PART ONE:  ORGANIZATION AND ADMINISTRATION OF MODERN PAN AFRICAN  UNIVERSITY

I. Council of Elders

A. Organization and Powers

B. Code of Morality and Ethics (Maat)

C. Necessary Expertise (Moral, Mental, Martial)

D. Meetings

II. Board of Governors 

A. Organization and Powers

B. Meetings

III. Chief Executive Administrators

A. Co-Presidents (male /female)

B. Executive Vice President

C. Vice Presidents

IV.  Appointment of Executive Administrators

A. Definitions of Administrators

B. Appointment Provisions in the Laws of the Board of Governors

C. Search Policies and Procedures to Select Officers

D. Conditions of Appointment and Review, Evaluation and Rating of Officers

E. Procedures for Making Acting Appointments to Administrative Positions

V. Academic Affairs

A. Organization

B. Deans

C. Faculty Membership

D. Faculty Powers

VI. Academic Departments

A. Departmental Organization

B. Selection of Department Chairs

C. Division Heads

VII. Certificate Programs

A. Continuing Education

B. Centers, Institutes, Laboratories, and Bureaus

C. Summer Session

D. Exchange Programs

E. Practicums

F. Kmt Missionary Exchanges

PART TWO:  FACULTY GOVERNANCE

I. General Faculty

A. Membership

B. Meetings

II. Faculty Government

A. Acknowledgment

B. Faculty Senate

C. Faculty Council

D. Campus Governing Bodies

E. Powers and Duties of Faculty Defined in Relation to the Administration and the Board of Directors

PART THREE: FACULTY TITLES

I. General Policy

II. Faculty Titles

• A. Instructor
• B. Senior Instructor
• C. Assistant Professor
• D. Associate Professor
• E. Professor

III.  Other Faculty Titles

• A. Assistant Instructor
• B. Attendant Rank
• C. Lecturer
• D. Professor Adjunct
• E. Visiting Professor
• F. Special Visiting Professor
• G. Visiting Fellow
• H. Distinguished Professor
• I. Title of Emeritus/Emerita

PART FOUR:  PRINCIPLES AND POLICIES RELATED TO APPOINTMENT, REAPPOINTMENT, PROMOTION AND TENURE

I. Non-Discrimination Policy

II.  Recruitment of Faculty

• A. Faculty Recruitment and Hiring
• B. Conflict of Interest and Nepotism

III. Appointment Authority and Process

• A. Appointment Guidelines
• B. Review and Approval of Personnel Actions

IV. Conditions of Appointment

• A. Conditions of Appointment - Employee-At-Will Status of Some Faculty
• B. Terms and Conditions in Writing (Letters of Offer and Contracts)
• C. Special Conditions of Appointment
• D. Oath Requirement

V. Standards, Processes and Procedures

• A. Standards, Processes, and Procedures Document
• B. Presidential Review Process

VI. Tenure

• A. Eligibility for Tenured Appointment
• B. Tenure Probationary Period
• C. Tenure Policies for Librarians

VII. Evaluation of Faculty

• A. Tenure-Track Faculty
• B. Tenured Faculty (Post Tenure Review)
• C. The Professional Plan for Faculty
• D. Multiple Means of Teaching Evaluation
• E. Faculty-Course Evaluation

VIII. Grievances

• A. Grievances Involving Reappointment, Tenured Appointment, and/or Promotion
• B. Grievances Not Involving Reappointment, Tenured Appointment, and/or Promotion

PART FIVE: NONREAPPOINTMENT, TERMINATION, SUSPENSION, DISMISSAL FOR CAUSE AND RESIGNATION

I. Standards for Notice for Non-reappointment of Tenure-Track

II. Termination, Dismissal for Cause, Suspension, Non-reappointment and Denial of Promotion or Award of Tenure

• A. Suspension, Dismissal for Cause, and Termination
• B. Non-reappointment, Denial of Promotion or Tenure

III.  Termination for the Reason of Program Discontinuance

• A. General Policy
• B. Program Discontinuance

IV. Termination of Non-Tenure Track Faculty Who are Employees-At-Will

V. Resignation

PART SIX: ACADEMIC PRINCIPLES, PROFESSIONAL RIGHTS AND RESPONSIBILITIES, AND RELATED POLICIES

I.  Non-Discrimination

II.  Academic Freedom

III.  Research

• A. Classified Research
• B. Conflict of Interest
• C. Indirect Cost Recoveries
• D. Intellectual Property
• E. Misconduct in Research and Authorship
• F. Fiscal Misconduct
• G. Research Involving Human Subjects or Animal Studies

IV. Curriculum and Instruction

• A. Statement on Teaching
• B. Teaching Workload
• C. Differentiated Annual Workload
• D. Grading
• E. Declaration of Academic Major
• F. Student Academic Ethics and Student Conduct Codes
• G. Out-of-State Instruction
• H. New Degree Proposals
• I. Existing Program Review
• J. Program Discontinuance

V. Conflict of Interest

VI. Sexual Harassment

VII. Access to College Records

• A. Personnel Files
• B. Performance Ratings
• C. Student Privacy

IX. Academic Calendar and Commencement

X. Information Resources

XI. Use of the College Name and Property

• A. University's Name in Advertising
• B. University Seal
• C. Property and Facilities

XII. Drug, Alcohol and Weapons Policies

• A. Anti-Drug Abuse
• B. Drug-Free Workplace
• C. Weapons Control

PART SEVEN

COMPENSATION AND LEAVE

Salary

Determination of Salaries

Salary Increments

Base, Supplement and Incentive Plan (BSI) Salary Plan for the School of Medicine

Salary Plan for Officers and Exempt Professionals

Basis for Service

Pay Periods

Deductions

Compensation for Administrators Returning to Teaching

Deferred Compensation

Conflict of Interest

Nepotism

Cronyism

Faculty Practice Plans at the Health Sciences Center

Sabbatical Assignments

Leaves

Family, Medical and Parental Leaves

Sick Leave

Vacation for Academic Personnel with Twelve-Month Appointments

General Leave (Leave Without Pay)

PART EIGHT: UNIVERSITY STANDARD OPERATING PROCEDURE

Policies & Procedures

Office Organization & Worker Productivity

• 1. Establish quality assurance standards
• 2. Establish format & standard for workplace organization; correspondence; customer service
• 3. Monthly staff meetings - with everyone

Decision Chart

Decision Type	Initiator(s)	Input Group(s)	Final Recommendation	Decision Maker
Policy	Faculty Administration Staff	Faculty Administration Staff Committees	President	Presidents before Board of Governors/Elders
Administrative     Procedure	Faculty Administration Staff	Administration	Administration	Presidents before Board of Governors/Elders
Course Program Development Academic Programs	Faculty Administration	Faculty Administration Curriculum Program Advisory Committee	Vice President Academic Affairs	Presidents before Board of Governors/Elders
Faculty and Staff Hiring	Administration	Search Committee	Admin	Presidents before Board of Governors/Elders
Technological Improvements	Faculty Staff Students Administration	Faculty Staff Technology Task Force Administration	Vice President Institutional Research	Presidents before Board of Governors/Elders
Grievance	Faculty Staff Students Administration	Faculty Staff Students Administration	Vice President Academic Affairs	Presidents before Board of Governors/Elders
Financial Aid	Students	Students	Vice President Enrollment Services	Presidents before Board of Governors/Elders
Physical Plant	Faculty Staff Students Administration	Faculty Staff Students Administration Venders	Presidents	Presidents before Board of Governors/Elders
Budget	VP CFO Administration Budget Committee	Cabinet Budget Committee Administration Students Faculty/Staff	Presidents	Presidents before Board of Governors/Elders

Data Collection & Reporting

• 1. Compile & revise statistics (input data into tables)
• 2. Establish system of reporting (& accountability)
• a. monthly
• b. set criteria
• c. evaluate workplace productivity
• d. self, offices, departments
• 3. Establish system of assessment & monitoring of university education

Data collection & reporting

Define Methods & Parameters/Criteria

Standard Guiding Principles

• 1. documentation
• 2. reporting
• 3. customer service
• 4. correspondence
• 5. completion of task/getting the job done
• 6. workplace climate/culture
• 7. working with others

Committees

• 1. Establish committee structure with in each office
• a. L. A. - identify standing committees
• b. reporting/activity standards
• 2. Complete work started
• a. catalogue
• b. faculty handbook
• c. faculty assessment

Calendar

• 1. Academic year -
• 2. Graduation Activities
• 3. Book Orders - submit
• 4. Course offerings - 3year cycle
• 5. Faculty & Staff meeting (lunch)?
• 6. Registration

Programs

• 1. Review & revise
• a. establish internal review process
• b. establish external review process
• 2. Benchmarks, outcomes, indicators
• 3. Programs

INTERNAL REVIEW PROCESS:

• 1. Set up internal Department Research Committee
• 2. Use standard agenda and minutes
• Ø Agenda: (1) date of meeting, (2) time of meeting, (3) name of department, (4) report from each member, (5) discussion, (6) resolutions/agreements, (7) assignments and completion dates, (8) resource needs, and (9) adjournment.
• Ø Minutes: (1) date of meeting, (2) time meeting began, (3) department, (4) attendees, (5) notes from member reports (include reporting on assignments), (6) technical notes from discussion, resolution/agreements, and resource needs, (7) time of adjournment.
• 3. Set up data assessment guidelines
• 4. Discussion of measurement criteria and allocation of responsibilities
• 5. Committee review of the Focus Visit Report, as well as the goals and objectives of the department
• 6. Isolate specific data needs
• Ø Human Resources
• Faculty-pull/part time employees, credentials, licensure, academic preparation (training, workshops, conferences, etc.)
• Departmental Students Services-tutoring, mentoring, instructional support, departmental student organizations, professional development workshops and seminars for students
• Graduation rates/numbers
• Retention rates
• Average number of majors per year for three years
• Hiring procedures and promotion
• Ø Academic Advising Program
• Ø Library Access and Services, including the extent to which it meets the needs of departments
• Ø Instructional Technology
• Computers and software
• Quality of technology
• 7. Study educational outcomes, discipline-specific outcomes, and selected non-cognitive or affective outcomes
• 8. Committee responds to the following assessment questions:
• Ø How many students enrolled are retained and graduate in this program?
• Ø What is the status of the curriculum and syllabi? When was the last time that they were revised?
• Ø What is the quality of the teaching and learning that occurs in your department?
• Ø What new classes are to be added? What old classes are to be deleted?
• Ø What is the status of the instructional equipment in your department? And what are your equipment needs?
• Ø What opportunities-academic and professional-exist for your graduates? And what are they?
• Ø What percentage of your staff has professional degrees-Ph.D.'s, Master's, M.D.'s, etc?
• 4. Should your program continue?

Mid-Term Evaluation

• 1. Generate correspondence; reprocess
• 2. Data input & clean up
• 3. Advertising & oversight of completion of forms
• 4. Data processing; analysis; report

Operating budget:
Degrees Awarded, 2008,
BA MA PHD PROFESSIONAL
Certificate Programs
Degrees Awarded, 2009
BA MA PHD PROFESSIONAL
Certificate Programs
Total Enrollment:
Full Time
Part Time
Credits per Student:
Student Demographics:
Male
Female
Race:
African
African Diaspora
Other
First Time Freshmen, First Year:
Faculty and Staff Crudentials:
Ph.D
Elder
MBA
Masters
Baccalaureate
Total Employees:
Full Time Faculty
Part-Time Faculty
Grade Point Average
Freshman Sophomore Junior Senior Ma1 Ma2 Phd1 Phd2 Phd3 Phd4 Ph5 Phd6
Post Graduate

PART NINE:

PRODUCING MENTALLY, MORALLY, AND MARTIALLY SOUND BLACK STUDENTS AT THE UNIVERSITY LEVEL

General Thesis Statement:  An African adult being processed through a university curriculum must graduate being proficient with their hearts, heads and hands.  Therefore their diet of mental, moral, and martial improvement must have science, applied engineering, martial art, morality and ethics as its base.

• Ø Elementary analytical empirical thought is characterized by the process of isolation, definition, conceptualization, classification and mechanical organization of sense data.
• Ø Elementary attempts to gain knowledge through the senses primarily involves the process of separating individual facts from their general connection and studying them independent of one another.
• Ø Over the course of technological and scientific development, scientific disciplines have become increasingly specialized, separated, multifaceted and complex, as their knowledge base has expanded.
• Ø Through the sheer magnitude of accumulated data, one can only make real progress in comprehending reality by initially analyzing single, individual facts.
• Ø Such an approach advocated studying elements of a system by dissecting them into elementary parts, specializing into numerous disciplines, developing in isolation from each other as a means of simplifying the data collecting organization and analysis process.

Thesis Statement #1:       Science is verified theory based on experimentation

Thesis Statement #2:       Technology is the application of science to machines

Thesis Statement #3:       In the present period, technology is equals computer automated machines

Thesis Statement #4:       Scientists and technologists are put on their paths in elementary and junior high school

Thesis Statement #5:       Ingredients for scientist and technologist are morally sound, African-centered, skills in science and math applied to solving practical problems of food, clothing, shelter, transportation, health care, mining, construction, manufacturing, etc.

Two critical questions we must ask ourselves include:

• 1. What type of student do we want to produce?
• 2. How will we produce that student?

TYPE OF STUDENT:  We want to produce some students who...

• 1. Come out thinking that they can be engineers in every area that we need (PRACTICAL ELEMENT)
• 2. Know that they can become physical and social scientists in every field of life and living (THEORETICAL ELEMENT)

HOW TO PRODUCE SUCH STUDENTS

• 1. Science and technology need to be injected in every subject area
• 2. Train teachers to integrate science and technology in all classrooms
• 3. Establish a cyberlibrary with multimedia science and technology links
• 4. Integrate science and technology lessons on a weekly basis in all subject areas, including cyber-science projects
• 5. Increase student and instructor familiarity of relevant fields in science and technology
• a. Bring members of the scientific community to speak with students

Students must come out thinking about how to design, engineer, and build the roads, produce food, scientific education, cars, clothing, internet information, software, etc.

Needs	Areas of Training and Knowledge	Scientist Produced
Food	§ Agricultural Science § Computer automated production § Botanists	Agri-scientist, Engineer (chemical, environmental, agricultural, computer), Botanist, Biologist, Chemist, Nutritionist, etc.
Clothing	§ Computer automated machine production § Textile engineering § Clothing design	Engineer (chemical, environmental, computer, industrial), Chemist, Botanist, Designer, Demographer, etc.
Housing and Shelter	§ Architecture § Engineering § Computer automated design § Sociology § Demography § Statistics § Physics	Architect, Engineer (civil, environmental, electrical, mechanical, industrial, computer), Sociologist, Demographer, Statistician, Physicist, Surveyor, Geologist, Meteorologist, etc.
Transportation	§ Engineering § Geology § Environmental science § Demography § Statistics § Physics and astronomy	Engineer (civil, automotive, aero, nautical, electrical, computer, environmental, industrial, chemical), Geologist, Environmental Scientist, Demographer, Statistician, Physicist, Astronomer, etc.
Health Care	§ Biology § Pathology § Genetics § Medicine (allopathic, homeopathic) § Botany § Diet and nutrition § Exercise science	Biologist, Pathologist, Geneticist, Physician, Botanist, Nutritionist, Engineer (chemical, environmental, industrial, electrical, computer), Demographer, etc.
Mining	§ Engineering § Mineral extraction § Computer modeling and simulation § Geophysics § Meterology § Chemistry § Metallurgy	Engineer (mechanical, industrial, electrical, etc.), Geophysicist, Meterologist, Chemist, Metallurgist, etc.
Manufacturing	§ Engineering	Engineer (mechanical, industrial, chemical, etc.)
Construction	§ Materials and design § Engineering	Engineer (mechanical, industrial, chemical, etc.)
Scientific Education [Fundamentals]	§ Education § Biology, chemistry, physics, geology, astronomy	Mathematician, Statistician, Biologist, Chemist, Educator, etc.