Tenure, and Promotion, these rights are as follows:

1. The right to receive tabulations for each item from student evaluations for each course evaluated.
2. The right to receive typed copies of all comments made by students on the student evaluation instruments for each course evaluated.
3. The right to receive copies of Peer Review Forms.
4. The right to receive typed copies of all comments made by peers.
5. The right to review the summary reports (see Forms AT-1 and AT-2, PR-1 and PR-2, and AR-1) and any narrative prepared by the faculty member's unit administrator and to respond in writing to the administrative evaluation before the report is forwarded.
6. The right to require that the materials provided by the faculty member as part of the evaluation file maintained in the office of the faculty member's unit administrator be forwarded to persons involved in the administrative review process. (Normally, only the summary reports and administrative tabulation would be forwarded.)
7. The right to be informed, in writing, of the nature of complaints made in confidential materials and respond to such complaints.

The Policy on Appointment, Kank, Tenure, and Promotion as published in the Faculty Handbook in some cases limits the rights of the faculty member applying for tenure and/or promotion and in some cases grants the faculty member additional rights. In these cases, the governing regulations shall be those contained in the Policy on Appointment, Rank, Tenure, and Promotion.

IV. THE PROFESSIONAL DEVELOPMENT PLAN

A. The Nature of the Professional Development Plan.

The Professional Development Plan, as recorded on Form PDP/DEA-1, represents the agreement between the faculty member and his or her unit administrator upon specific performance benchmarks that the faculty member will seek to meet in the coming year. A Professional Development Plan (Form PDP/DEA-1) from the preceding year provides the means of assessing the effectiveness of a faculty member's performance by identifying the specific performance objectives that had been set for the year. The curriculum vitae and other documentation then serve to document the faculty member's achievement of these objectives. A critical element for the Professional Development Plan is that both the faculty member (and the faculty on the whole) and the unit administrator agree to specific objectives or benchmarks of performance. Further, the individual faculty member then works toward the accepted objectives. On the other hand, the Professional Development Plan, since it is accepted by the administration, also reflects the commitment of the administration to the continuing growth and development of the faculty.

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