individual and/or group involvement in curricular planning The opportunity for direct authorship and edition of curricular materials (pursuant to institutional standards).
Information for Members Scope: The role of the Faculty Advisor is to lend expertise and facilitate response and communication between faculty and Education Department Administration regarding specific areas of concern and attention, as decided by MI Management. At no time should this role interfere with the performance of teaching, nor any other student-
facing duties of those assigned thereto. Role: As a Faculty Advisory Committee Member, you will be Called for Advisement from time to time. Such calls may ask you to survey your colleagues for input; to review items; to lend comment; to assess materials; to evaluate new processes, etc. Such Calls for Advisement will be made by/through the Education Department and/or your program chair. So as to ensure that these duties do not become onerous, the FAC and its members are not charged with initiating endeavors or activities beyond or outside the scope of these Calls for Advisement. Expectations of Committee Members: The ideal MI Faculty Advisory Committee members will: Respond to requests/calls to act in a timely and professional manner; Represent their programs and the opinions of their colleagues accurately and respectfully; Keep the best interests of the student in mind in activities related hereto; Be willing to commit time required to perform requested tasks; Maintain a positive attitude in relation hereto, and; Honor rules, regulations and procedures Operation: Committee members will receive and respond to Calls for Advisement in the manner stipulated within each Call. Each Call for Advisement will contain: Specific assignment/questions/prompts; Guidelines for how to accomplish said assignments; Timeframe and avenue for response; Estimate as to the maximum amount of time necessary to complete tasks; Person of reference with whom the Committee may correspond for guidance related to the task(s) at hand Length of Term: Each member of the Committee shall serve for one calendar year, with the following exceptions: If the Committee is terminated before the end of assignment term; If the member is removed from the Committee for lack of service, poor conduct or other violations; If the member resigns from the Committee.
Should any of the above occur, Education Management may appoint a replacement member to carry out any duties for the remainder of the original one-year assignment. Elected Committee members may not repeat service within 3 cycles unless the number of faculty within a program dictates otherwise. Remuneration: Committee members who are hourly employees will be paid at their hourly rate for time dedicated to Committee activities according to the estimate of the maximum time necessary to complete all tasks. Questions regarding time commitments for Committee functions may be addressed to the originator of the Call for Advisement. Salaried employees will not receive additional remuneration for involvement in Committees. Questions and comments regarding this policy may be directed to: The Academic Affairs Office on the second floor of the Passage Administrative Building on MIs Main Campus located at 6752 Hollywood Blvd. Hollywood, CA 90028.
Faculty Continuing Education/Professional Development Policy Musicians Institute recognizes the essential roles played by continuing education and professional development in relation to the creation, development and delivery of effective teaching and learning programs for its students. In order to ensure that faculty members remain knowledgeable in their fields of expertise and are exposed to sound pedagogical methodologies and strategies (also in order to comply with relevant state regulations), the following policy applies to all faculty members at Musicians Institute: Faculty members at Musicians Institute must engage in continuing education/ professional development on an ongoing basis as follows: Full-Time faculty members (defined as: those scheduled for 15 hours of instruction per week or more) must complete a minimum of eight course or seminar hours per academic year in one or more of the Approved Areas of Continuing Education/Professional Development (below) Part-Time faculty members (defined as: those scheduled for 14 hours of instruction per week or fewer) must complete a minimum of four course or seminar hours per academic year in one or more of the Approved Areas of Continuing Education/Professional Development (below)
Musicians Institute provides to faculty courses/seminars relating to the above free of charge with frequency that allows for the faculty member to adhere to this policy. However, faculty members are welcome to engage in alternate continuing education/ professional development activities with advance approval. Approved Areas of Continuing Education/Professional Development The subject area in which he/she teaches Pedagogies as applicable to disciplines taught by instructor Methodological issues relating to teaching and learning strategies, including techniques for engagement, class management, retention, etc. Instructional design and curricular development The use of technology in an educational setting
Other areas as approved by senior management in the office of Academic Affairs
The process of accruing and documenting continuing education/professional development course credit takes place in the following manner: For courses and seminars offered through Musicians Institute for the purpose of continuing education: Faculty member must attend and submit evidentiary documentation to the department of Human Resources of the successful completion of the described course/seminar/event
For courses and seminars not offered through Musicians Institute for the purpose of continuing education:
Faculty member must request advance approval from their immediate supervisor for a continuing education/professional development course/seminar/event Upon receipt of such an approval, faculty member must attend the approved event and submit documentation to the department of Human Resources as to the successful completion of said course/seminar/event Should approval not be granted (e.g. if the proposed course/seminar/event does not conform to any of the criteria listed in the Approved Areas of Continuing Education/Professional Development section above), the faculty member will be informed of such by the Education Office. Such refusal does not release a faculty member from the obligations of this policy.
Questions and comments regarding this policy may be directed to: The Academic Affairs Office on the second floor of the Passage Administrative Building on MIs Main Campus located at 6752 Hollywood Blvd. Hollywood, CA 90028.
Faculty Qualifications Policy In compliance with the National Association of Schools of Musics Faculty and Staff Qualifications Standards , Musicians Institute maintains faculties and staff whose aggregate individual qualifications enable the institution (as well as the specific programs within which they teach) to accomplish their purposes. As such, all MI faculty members shall be qualified by earned degrees and/or professional experience and/or demonstrated teaching competence for the subjects and levels that they teach. Furthermore, all faculty members must be able to guide student learning and to communicate knowledge and experience effectively within their assigned disciplines. In order to ensure that this policy is carried out throughout the College: Faculty qualifications, experience and continuing education credits shall be recorded and retained by the Human Resources department on an annual basis Faculty teaching competence shall be evaluated on an annual basis through the Faculty Performance Evaluation process--at which time any deficiencies and issues/areas for improvement are outlined and addressed Faculty members shall be required to engage in professional development/continuing education on an ongoing basis.
An ongoing cooperative peer observation, review, mentorship program shall commence as of 01/07/2013.
and
This program shall involve faculty observation of and communication with peers and supervisors. The goals of this program include: To continually raise the level of competence throughout the institution; To carry out mandated changes as necessary; To encourage sharing and innovation of pedagogical and management techniques, and; To promote collegiality and mutual understanding
throughout programs and the institution as a whole Questions and comments regarding this policy may be directed to: The Academic Affairs Office on the second floor of the Passage Administrative Building on MIs Main Campus located at 6752 Hollywood Blvd. Hollywood, CA 90028.
Statement on the Awarding of Honorary Degrees Musicians Institute authorizes the awarding of honorary degrees to recognize individuals who have benefited the school or society as a whole through outstanding achievements, careers and/or leadership. Musicians Institute employees are not eligible to receive such awards/degrees during their employment. Honorary Awards are not noted as professional/educational accomplishments in MI publications unless such awards/degrees are denoted as honorary in each instance of publication.
Statement on Contracting for Educational Services Musicians Institute provides all coursework and educational services (i.e.: the provision of instruction and training) to support its educational programs. Musicians Institute does not contract external providers for educational services. In such cases wherein Musicians Institute contracts for the provision of course materials (e.g.: course books), Academic Administration shall ensure, through comparison, program analysis and due diligence, that such materials are appropriate to deliver student to the educational objectives of course, program(s), school(s), and college as a whole.
Statement on the Use of Cell Phones/Personal Electronic Devices in the Classroom Unless the use of cell phones or other personal electronic devices is directly related to, or in service of a class, they must not be used during class. Faculty who choose to bring a personal cell phone or similar device to class must turn them to off or silent mode so as not to be disruptive to the class.
Faculty Performance-Based Payments (Bonuses) 1. Overview Current as of the 2013 Fiscal/Academic Year (FY/AY2013) Musicians Institute offers a system of discretionary annual monetary dispersals for eligible faculty members that are active during the period of evaluation. Albeit that these dispersals are commonly referred to as bonuses, they are, more accurately, a performance-based dispersal of profit share funds. In such a system, the total funds available for dispersal (the Gross Bonus Pool) may fluctuate on an annual basis based on the opinion of the organization of its fiscal standing/prospects. As such, it is feasible for an individual faculty member to receive a greater or lesser annual dispersal of such funds, agnostic of performance trajectory. This is not to say that performance is by any means moot (nor that the assigned individual amounts are automatic, nor in any way arbitrary); moreover, fluctuations in the Gross Bonus Pool may be an overriding (or assistive) determinant in the dispersal for any specific annual period. (It should be noted that as a business functioning in an at-will state, the organization reserves the right to increase, decrease or eliminate the bonus system at its discretion.) 2. Eligibility and Activity To receive a bonus within the respective academic year (i.e. between October 1st and the following September 30th), faculty must be deemed both eligible and active therein, per the following definitions: Eligible: Faculty become bonus eligible after their first academic quarter of employment (i.e. during their second quarter and onward). Such a first academic quarter is called a pre-eligibility quarter. Active: To be deemed active during the review cycle, faculty must have worked for at least one quarter therein, with the following caveats: Pre-eligibility quarters, as described above (if present), will be removed from the aggregate of quarters worked during the cycle. Employees not in the employ of the organization for any reason as of September 30th of any given review cycle (excluding those on Leave of Absence [LOA]) will not be deemed active. 3. Methodology of Calculation The revised system of discretionary annual dispersals is structured to
disperse funds transparently and equitably. This is achieved via the employ of a series of published equations (detailed herein) designed to universally recognize and reward performance and service based on four key factors (as also detailed herein). These equations (developed through a series of iterations) were vetted and approved (after much research) by Executive Management, Senior Academic Management and Human Resources. The Four Key Factors of Determination: Scheduled hours worked during the cycle Student evaluations during the cycle Supervisor evaluation during the cycle Length of employment at the time of evaluation By nature of this universally applied mathematical methodology, the organization feels that the revised system of discretionary dispersals is as equitable for all faculty members as any such system allows. Naturally, the Student and Supervisor Evaluation Systems components of such equations are, by proxy of their execution by human beings, to some degree perception based. However, as described in greater detail in the chapters hereof relating to the Faculty Evaluation System, this is the nature of all such processes. This inherent quality has been minimized via the employ of a universal methodology for their execution (i.e. all those assessed are being held go the same standard), in combination with a finite and universal scale of assessment (a five-point Likert scale). As with the Faculty Evaluation System, the Faculty Bonus System aims to be as transparent as possible through being published hereby for those whom it affects. 4. Timing Annual discretionary dispersals are traditionally paid during the final payroll cycle of the calendar year. As such, based on the placement of payroll cycles within any given calendar year (something that varies by nature of leap years, etc.), these funds are usually dispersed during the last two weeks of December. 5. Appeals As a discretionary paymentsubject to fluctuations based on the information contained in section 1 (above)and one that is largely based on universal mathematical calculations and unfiltered student evaluations, dispersals are not eligible for appeals and thus do not feature their own appeals process.
6. Questions Should you have any questions in regard to the Faculty Bonus System, please contact the Human Resources Department: HR1@mi.edu
7. Faculty Bonus Calculation Core Equations:
8. Evaluation Score Breakdown:
8. Length of Employment Value Breakdown:
8.1
Length of Employment Index:
Note: Faculty members that have left the organization for any period of time longer than that for which their seniority bracket makes provision in relation to the Leave of Absence System (LOA) are considered as having self-terminated. In such event, albeit that their aggregate time of service within the organization may greater, their recognized length of service will be measured from the time of reinstatement of employment (not from the original date of hire). Further, Teaching Assistant (TA) hourseven if executed by a faculty memberare not eligible to be counted toward hours worked for the purposes of the system.
FERPA Regulations and Guidelines FERPA is a Federal law that applies to educational agencies and institutions that receive funding under a program administered by the U. S. Department of Education. All employees, faculty and staff members at MI are obliged to ensure that student records and information remain safe, secure and private. Nearly all aspects of student records, such as grades, health information, marital status, attendance records, etc. are subject to FERPA and are protected by federal law. Adherence to FERPA is the responsibility of every employee of a higher education institution. Examples of possible FERPA violations: Divulging student information, grades, attendance records, personal information, etc. to anyone other than the student or an individual approved by the student. Discussing a students students/individuals grade in the presence of other
Posting student grades, scores, personal information, etc. in public areas Faculty, Staff and Administrators are expected to be experts in their fields. This means that FERPA regulations are binding and enforceable to all parties involved. Any questions or requests for guidance regarding the implementation and faculty-facing functions of this policy should be delivered to your immediate supervisor in advance of taking any action. Questions and comments regarding this policy may be directed to: The Academic Affairs Office on the second floor of the Passage Administrative Building on MIs Main Campus located at 6752 Hollywood Blvd. Hollywood, CA 90028.
Grading Reminder/Refresher
Preamble: To ensure equity, MI wishes to ensure that grading and the recording of student performance are handled in an identical manner throughout the institution, please be aware of the following: Grades are due at 5:00 PM on Friday of Week 11 each quarter. Only faculty members teaching up to and during this deadline may turn their grades in after this deadline. Such grades must be submitted by 12:00 PM Monday of Week 12. All grading at MI is designed to be as objective as possible at all times All grading at MI is numerical. Please only submit numerical grades ranging from 0-100. A students final grade is based on the specific areas of performance listed on the course syllabus. The rationale for assigning all student grades must be based on student performance in these areasplease ensure that you are familiar with the syllabi for your assigned courses Attendance must be recorded for each class meeting In courses for which Participation is an area of performance listed in the course syllabus, Participation it must be recorded for each student during each individual class meeting Areas of performance for classes that fall on Holidays (H) or other days of school closure are not counted in the calculation of a students final grade (see example) Areas of performance for classes for which a student has an Excused Absence (EA) are not counted in the calculation of a students final grade (see example) Incomplete grades may only be awarded through an official process through the Office of the Registrar Midterms may not be rescheduled due to student absenceexcused or otherwise. Should a student miss a midterm with an excused absence, the midterm is not counted in the calculation of a students final grade (see example). Should a student miss a midterm due to unexcused absence, they will lose the attendance
How to record areas of performance and calculate grades A: Rounding Numbers For the purposes of grading, please follow the following guidelines: All course grades and scores are to be recorded and submitted in a numerical format to one place beyond the decimal. As an example: 78.8 and not 78.778 In order to accomplish this, please round up beyond the first decimal place for numbers ending in .6 to .9 (Examples: 33. 58 = 33.6 and 79.667 = 79.7). For numbers beyond the first decimal place ending in .0 to .5, please round down (Examples: 33.43 = 33.4 and 56.05
= 56.0).
B: Recording Areas of Performance 1. Ensure that you are familiar with the areas of performance and the percentages assigned thereto for your class. This information can be found on page one of the class syllabus. Example 1:
________________________________
Attendance: 30% Participation: 20% Mid-term Exam: Final Exam: 40% Total: 100%
10%
2. Write the percent weights from the syllabus (Example 1, above) above the columns on the right of your grade sheet (as circled in Example 2, below): Example 2:
3. Record areas of performance on this sheet each day. For the class in Example 2 (above), the daily areas of performance are Attendance (represented by P, T, A, H, or EA) and Attendance (represented as a possible 3 points-per class [because the maximum Attendance grade for the course is 30% of the overall course grade, making each class worth 3% of the overall course grade: 30% divided by 10 = 3%]). C: Raw Grading 1. To calculate a Raw Attendance grade, follow steps A to C below: a. Add up the Total Possible Attendance Points for the student for the entire quarter. If there were no Holidays or Excused Absences for a student in a quarter, the Total Possible Attendance Points will be 100.
i. IMPORTANT: Performance areas for classes that fall on a Holiday, or for classes for which a student has received an Excused Absence are NOT calculated in the students score. In the example above, the Total Possible Attendance Points would be 90 (and not 100), as the student had an Excused Absence (EA) in Week 5 b. Add up the Total Earned Attendance Points for the student for the entire quarter. For classes that meet once per week, each attended class (P) will be worth 10 points; each attended but Tardy (T) will be worth 6.7 points, and each missed class without approval (A) will be worth 0 points. For classes meeting twice a week, each attended class (P) will be worth 5 points and each Tardy (T) will be worth 3.3 points. In Example 2 (above), the student had six (P), one (T) and two (A) marks in their attendance row, giving a total of 66.7 Total Earned Attendance Points. c. Divide Total Earned Attendance Points by the Total Possible Attendance Points and multiply by 100. In the example above = 66.7/90 = .741 X 100= 74.1 this is the Raw attendance grade. 2. To calculate a Raw Participation grade, please use the same process (as in steps A-C of #1, above); but use participation grade data. 3. Enter other areas of performance grades on a congruous 100-point scale in the appropriate column. In Example 2 (above), we can see that the student scored a 75 on the Midterm and an 83 on the Final Exam. D: Overall Course Grade 1. Calculate the percentage of each performance area as set forth in the syllabus. In Example 2 (above), Attendance is weighted at 30%. The Raw Attendance grade is 74.1. 30% of 74.1 = 22.2 this is the final Attendance score. (To calculate a percent of a number, simply multiply the percentage amount [30 in this case] by the number of its Raw score [74.1 in this case] and divide the result by 100, like so: 30 X 74.1 = 2,223 / 100 = 22.23 [which, of course, should be rounded down to 22.3]) a. HINT: you can also ask Google to do it for you by typing the search term 30% of 74.1 in the search boxper Example 3, below) Example 3:
2. Do the same for the remaining performance areas. In Example 2 (above): Mid-Term is 10% of the overall course grade. As the student scored a 75 in this category, the Mid-Term score is 7.5. Again in Example 2, Participation is 20% of the overall course grade. The student scored 62.9 and so the Participation score is 12.6. The Final Exam is 40% of the overall course grade, in which the student scored 83, and so the Final Exam score is 33.2. 3. Add all of the final scores together to get the Overall Course Grade. In Example 2 (above), this equates to the following: 22.2 + 7.5 + 12.6 + 33.2 = 75.5. As such, the Overall Course Grade is 75.5%. Please enter this in the Grade column. IMPORTANT: Final grades should not be rounded up. As noted above, please simply submit this grade as a whole number to one decimal place (EX: 75.5not 75.532). The Registrar will round the final grade to the appropriate integer. Please discuss any inconsistencies or anomalies with your supervisor prior to submitting grades to Registrar. Please refer to your supervisor if you have any additional questions in regard to this material. It is always better to ask for assistance prior to submitting grades, than to submit erroneous material to Registrar that must then be altered (the ramifications of which are far more wide reaching than a question to ones supervisor).
Handling Disruptive Students In order to ensure that all students have the opportunity to learn in a conducive and secure environment, classroom order must be maintained. Dealing with disruptions and disruptive student is the key element in setting and maintaining such order. Herewith, some guidelines for dealing with disruptive students. When student activity causes disturbances in class: 1. First warning: Politely ask student to desist in activity 2. Second warning: Politely ask student to desist again. Inform them that they will be asked to leave (and given a "A" attendance grade) if they continue 3. Third warning: Ask student to leave the class 4. Refusal to Leave: Inform student that unless they leave immediately that Security will be called to eject them All of the above must be done respectfully, politely and calmly (no raising of voice or use of inappropriate language). Example for disruptive chattering: 1. First Warning: "Peter, I understand that you may have a lot to discuss; however, I have a lot of material to get through in this class and your conversation is disruptive. Please stop talking at this time and continue your conversation after the class." 2. Second Warning: "Peter, as discussed, please desist in talking at this time. This is your second warning. If have to ask you again, I will unfortunately be forced to ask you to leave the class and mark your attendance status as 'absent.' Please help me to avoid having to do that." 3. Third Warning: "Peter, unfortunately, as you have refused to desist in talking, I now have to ask you to please leave the classroom." 4. Refusal to Leave:" Peter, unfortunately, if you do not leave immediately I will be forced to call Security and have them eject you. Thereafter, you may be subject to disciplinary sanctions."
Retention Alert System User Guide/Walk-through Go to portal.mi.edu and sign in using your MI webmail login and password.
Hover over the Home button and select Faculty.
Near the bottom right of the screen look for the tab titled WebAdvisor. Select Faculty Information from the WebAdvisor menu.
Select Contribute Retention Info
You will be prompted to enter the name (or Student ID) of the student. Click the Submit button.
Select the proper student, and then click the Submit button.
In the Type of Issue field, select the type of Student Issue you are referring to for this particular student. NOTE: You may only select one type of issue at this time.
Select from Conduct Violation or any case type that says FAC (for Faculty). In the Summary field, enter info that better explains why you choose the Type of Issue. In the Detailed Notes field, please elaborate (as necessary) and contribute as much information as you can about the situation. Select all of the ways in which you had contact with the student regarding the situation.
When complete, the form should look similar to the screenshot below:
Click Submit. The following screen gives you the Case number and informs you who is working the case.
Students with Disabilities Musicians Institute works to ensure that as many students as possible can benefit from its education atmosphere and programs. In order to do so, MI has created special accommodations / students with disabilities process to help address challenges some students may face. The majority of the process is handled by the Student Affairs department. Faculty-facing directives regarding specific students will be sent to teachers based on assessment of student need and available MI resources. Important info: Student medical/mental health and academic information is legally protected. It is the responsibility of all employees to ensure that this information is not shared with anyone without the express consent of the student This means that MI employees and faculty cannot solicit information as to the health/stability/abilities of students. Special accommodations must be officially requested by the student through Student Affairs. Faculty members should not make any special accommodations for students unless directed to do so by Student Affairs/Supervisors Typical special accommodations: Extra time for tests/assignments Tutoring assistance Academic advisement Faculty members should refer students to Student Affairs when/if they request or state a need for accommodations.
Resource Documents Campus and Department Locations Musicians Institute Campus Consists of the Following Locations: Main Campus South Entrance1655 McCadden Place Main Campus North Entrance6752 Hollywood Boulevard Hollywood Passage6752 Hollywood Boulevard Hawthorn Annex1621 N. McCadden Place Highland Annex1622 N. Highland Avenue Music Business Program Building1518 N. Highland Ave Guitar Craft Academy7070 Santa Monica Boulevard Musicians Institute Department Locations: Office of Academic AffairsPassage West, Second Floor (Main Office) AdmissionsPassage East, Second Floor Financial AidPassage East, Ground Floor Registrar and SchedulingPassage West, Ground Floor Student BillingPassage West, Ground Floor Student AffairsPassage West, Ground Floor International Student AffairsPassage East, Ground Floor Career DevelopmentPassage West, Ground Floor MI LibraryMain Building, Second Floor Players SupplyMain Building, First Floor Operations1655 McCadden, First Floor ProductionConcert Hall, Main Building, First Floor
Campus and Building Maps
Instructional and Information Technology Services (IITS) Mission The primary mission of the Department of Instructional and Information Technology Services (IITS) is to assist in the achievement of the technical aspects of the colleges main mission and goals. This is achieved by supporting the colleges long-term strategies and direction through the provision, maintenance and development of instructional and informational technologies, systems and services for its stakeholders. This includes: maintaining a standard level of stakeholder computing needs, network services, A/V services, customer relations management (CRM), learning management system (LMS) development and support, instructional technology, and online learning services. The Department of IITS is conscious of the increasing importance and college- and stakeholder-wide reach of its supportive role in this era of advancement in educational technology. As such, it endeavors to provide the highest quality and greatest depth of end-user training and support for all provided informational and technological equipment, systems and services. To ensure that these services are provided for the most viable and cost-effective systems, the Department of IITS strives not only to remain abreast of all relevant and emerging trends via detailed research and product evaluation, but also to seek input regularly in relation to instructional and informational needs from internal stakeholders such as: Executive Management, Senior Academic Management (SAM), The Council of Chairs (COC), The Faculty Advisory Committee (FAC), and the Musicians Institute Student Association (MISA). IITS Resources and Information Student Information Systems Datatel http://portal.mi.edu Core Enterprise Resource Planning (ERP) application for the Student data warehouse. This includes historical/current academic standing, Web Advisor portal self-service registration and student billing. Google Apps for Education Faculty/Staff Collaboration Including E-Mail http://migoogle.mi.edu E-Mail, Document Sharing and File Storage for all active Faculty/Staff Network Operations Data Center Wireless SSID: MI-Staff
File storage, telecom, wireless and 100Mpbs fiber Internet connectivity to the campus and its affiliates. Layer 2/Layer 3 networking switch connectivity to the classrooms, all offices and the concert hall. MiNET Faculty/Staff Identity Management http://minet.mi.edu Single-Sign On application, password resets and synchronization utility. Sharepoint http://sharepoint.mi.edu Document retention, important document sharing and data analytics dashboard, etc. for all organizational data. Wiki space for standard operating procedures and projects. Help Desk http://help.mi.edu or helpdesk@mi.edu Technology request system for all related Information Technology matters, such as software purchasing, access requests and troubleshooting issues.
Musicians Institute Library Mission/Goals Mission The Musicians Institute Library strives to support the comprehensive, innovative, and unique educational and research goals of the Musicians Institute College of Contemporary Music, through the providing of resources, information, and services essential to students, faculty, and staff. These services include reference, instruction, and the acquisition and provision of online and in-house materials both scholarly and supplemental in an effort to aid in student academic success. Goals/Objectives Provide exceptional, timely, and accurate point of contact customer service while assisting the Musicians Institute students, faculty, and staff with scholarly and supplemental remote research via online databases and archives, inter-library loan, and also through the physical locating, borrowing, requesting and returning of materials. Facilitate a space offering the forefront of available technologies through which students of the Musicians Institute may achieve their academic success through an inviting space for research and the sharpening of skill within their discipline within a pristine modern environment that fosters creativity and is conducive to study. Ensure preservation of the Musicians Institute intellectual assets or trade secrets providing students and faculty with recorded live performance workshops, concerts, and clinics online and maintaining a digital library containing expansive MI content with enduring value. Offer individual and course instruction on effective research and information retrieval online, remotely, and in multiple formats. Work with faculty to provide and deliver effective, contemporary, course related materials. Develop and maintain the consistently evolving Musicians Institute Library collections with an eye toward the future. Maintain a friendly, helpful point of contact for all Musicians Institute faculty, students, and staff while serving as a link between students, faculty, and various campus entities. Offer continuing education opportunities for those employed with the library in an effort to continue along the lines of the colleges pioneering, entrepreneurial, and industry relevant spirit.
Library Resources and Information MI Library Portal Site: (http://portal.mi.edu/library/Pages/default.aspx) Includes: online catalog of materials, LPW flyers, a Library Loaned Instrument Catalog, Concerts and Clinics, LPW Download, Mobile Printing Instructions, Mobile Email Set up Instructions, and many other resources. Library databases are accessible while on campus through the Portal or through the following links. JSTOR Music while on campus you may go to the Library page within the Portal or www.jstor.org EBSCO Business Source Premier, Music Index, and Regional Business News @ search.ebscohost.com (Full text for more than 2,200 journals dating back to 1965, company profiles, industry reports, market research reports, searchable cited references dating back to 1998) Grove Music Online, The Oxford Dictionary of Music, and The Oxford Companion to Music are available through the Portal on campus. or http://www.oxfordmusiconline.com while International Index to Music Periodicals (IIMP) is available through the Portal or http://search.proquest.com/iimp/accountid=62272 while on campus. Student / Faculty / Chair Library Materials Purchase Request Form is located under the Library Tab within the Portal. Faculty may request to have the library order course- specific supplemental materials and course-reserve materials. If the request is approved by the respective chair/supervisor, and the library has sufficient funds within the budget, the materials will be ordered. The person who makes the request will be notified when the item(s) are ordered and also when the item(s) arrive.
Office of the Registrar and Student Records Mission/Objective The Office of the Registrar, in support of the mission of Musicians Institute, strives to provide guidance and advisement to students from the first stages of enrollment through degree completion while ensuring adherence to internal and external policies, rules and expectations. The objective of the Registrar's Office is to provide these services in a clear, concise, open and supportive manner with a focus on professional and ethical behavior by preserving academic integrity, safeguarding student records, providing accessible and reliable services in order to meet the needs of MI's diverse community of students, faculty and college administrators. Registrar Resources and Information Registrar Services provides the following: 1. Academic Advising 2. General program information 3. Course registration 4. Student and Alumni IDs 5. Transcripts 6. Enrollment verification
Registrar services processes the following: 7. Program applications for continuing students 8. Grade entry/changes 9. Restest forms 10. Petitions to graduate 11. Digital file imaging
Office of Student Affairs Mission/Goals The primary function of the Office of Student Affairs (OSA) is to support the colleges main mission by providing a wide range of resources and services that assist and direct students in the realization of their highest educational potential. Further, through student-centered programs and events, complemented by an individual-level housing assistance component, the Department of Student Affairs fosters the academic and personal development of students throughout their matriculation. In a larger context, the Office of Student Affairs operates in accordance with the strategic goals and core values of the Office of Academic Affairs (OAA). Vision The Office of Student Affairs, through teamwork, mutual support, and cooperative integration with the functions of other departments, aspires to create an inclusive educational environment and serve the needs of a growing and diverse student population in a manner that is responsive, compassionate, and effective. Goals Promote and facilitate the physical and mental well being of all students. Effectively address student issues through coordinated departmental efforts. Student Affairs Resources and Information Student Academic Support Academic tutoring (most subject areas) ESL tutoring Student academic integrity (plagiarism, cheating, etc.) issues Student poor attendance Student Personal Support Personal Counseling Service (Susan Bowling) Student personal issues Student conduct (disruptive behavior, etc.) issues Health insurance questions/medical facility referrals Miscellaneous
Excused Absence Requests Incomplete grades Retention Alert System (RAS) case contributions Institutional scholarships Change of Status (withdrawals, leaves of absence) Flyer posting Housing assistance Transportation (parking, student TAP card) Locker sign up
Scheduling Department Mission/Goals Mission: The Scheduling Department provides scheduling service to Musicians Institute for academic courses and events held on campus. In addition to serving as the primary contact for scheduling the use of Musicians Institutes room-space, the departments core mission is to provide support to the Office of Academic Affairs while also aiding in the development of academic term offerings throughout the year. Goals Serve as primary contact in academic scheduling for all academic programs and events while planning and executing future-term academic terms. Provide support to the Office of Academic Affairs and reporting departments with organizing faculty schedules per OSHA policy, room reservations, and room space efficiency. Create and maintain academic courses within the database system while ensuring updates are compliant with NASM. Scheduling Department Resources and Information MI Schedule Site: (http://schedule.mi.edu/) Provides faculty with quarterly schedule information and access to viewing the Master Schedules room availability (for makeup lessons, courses, etc.). Faculty can search by course name, instructor name, course code, and room number. You also have access to adjusting your availability and writing notes on your faculty schedule-page (on a quarterly basis) for consolidations. LPW Leaders have access to weekly LPW schedule. MI Portal Site: (http://portal.mi.edu/) Gives faculty access to multiple resources, such as the Academic Calendar, the MI Campus Events Calendar, Library resources, Retention reporting (via RAS), and faculty schedules on a weekly basis. MI Portal Mobile App: (http://mobile.mi.edu/) Provides faculty with weekly schedule information. This site is mobile/electronic device friendly (as well as app-downloadable) and will show you instructor information (through search functioning) as well as the OC schedule, which is separated by program. You will also
be able to view the MI Events calendar (powered by Google). LPW Instructors have access to grading students via MI Portal App.
Office of Career Development Mission The Office of Career Development (OCD) is responsible for realizing Musicians Institutes commitment to college-to-career preparation for students and alumni in their field of study. The skills, technology, and resources necessary to provide competitiveness and lifetime employability for our graduates are provided through our robust professional development education. Through career counseling, experiential learning, leadership training, and mentoring opportunities, the Office of Career Development utilizes its established employer/alumni relations to effectively engage students towards gainful employment positions in the music industry. Opportunities for experiential learning and employment are regularly disseminated by Career Development staff and are tailored to each students interests, academic objectives, and career goals through the engagement of students in the requisite career development courses and programs. Additionally, the Office of Career Development is dedicated to the support of the Colleges alumni and the provisions necessary for graduates to achieve gainful employment in their field of study. Career Development Office Resources and Information MI Connects MI Connects, MIs online talent resource, is an exclusive service for current students and alumni. Career Development receives frequent calls from talent scouts, managers, producers, booking agents, A&R representatives, potential music students, and studio managers who require the services of trained musicians and engineers. All enrolled MI students are automatically eligible to join, and members can post profiles including MP3 links, photos, videos, and rsums to the MI Connects online database. Members also gain access to online job boards where they can apply for jobs, gigs and auditions. *MI offers no guarantee that professional employment will result from registering with the MI Connects or from enrolling in, attending, or completing any MI program. MI reserves the right to alter the features of, or to interrupt or cancel operation of MI Connects at any time without prior notice. Hiring Hall MIs weekly audition showcase brings signed artists, producers, and
management firms seeking talent directly into the school. Auditions are open to all students and are advertised to the student body through the MI Connects website. Artists who have previously conducted Hiring Hall auditions include Korn, Rihanna, Nine Inch Nails, and Katy Perry. Career Preparation Seminars A variety of career-related workshops and seminars are offered by the Career Development Department regularly throughout the year. Students and alumni are encouraged to participate in as many programs as possible in order to enhance their career development. Rsum Service The Career Development staff is available to help students and alumni develop and polish their rsums, interview skills, cover letters, and promotional materials. Audition Workshops Weekly audition workshops train students in the fundamental techniques necessary for students to gain a competitive edge. Typically, students prepare material for a mock audition and their performance is critiqued by the instructor. Career Counseling Private career counseling sessions are available to all MI students. Students meet one-on-one with top industry professionals who provide personalized advice on career options and how to prepare for life as a professional. Internships The Career Development Internship Program provides MI students with first-hand experience in the music industry through positions in musicrelated companies including: music publishers, artist managers, record labels, and marketing and promotion firms. *MI provides no guarantee regarding the future availability of internships at specific companies or in specific positions. Placement is subject to availability and student qualifications. Industry Fairs Each year, Career Development organizes special events designed to give students a chance to meet face-to-face with prospective music industry employers and participate in on-campus interviews and auditions.
Acknowledgement of Receipt of Musicians Institute Faculty Handbook
This is to acknowledge that I have received/been given access to a copy of/ the Musicians Institute Faculty Handbook. I understand this handbook contains important information on the Colleges policies, procedures, rules, regulations, and benefits, that it is my responsibility to familiarize myself with the material in the handbook, and that my performance and conduct will be governed by its contents. I further understand that Musicians Institute reserves the right to modify, revoke, suspend, terminate or change any and all such rules, regulations, plans, policies, procedures and/or benefits, in whole or in part, at any time, with or without notice. ___________________________________ Employees Signature _________________ Date
___________________________________ Employees Printed Name

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Musicians Institute

College of Contemporary Music Faculty Handbook

Mission of the College

Approval, Accreditation and Governing Bodies

College Organizational Structure

MIs Academic Calendar

Office of Academic Affairs and Reporting Structure (Org Chart)

Programs Offered at Musicians Institute

Contact your chair/supervisor immediately to confirm the change to your schedule.

As such, faculty should only submit

criteria in the syllabi)

criteria in the syllabi)

0.6% 0.5% 0.4% 0.3% 0.2% 0.1% 0.0%

0.9% 0.8% 0.6% 0.5% 0.3% 0.2% 0.0%

1.2% 1.0% 0.8% 0.6% 0.4% 0.2% 0.0%

1.5% 1.3% 1.0% 0.8% 0.5% 0.3% 0.0%

1.8% 1.5% 1.2% 0.9% 0.6% 0.3% 0.0%

2.0% 1.7% 1.3% 1.0% 0.7% 0.3% 0.0%

2.4% 2.0% 1.6% 1.2% 0.8% 0.4% 0.0%

2.7% 2.3% 1.8% 1.4% 0.9% 0.5% 0.0%

3.0% 2.5% 2.0% 1.5% 1.0% 0.5% 0.0%

Fig. 16.1.1.2.f: Student Evaluation of Faculty Member Form (Private Lesson)

Fig. 16.1.1.2.g Student Evaluation of Faculty Member Form (Class)

3: Scholarship 4: Professional Development

Supervisor Evaluation Scale

or no answer): Fig. 16.1.2.2.b

Results Final Evaluation Scores

Cheating is defined as dishonest activity of any kind in regards to examinations, course

Other areas as approved by senior management in the office of Academic Affairs

7. Faculty Bonus Calculation Core Equations:

8. Evaluation Score Breakdown:

8. Length of Employment Value Breakdown:

Length of Employment Index:

Hover over the Home button and select Faculty.

Select Contribute Retention Info

Campus and Building Maps

Acknowledgement of Receipt of Musicians Institute Faculty Handbook

___________________________________ Employees Printed Name

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