FACULTY PROMOTION
Promotion in rank is recognition of past achievements of the individual being considered for promotion. In addition, the advancement in rank is recognition of future potential and a sign of
confidence that the individual is capable of greater accomplishments and of assuming greater responsibilities. Pellissippi State Community College will promote faculty strictly on consideration of merit tempered by College and fiscal considerations. Promotions are made
objectively, equitably, and impartially, and awarded in recognition of merit consistent with the provisions below. Each promotion in rank is rewarded with a 5 percent salary increase. If the 5 percent increase does not raise the faculty member’s salary to the minimum of the salary range for the appropriate rank, the salary will be increased to that minimum.
The following policy on faculty promotion acknowledges compliance with Tennessee Board of Regents (TBR) Policy 05:02:02:30 Faculty Promotion at Community Colleges.
- Definitions
- Teaching. Teaching applies to any manner in which information is imparted so
that others may learn, and may include, but is not limited to, a variety of
techniques including instruction; development of course materials, assignments,
and courseware; and development of innovative approaches to teaching. - Service/Outreach. Service applies to service within the community as defined by
the College’s role and mission; service to the College, ; and service within the
bounds of the applicant’s academic discipline and budgeted assignment. - Scholarship/Creative Activities/Research. Research applies to the studious
inquiry, examination or discovery that contributes to disciplinary and
interdisciplinary bodies of knowledge. Scholarship/creative activities/research
may include, but is not limited to, typical professional growth and development
activities, disciplinary and interdisciplinary activities that focus on the boundaries
of knowledge, community-based scholarship, creative activities (e.g.,
performances or other artistic creations), and the development of cutting-edge
teaching approaches. - Faculty Member. A regular, full-time employee who holds academic rank as
instructor, assistant professor, associate professor, or professor. Further definition
is in TBR Policy 5:02:01:00 Definition of Faculty and Pellissippi State Policy
06:01:01 Faculty. - Peer Group. A group consisting of all tenured and tenure-track faculty from the
promotion candidate’s academic department or division who vote whether or not
to recommend the candidate for promotion to the candidate’s supervisor(s). For
candidates in departments with fewer than five faculty members, a peer group of
faculty from related departments will be assembled as the candidate’s peer group.
In order to be eligible to participate in the peer group for the promotion process,
the faculty member must not have been released from more than 50 percent of the
faculty member’s teaching load or other departmental duties for four of the last
six academic semesters. . - Vote. Peer group members vote by casting a ballot to recommend the candidate
for promotion, to not recommend the candidate for promotion, or to abstain. An
abstention is not a refusal to vote; rather, it signifies that the voter would be
equally satisfied with either outcome (i.e., the candidate being promoted or not
being promoted). - Peer Group Meeting. A meeting of as many members of the peer group as
possible in which the members of the peer group may ask questions of the
candidate, discuss the candidate’s qualifications, and cast individual votes. To
participate, members of the peer group must have read and signed off on
candidate portfolios. - Superisor. An individual who oversees and evaluates faculty members. A
supervisor may have the title of discipline chair, assistant dean, academic
department dean, or chief academic officer.
- Teaching. Teaching applies to any manner in which information is imparted so
- Minimum Rank Criteria
The following are minimum criteria for each academic rank in accordance with
Tennessee Board of Regents Policy 5:02:02:30 Faculty Promotion at Community
Colleges. These minimum rank qualifications must be met in every recommendation
regarding appointment to an academic rank and for promotion in academic rank.
Faculty must demonstrate minimum criteria to be eligible for promotion in rank.
Promotions must be sequential; a faculty member may not bypass a rank. Minimum
criteria may be waived if approved by the president and the chancellor when a
candidate offers extraordinary qualifications in lieu of the stated minimum rank
criteria. Such approval must be supported by evidence of the extraordinary nature of
the qualifications. For example, a candidate with recognized, national prominence
and expertise might qualify for such a waiver.- Instructor
- Potential ability in teaching, service/outreach, and scholarship/creative
activities/research. - As determined to be appropriate for the instructional discipline, either an
associate’s or baccalaureate degree (i.e., Career Programs) or an earned
master’s degree or higher in the discipline or related area from an
accredited institution. - Evidence of good character, mature attitude, and professional integrity.
iv. Demonstrated potential for continuous professional growth and the ability
to achieve the objectives of the faculty member, the division or
department, and the College.
- Potential ability in teaching, service/outreach, and scholarship/creative
- Assistant Professor
- Documented evidence of ability in teaching, service/outreach, and
scholarship/creative activities/research. - As determined to be appropriate for the instructional discipline, either a
baccalaureate degree (i.e., Career Programs) or an earned master’s degree
or higher in the instructional discipline or related area from an accredited
institution. - Evidence of good character, mature attitude, and professional integrity.
- Pattern of continuous professional growth and demonstrated ability to
achieve the objectives of the faculty member, the division or department,
and the College.
- Documented evidence of ability in teaching, service/outreach, and
- Associate Professor
- Documented evidence of high quality professional productivity in
teaching, service/outreach, and scholarship/creative activities/research. - As determined to be appropriate for the instructional discipline, either a
baccalaureate degree (i.e., Career Programs) or an earned master’s degree
or higher in the instructional discipline from an accredited institution. - Evidence of good character, mature attitude, and professional integrity.
- Pattern of continuous professional growth and demonstrated ability to
achieve the objectives of the faculty member, the division or department,
and the College.
- Documented evidence of high quality professional productivity in
- Professor
- Documented evidence of sustained high quality professional productivity
in teaching, service/outreach, and scholarship/creative activities/research. - Earned doctorate or TBR recognized terminal degree in the instructional
discipline or related area from an accredited institution. - Documented evidence of teaching excellence and superior contribution to
student development or superior scholarly or creative activity. The
absence of such evidence may prevent advancement to the rank of
professor. Since there is no higher rank, promotion to professor is taken
with great care and requires a substantial level of achievement. This rank
is not a reward for long service; rather it is recognition of superior
achievement within the discipline with every expectation of continuing
contribution to the College and the larger academic community. - Evidence of good character, mature attitude, professional integrity, and a
high degree of academic excellence and responsibility. - Pattern of continuous professional growth and demonstrated ability to
achieve the objectives of the faculty member, the division or department,
and the College.
- Documented evidence of sustained high quality professional productivity
- Eligibility for promotion in rank under these minimum criteria does not
automatically result in promotion. Once minimum criteria have been met, the
decision on promotion will be based on additional criteria outlined in Section IV
below.
- Instructor
- Terminal Degree Designation
The TBR uses national discipline standards to determine which degrees are
considered to be “terminal” within each discipline and provides each college with a
list that delineates these degrees. Blanket exceptions to these standards by
classification may be requested based upon the College’s mission and hiring practice.
Also the TBR may be petitioned for “equivalent work experience credit” when a
candidate has not obtained a terminal degree but has a record of extraordinary
achievement in the candidate’s professional field. - Promotion Criteria
Candidates for promotion in rank must meet the minimum criteria for the rank for
which they are applying as outlined in Section II. In addition, candidates must meet
criteria described in each area below. - Time in Rank
INSTRUCTOR 3 years – During the third year in the rank of instructor, faculty members may
apply for the rank of assistant professor, with the promotion becoming effective the next
academic year.
ASSISTANT PROFESSOR 3 years – During the third year in the rank of assistant professor,
faculty members may apply for the rank of associate professor, with the promotion becoming
effective the next academic year.
ASSOCIATE PROFESSOR 5 years – During the fifth year in the rank of associate professor,
faculty members who have a terminal degree may apply for the rank of professor, with the
promotion becoming effective the next academic year.- Teaching
As a teaching college, Pellissippi State places the most emphasis on this category.
The evaluation of the candidate’s teaching ability will be based on the following
criteria:- Curriculum and/or program development—creating effective course
materials and courseware either on the classroom, discipline, or
institutional level; organizing subject matter in a logical way to motivate
students and improve student learning; and generally stimulating academic
engagement in students within the discipline area - Development and application of current instructional techniques, such as
innovative online and computer-assisted techniques. Many possibilities
might be applicable to this category, including use of multimedia stations,
visual aids, mobile technology, and other enrichment activities. - Documentation of teaching methodologies—being mindful of approaches
that result in outstanding student products and/or student learning. A
variety of methodologies might be appropriate, including group work,
student created projects, discussion, etc. - Documentation of application of current developments in the faculty
member’s field, discipline or specialization. Knowledge of such
developments may be acquired through reading relevant publications;
conducting research through various avenues; and attending seminars,
conferences, and workshops. This category also includes regularly
revising all elements used in the individual teaching environment. - Student perceptions of teaching performance—Rather than simply
attaching Student Perception Results, the faculty member summarizes the
data and responds to the students’ perceptions. Responses may include
explanation, agreement, disagreement, plans for revision or improvement,
etc. The faculty member should demonstrate use of student perceptions in
improving teaching and delivery.
- Curriculum and/or program development—creating effective course
- Service/Outreach
Overall evaluation of the service component should be based on performance in
three areas: service to the College; public service to the community as defined by
the College’s role and mission; and service within the bounds of the candidate’s
academic discipline and budgeted assignment. Evaluation should be based on all
three areas although differences in emphases may exist. Specific criteria for
evaluation of service/outreach may include college committee and administrative
responsibilities, community service programs, public service consultation, and
active contributions to professional associations. Specific evaluative criteria may
be developed using the following guidelines:- Performance in relation to assigned and budgeted duties (as described in
the candidate’s position description, which includes a statement of the
mission or purpose of the position and of the objective(s) of the nominee’s
service unit, as well as the specific assigned tasks and responsibilities of
the nominee). - The candidate’s effectiveness, as judged by his/her impact on the
institution, individuals, groups, or organizations served. This should
include documentation of the success of his/her internal and external
service, in terms of improvement of communities, programs, operating
agencies, production processes, or management practices. It should also
include indications of satisfaction with the service provided by the
nominee and of the magnitude and complexity of his/her work (as opposed
to perfunctory activity that does not lead to useful results). - Service/outreach work is sometimes not publishable. The results may be in
the form of direct consultations, planning reports, or instructional time
directed largely to the recipients of college service programs. But certain
aspects of service work are suitable for publication in professional
journals. For example, unique techniques developed to motivate students
or others or new approaches to the transfer and application of knowledge
would be of interest to peers in other public service programs. - Examples of service to College and community include the following:
- Chairing or participating in departmental, program, or college
wide committees or undertaking special projects or assignments. - Giving of the faculty member’s time and professional expertise
outside the College to the community at large, i.e., contributions to
organizations related to the faculty member’s discipline or to the
teaching profession generally. Examples might include working
with area K-12 schools, consulting, providing professional
expertise, supporting charitable organizations or causes, serving on
statewide or TBR committees, guest lecturing on other campuses
and other appropriate activities. - The advising and mentoring component of the faculty member’s
service, including such activities as advising, mentoring, offering
help sessions, holding individual conferences, sponsoring student
organizations and/or participating in student oriented events,
writing letters of reference for students, etc. If necessary, the
faculty member describes the nature of the faculty member’s
participation and assesses the benefit to students of the interaction.
- Chairing or participating in departmental, program, or college
- Performance in relation to assigned and budgeted duties (as described in
- Teaching
- Scholarship/Creative Activities/Research
Examples of appropriate activities for professional development include the
following:- Scholarly pursuits in support of the discipline or the teaching profession,
including typical professional development activities, such as taking classes;
attending workshops, seminars and professional conferences; reading relevant
publications, and conducting research through various avenues. - Certifications earned or maintained.
- Performances, compositions, and other artistic creations that are evaluated by
written reviews and by qualified peers, either in person or aided by other forms of
reports, or both). - Professional or scholarly papers presented at international, national, or
regional/state meetings. - Publication of research or scholarly works, such as books, journal articles, and
other scholarly papers.
- Scholarly pursuits in support of the discipline or the teaching profession,
- Portfolio Development
The faculty member must develop an electronic portfolio that includes the faculty
member’s formal annual faculty evaluations conducted by the candidate’s academic
supervisor in combination with relevant narratives for the most recent three calendar
years for candidates applying for the rank of assistant professor or associate professor
and the most recent five years for candidate’s applying for the rank of full professor
(the year in which promotion is applied for and the two or four prior years), providing
evidence that the candidate meets all the criteria for the rank for which the candidate
is applying. This portfolio will comprise the primary input for promotion
consideration. It will be reviewed and assessed by all levels of personnel involved in
the decision-making process as outlined in this policy. The portfolio must be created
electronically through the a digital notebook application as specified by the
Promotion and Tenure Committee. The portfolio will have the following sections:- Vita/Résumé. The candidate must submit a current resume or teaching vita.
- Teaching. Effective teaching is an essential qualification for promotion, and
promotion will be granted only with clear and documented evidence of the
candidate’s teaching ability and potential for continued development. Effective
teaching may include the use of research-proven methods of active learning, such
as common academic experiences, learning communities, writing assignments,
collaborative learning activities, research projects, global or international course
components, service-learning, internships, and capstone projects. The following
items will be included in the portfolio, as appropriate, as evidence of effective
teaching. (Although appropriate documentation in the teaching category must be
kept by the candidate for a minimum of three years after receiving promotion, it is
not required to be included in the portfolio.)- Statement of teaching philosophy.
- Summary of the “teaching” section of the self-evaluation for the last three
(or five) years , along with reflections on teaching experiences during that
time and descriptions of the perceived impact of teaching activities and
assignments on student retention and student learning. - Limited documentation if it is of an extraordinary nature or provides
clarity to the teaching narrative.
- Service/Outreach. This category includes the faculty member’s activities in
college service, outreach or public service, and professional service. Narratives to
provide evidence of the faculty member’s activities in one or more of these areas
should be included in the portfolio. (Although appropriate documentation of these
activities must be kept by the candidate for a minimum of three years after
receiving promotion, it is not required to be included in the portfolio.)- College service refers to activities other than teaching and scholarship
performed at the department or college-wide level and is expected of
every faculty member. Such service includes, but is not limited to, serving
on departmental, faculty, or college-wide committees and participating in
college activities. More extensive functions, such as membership on a
specially appointed task force, serving as advisor to a student organization,
and membership on a search committee may also be taken into account in
consideration for promotion. - Outreach, or public service, is the College’s outreach to the community
and to society at large, with major emphasis on the application of
knowledge for the solution of problems with which society is confronted.
Outreach primarily involves sharing professional expertise and should
directly support the goals and mission of the College. A vital component
of the College’s mission, public service must be performed at the same
high level of quality that characterizes the teaching function. - Professional service refers to the work done for organizations related to
the faculty member’s discipline or to the teaching profession in general.
Service to the profession includes such activities as service on statewide or
TBR committees, guest lecturing on other campuses, and other appropriate
activities. Membership in professional organizations is also considered
outreach. - Limited documentation may be included if it is extraordinary or provides
clarity to the narrative.
- College service refers to activities other than teaching and scholarship
- Scholarship/Creative Activities/Research. Candidates for promotion must include
narrative descriptions of their scholarship, creative activities, and research. Such
narratives should cite typical professional development activities, such as
participation in professional organization meetings, faculty development
workshops, and conferences; presentations at professional meetings; journal
editorship; article and grant proposal reviews; performances, exhibitions, and
other creative endeavors; and other appropriate activities. (Although appropriate
documentation of these activities must be kept by the candidate for a minimum of
three years after receiving promotion, it is not required to be included in the
portfolio.) - Annual Evaluations and Classroom Observations. The portfolio must include the
candidate’s annual evaluations for each of the three (or five) years of the
evaluation period and classroom observations conducted by peers and department
deans, as appropriate, for each of the three (or five) years.
- Promotion Guidelines and Procedures
- When a tenure-track employee is hired, that employee’s supervisor assigns the
faculty member a mentor who is a senior member of the faculty (tenured with at
least a rank of assistant professor) to aid and assess that employee’s progress
toward promotion and tenure. Should a mentor be unable or unwilling to serve for
any reason, the supervisor appoints another mentor as soon as possible. Upon the
tenure-track faculty member’s receiving tenure, the official mentoring
relationship may end. - The supervisor has a specific conversation about a tenure-track employee’s
progress toward promotion and tenure at each annual evaluation. - During each spring semester, the chief academic officer notifies faculty members
of their eligibility to apply for promotion the following academic year. - By the end of the first week of classes in fall semester, candidates notify their
supervisor of their intent to apply for promotion. - At their first fall semester meeting, the Faculty Senate selects the Promotion and
Tenure Committee (PTC) chair(s) according to Senate guidelines. Each academic
department will have a departmental representative serving as a member of the
PTC. The PTC chair(s) will work with the academic department deans to select
departmental representatives to the PTC. PTC members cannot be candidates for
promotion or tenure. - The chief academic officer or designee meets with the PTC chair(s) to discuss
peer review group procedures, candidates, and to establish the promotion and
tenure calendar. The calendar will be established by the end of fall semester. Once
approved, the calendar is published by the office of the chief academic officer and
distributed to faculty members who are eligible to apply for promotion and to
academic department deans . The PTC chair informs academic department deans
and candidates for promotion of the guidelines for compiling portfolios. The peer
meetings will be held during the spring semester. - Each candidate compiles an online promotion portfolio that addresses promotion
criteria as outlined in Sections II and IV of this policy and as provided in
guidelines developed by the chief academic officer and the PTC. Each candidate
submits the portfolio to their supervisor, who verifies that, to their knowledge, the
content is accurate and the guidelines for format have been met. After the
portfolio is reviewed by the supervisor and the supervisor’s verification form is
added, the portfolio is made available for review to members of the peer group for
a minimum of two weeks prior to the peer group meeting. Once the candidate for
promotion or tenure turns in the portfolio and the supervisor signs it, the candidate
must refrain from making major (ie, non-editorial) changes to the portfolio. If the
candidate deems it is necessary to include something of substance (e.g., another
piece of scholarship or another narrative about a conference), they may do so with
their supervisor’s permission. After the change is made, the supervisor then needs
to initial the change to make it official. Members of the peer group must review
the portfolio to be eligible to vote. - Each departmental representative works with their supervisor to determine a date,
time, and location for the departmental peer meeting during the appropriate week
as identified in the approved promotion and tenure calendar. The departmental
representative and dean ensure that the candidates for promotion and as many
members of the peer group as possible are available to attend the meeting. The
PTC departmental representative announces the day, time, and location of the
departmental meeting to all members of the peer group. - The PTC assigns two members of the committee to monitor each peer review
group meeting. The monitors may not be a member of the peer review group they
monitor. Before attending the peer group meeting, faculty who intend to vote are
required to read promotion packets and sign a roster to verify their review.
Faculty members who do not review portfolios are not a part of the peer group
and cannot send comments or questions to be read aloud by those attending the
meeting. - Attendance at the peer group meeting is limited to the peer group itself, the PTC
representatives, the candidates, and the supervisor(s) of the candidates. PTC
representatives are present only to conduct the meeting and administer ballots,
and supervisors are invited for the purpose of answering any questions that may
arise that cannot be answered by anyone in the peer group. Each candidate’s
supervisor does not otherwise participate in the meeting or discussion for that
candidate. A faculty member who has a supervisory role may participate as a peer
group member for candidates they do not supervise. If a supervisor is a candidate
for promotion, their supervisor must be present . - During the peer group meeting, the monitors introduce the promotion candidates,
one at a time, to the peer group. Candidates under consideration for promotion
must be in attendance to answer any questions put forth by members of their peer
group. The candidate for promotion remains in attendance to answer questions but
must leave the room during the peer discussion and vote. Prior to the vote on each
candidate, there is an opportunity for discussion. The discussion must be limited
to items outlined in the job description, qualifications of the candidate, and
categories by which faculty are evaluated. Peers then vote by secret ballots which
are collected and sealed by the PTC monitors. Vote results are not announced to
the peer group or to the candidates. - Peer group members are strongly encouraged to attend the peer group meeting;
however, absentee votes will be counted if the absentee ballot is approved by the
PTC chair(s). The request for an absentee ballot must be made in writing by
filling out the Absentee Ballot Request form An absentee ballot must be
requested a minimum of 72 hours prior to the peer group meeting for the
requestor’s department, and the ballot must be submitted 24 hours prior to the
peer group meeting. Peer group members who vote absentee are not able to
participate in the peer group discussion as outlined in section K. This includes
sending comments or questions to be read aloud by those attending the meeting. - In the event that an extenuating circumstance prevents a promotion candidate
from attending the peer group meeting, the peer group must agree via a simple
majority vote, conducted by the PTC monitors, to one of the following three
options. Options must be presented in the order listed, and voting will continue
until a simple majority is reached.- Vote to continue the discussion on a candidate’s application and hold the
subsequent peer vote in the candidate’s absence. - Vote to defer discussion and subsequent vote and agree to reconvene the
peer group with the absent candidate in attendance at an alternate time.
The rescheduled peer review meeting must occur before the posted
deadline for the supervisor to submit written recommendations to the chief
academic officer according to the approved promotion and tenure
calendar. - Vote to disallow the candidate to proceed during the current
promotion/tenure cycle. In this case, the candidate is eligible to apply for
promotion again in the following academic year.
- Vote to continue the discussion on a candidate’s application and hold the
- After the peer review meeting, the PTC monitors count the ballots and record the
results of the peer group votes for each candidate using form approved by the
Academic Affairs and the PTC. In the case of a tie vote, the recommendation
form indicates that the vote was a tie. By the close of the working day following
the peer group meeting, the PTC chair delivers the recommendation form and
results form to the candidate’s academic department dean or supervisor and a
copy of the results form to the chief academic officer. The PTC chair(s) or
designee delivers all ballots to the Executive Director of Equity and Compliance
to be held until the promotion process is satisfactorily completed. By the end of
the second working day following the peer group meeting, the dean or supervisor
adds the recommendation form to the candidate’s packet and informs the
candidate in writing of the recommendation or non- recommendation of the peer
group. If a supervisor is a candidate for promotion, the results of the vote are sent
to the candidate’s immediate supervisor. - If a candidate for promotion wishes to withdraw from promotion consideration at
this point in the process, the candidate may do so. If the candidate elects to
exercise this option, the promotion process is halted at this point, and the
candidate’s employment records will not reflect denial of promotion. The
candidate may, however, reapply for promotion to the same rank in the following
promotion and tenure cycle. - The academic department dean or supervisor writes a statement or
recommendation or non-recommendation and sends the statement to the chief
academic officer. Recommendations must be forwarded within the time frame
allowed in the approved promotion and tenure calendar. - The chief academic officer submits their written comments and recommendations
to the president. If the recommendation is negative, the chief academic officer
also informs the candidate. Recommendations must be forwarded within the time
frame allowed in the approved promotion and tenure calendar. - The president recommends candidates for promotion to the TBR chancellor and
informs the candidates. Recommendations must be sent to the chancellor within
the time frame established in the approved promotion and tenure calendar.
Candidates may appeal the president’s recommendation to the chancellor. - The president provides a written report of the TBR’s final decision to candidates
after receiving the results of the TBR’s June meeting vote. - If a candidate is denied promotion or chooses to withdraw their candidacy prior to
recommendation to the chief academic officer, the faculty member may apply for
promotion to the same rank in the following promotion and tenure cycle. Once a
candidate is eligible for promotion to a particular rank, the candidate remains
eligible. - After the chief academic officer’s office forwards the appropriate documents (i.e.,
supervisor’s verification, the recommendation form, the candidate’s current year
annual evaluation, and recommendations of the chief academic officer and the
president) to Human Resources, where the documents are added to the candidate’s
file, “access ” to electronic portfolios is removed for anyone but the candidate.
- When a tenure-track employee is hired, that employee’s supervisor assigns the
Source: Tennessee Board of Regents, Policy No. 5:02:02:30
Approved: Executive Council, March 4, 1991
Executive Council, October 15, 1991
Executive Council, November 2, 1992
Editorial Changes, April 21, 1993
Executive Council, November 22, 1993
Editorial Changes, August 10, 1994
Reviewed/ Recommended: President’s Council, February 19, 1996
Approved: President Allen G. Edwards, February 21, 1996
Approved: President Allen G. Edwards, November 12, 1997
Approved: President Allen G. Edwards, November 29, 2000
Approved: President Allen G. Edwards, December 21, 2001
Approved: President Allen G. Edwards, January 13, 2003
Approved: President Allen G. Edwards, March 1, 2005
Reviewed/Recommended: President’s Staff, October 30, 2006
Approved: President Allen G. Edwards, October 30, 2006
Reviewed/Recommended: President’s Staff, March 26, 2007
Approved: President Allen G. Edwards, March 26, 2007
Editorial Changes, July 2008, July 1, 2009
Reviewed/Recommended, President’s Council, August 25, 2014
Approved President L. Anthony Wise, Jr. August 25, 2014
Editorial Changes, November 13, 2014
Reviewed/Recommended: President’ Council, March 28, 2016
Approved: President L. Anthony Wise Jr., March 28, 2016
Reviewed/Recommended: President L. Anthony Wise Jr., Nov. 21, 2016
Approved: President L. Anthony Wise, Jr., Nov. 21, 2016
Reviewed/Recommended: President’s Council, March 6, 2017
Approved: President L. Anthony Wise Jr., March 6, 2017
Reviewed/Recommended: President’s Council, September 14, 2020
Approved: President L. Anthony Wise Jr., September 14, 2020
Reviewed/Recommended: President’s Council, November 27, 2023
Approved: President L. Anthony Wise, Jr., November 27, 2023