Rollins College: Rollins Scholarship Online (RSO)

Faculty Affairs Committee,

Rollins College 
Rollins Scholarship Online 
Faculty Affairs Committee Minutes College of Liberal Arts Minutes and Reports 
11-28-2023 
Minutes, Faculty Affairs Committee Meeting, Tuesday, November 
28, 2023 
Faculty Affairs Committee 
Follow this and additional works at: https://scholarship.rollins.edu/as_fa 
Faculty Affairs MINUTES    
11/28/23     
     
Members present:  Alice Davidson, Samantha Fonseca Douguet ,Mark Heileman, Allen 
Johnson, Ashley Kistler, James Patrone, Mari Robertson, Lisa Tillmann, Tonia 
Warnecke    
     
I. Identification of Minutes Taker: Tonia      
    
II. Approval of 11/14/23 Minutes   
Motion:  Mari 
Second:  Tonia 
Vote:  All  
    
III. Announcements & Updates    
A. SPOT: no update since 11/14 
 
B. Faculty compensation study: next meeting, 12/8/23  
   
C. “Post” pandemic faculty burnout/morale/workload/wellbeing   
*Teaching loads (TT, VAP, lecturers at benchmark schools)   
*Faculty that met with board members (Murdaugh, Tillmann, Vander Poppen, Voicu) felt 
that they were heard. 
*Lisa will be in finance committee meeting w/ board members again (2X in spring), can 
bring this up – make sure that faculty members meet beforehand and get on same page 
in terms of messaging re: lower course load  
*Board usually does not venture too deeply into specifics of academic affairs and 
curricular issues; mostly capital campaigns and master planning. So they likely would 
not advocate for lower teaching load to president (but would likely support if it came 
from president). 
*Need to develop a strategy for advocating that VAPs (and perhaps lecturers) have 
lower teaching load. 
*Tonia noted that we have data from other institutions. We need to dig deeper and use it 
to make our case (need to look at it against # of students). Putting data into context over 
multiple years would make a stronger case than having a meeting to talk about lower 
course loads. 
*Lisa: this likely will require a multi-year campaign. We are planting seeds. We need to 
ensure that our successors (on FAC, faculty president and vice president) will advocate 
for this—and not simply accept, “There isn’t sufficient money for this.” 
*FAC could host conversations with tenured, TT, and VAPs about lowering teaching 
loads. 
*Do we convene or ask lecturers ‘what would most improve your work life’? Virtual Q & 
A? 
*End of the week: please try to complete collection of data from ACS schools. 
 
D. Possible meeting(s) w/ Grant 
*James: Increasing rigor necessitates a lower teaching load. 
*Lisa will try to get on Grant’s calendar, take his initial temperature. What does he see 
as the main obstacles? 
*James: what is faculty salary pool v. administrator salary pool? How do our raises 
compare to administrators’? 
*Lisa: a lot of data presented to us is decontextualized. We may want to enlist someone 
to crowd-source an audit of institution’s finances. That might help us contextualize. 
*Tonia: salaries obviously matter, but the decisions being made about hiring a new 
administrator when there are not always enough faculty to teach classes is problematic. 
*Crummer faculty teach year-round. Is that factored into their teaching load? Lisa: the 
Crummer faculty teaching load for the regular academic year is 5 courses. 
*Alice - Some aspect of keeping up w/ the Joneses when it comes to Student Affairs 
bloat, but is it nationwide trend and also Rollins-specific? 
*James - We don’t keep up when it comes to scholarship. It’s strange how little support 
we have for student research and there’s not one central place where we can go. 
*Important to ask the fact-finding questions so we can make informed asks based on 
that. (e.g., what are faculty-student ratios? What are staff-student ratios (with different 
categories of staff/administration) 
 
  V. Motion to Adjourn    
Motion:  All 
Second:  All 
Vote:   All  
  
Questions Raised by Board of Trustee Meeting Materials 
• Over 30, 10, and 5 years, how do Rollins’ endowment size and growth 
compare to the market? To our benchmark schools? 
• Over 30, 10, and 5 years, how does Rollins’ investment growth compare to the 
market? To our benchmark schools? 
• Over 30, 10, and 5 years, how have Rollins’ CLA faculty salaries grown? 
• Over 30, 10, and 5 years, how have Rollins’ administrator salaries grown? 
• How does Rollins’ debt and cost of servicing debt compare to our 
benchmarks? 
• How do the starting and median salaries in Crummer compare to CLA Tiers 1, 
2, and 3? 
• What is the average class CAP in Crummer? 
• What is the average class SIZE in Crummer? 
• Over the past 10 years, how have CLA average class CAPS changed? 
• Over the past 10 years, how have CLA average class SIZES changes? 
• In what years were VPs and Deans added? 
• How many VPs live in Rollins-owned houses? How does this compare to our 
benchmarks? 
• How many employees outside Academic Affairs make a salary above the median 
for a Tier 3 CLA full professor? 
• How has Cost of Living in Central Florida evolved over the past 30 years? 
• To what extent are Crummer faculty dealing with similar increases in per student 
investment (need for academic remediation, behavioral issues, mental health 
challenges) as CLA faculty?  
 
Points Raised by Board of Trustee Meeting Materials 
• Salary disparities (between Crummer and CLA, between CLA Tiers 1, 2, and 3, 
between faculty and administrator) impact not only short but long-term (e.g., 
Social Security, College retirement contributions) 
• Tuition revenue: 79.9% (CLA), 11.8 (Crummer), 8.3 (Holt) 
• CLA discount rate has increased 10.3% since 2014 
• Number of CLA students accepted increased from 3635 (2018) to 4510 (2022) 
• CLA enrollment increased from 2027 (in 2018) to 2234 (in 2022) 
• CLA enrollment has increased 18% over 10 years 
• CLA conferred 442 degrees (2019) and 528 (2023) 
• There were 8 fewer CLA faculty (181) in 2022 than in 2018 (189) 
• Crummer hit 10-year FTE low in 2022 
• Rollins endowment (2023): $412M   
  
 


English

Minutes, Faculty Affairs Committee Meeting, Tuesday, November 28, 2023

Rollins College 
Rollins Scholarship Online 
Faculty Affairs Committee Minutes College of Liberal Arts Minutes and Reports 
10-17-2023 
Minutes, Faculty Affairs Committee Meeting, Tuesday, October 17, 
2023 
Faculty Affairs Committee 
Follow this and additional works at: https://scholarship.rollins.edu/as_fa 
Faculty Affairs MINUTES 
10/17/23   
   
Members: Alice Davidson, Sam Fonseca Douguet, Mark Heileman, Allen Johnson, 
Ashley Kistler (ex officio), MacKenzie Moon Ryan, James Patrone, Mari Robertson, Lisa 
Tillmann, Tonia Warnecke  
  
Members present:   Sam Fonseca Douguet, Mark Heileman, Ashley Kistler (ex officio), 
MacKenzie Moon Ryan, James Patrone, Mari Robertson, Lisa Tillmann 
 
Members unable to attend:   Alice Davidson, Allen Johnson, Tonia Warnecke  
 
Guest: Provost Don Davison 
   
I. Identification of Minutes Taker:   Mark Heileman 
  
II. Approval of 10/3/23 Minutes 
Motion: Mari 
Second: Mark 
Vote: Unanimous 
  
III. Candidate of Opportunity (CoO) Hire Parameters: Provost Davison 
Don: Summary of what we’re trying to accomplish. Consulted a variety of schools 
around the country for CoO hires. Very similar. Attempt to operationalize the bylaws. 
Tried to parallel our normal process for interviewing. Most commonly, CoO process will 
occur out of cycle. CoO hires would be a step forward for DEIB plan. Will ask divisional 
reps to share at divisional meetings. This is a policy that will go into the faculty 
handbook. 
Sam: Concern with how CoO hire will be implemented. Will it be fair? How to ensure we 
are creating the right pools of candidates? 
Don: The implementation will occur in the context of not having infinite tenure track 
lines. More holistic consideration, including teaching and scholarship. Contribution to 
the department; contribution to the college. How do we find the most diverse pool of 
candidates? 
James: Recent CoO at the College. Department knew the candidate and wanted to 
move. There is a process that can be followed. 
Lisa: Have had the experience of need for a faculty line. Were offered not a line but a 
particular person. 
Ashley: The department could veto the CoO. Want to make sure there are no 
repercussions. 
Lisa: Have heard colleagues say that the administration already does CoO hires. But 
now there can be faculty input on parameters for such hires. 
Don: Administrators could nominate individuals. The goal is to reach as many 
candidates as possible. We all have different networks. Don’t want to limit the reach. 
Administrator can recommend. It's the department that needs to submit the request. 
One difference: we have a policy now, which will obligate all parties to follow it. 
MacKenzie: Gives faculty a seat at the table. 
James: Have been presented with a CoO the department didn’t want but felt pressure to 
accept. 
Ashley: Is there a place this policy can live that is harder for a future administrator to 
change? 
MacKenzie: In the future, we may not have diversity at the forefront of our minds. But 
what nefarious reasons could the CoO process be used for in the future? How do we 
write the policy to err on the side of benefits? Checks and balances. 
Lisa: Only real check: majority of department members must agree to accept the CoO. 
Ashley: EC approval needed? Handbook can be changed. HR policy? 
Lisa: Just being realistic: CoO hires have happened in the past. Seems like a step in the 
right direction: more faculty input. 
Don: In addition to checking in on CoO hires, I’m trying to have conversations with 
faculty to find out what’s on their minds. 
Mark: There are really nice classrooms and then really non-functional classrooms. 170 
W. Fairbanks has some non-functional classrooms (112 and 114), non-working 
whiteboards and lecterns and classroom tech. 
Lisa: Constellation of issues concerning faculty burnout and wellbeing. How does our 
teaching load compare to benchmark schools? Compensation is not just salary—but 
also consideration of faculty time. Course caps. Not seeing systemic support for DEIB. 
Mark: How are benchmark schools being generated for compensation study? 
Don: Meghal is generating the list. Looking at FTE resources on a per student basis. Part 
of this benchmarking is recognizing the reality of who we are and what we can actually 
do. 
Ashley: The criteria for choosing the last benchmark schools was voted on by the 
faculty. 
MacKenzie: We have had bumper classes the last couple of years—but have seen salary 
compression, course cap bumps, removal of releases. How has the College changed in 
the last 10 years? Want to increase rigor and be more selective, but it’s hard to do that 
with the current range of challenges. 
Lisa: It’s not only number of students but also the per student investment in time that is 
increasing. Gender disparity in expectations. Want to know in advance when course 
caps are being increased; don't want to find out when the course schedule comes out. 
Mari: What’s the status of the new student evaluation (SPOT)? 
Ashley: For classrooms in residence halls, faculty should be included in design 
decisions. 
Lisa: How can we document the increase in per student investment? Qualtrics survey? 
The root of problem is not enough tenured and tenure-track faculty. 
 
IV. Announcements & Updates  
A. Faculty compensation study 
*Internal analysis: compression, inversion; are there inequities related to race and/or to 
sex/gender? 
*External benchmarking 
MacKenzie: We also must consider department/discipline-based inequities. 
Lisa: In our three-tier compensation structure, have disparities between tiers expanded, 
stayed the same, shrunk? 
Ashley: Initiatives underway to close the gap. 
 
B. “Post” pandemic faculty wellbeing 
Subcommittee Report: Documenting COVID changes with 10-year view (2013-2023) 
1. Class caps: how many times raised and by how much? 
2. Course releases: which were eliminated? 
3. TT lines vs. VAP, lecturers, and adjuncts: #s and ratios 
4. Budget cuts: faculty travel, dept + program, equipment/furniture 
5. Number of students 
MacKenzie: how do we move forward? Asking for the data—pre-COVID, during the 
pandemic, post-COVID. How much have course caps increased? How many tenure 
track lines lost? Have department budgets been flat? Some of these things are in the 
faculty handbook—meaning administrators can adjust.  
James: Department charges lab fees. 
Ashley: There were budget cuts during the pandemic.  
 
C. SPOT Implementation  
Lisa: SPOT is still in holding pattern. May find out more at EC meeting. Could convene 
the task force now. 
 
D. Supporting faculty teaching DEIB content 
*No changes codified since publication of “The White Woman Professor” 
Lisa: no changes yet to student org handbook. 
 
*ICMP course caps: faculty passed ICMP with recommended cap of 18; most spring 
2024 ICMP courses capped at 22 or 24 
 
AAAS 101 (Nichter): 24 
ARH 145 (Ryan): 24 
ARH 243 (Ryan): 24 
ASA 295/HIS 165 (Yao): 24 
ASJ 105/CMC 105 (Norsworthy): 24 
ASJ 200/CMC 200 (Tillmann): 24 
EDU 280 (Yu): 24 
HIS 120 (Savala): 24 
HON 202 (McLaughlin): 22 
HON 202 (Strom): 22 
SOC 111 (Nichter): 24 
SOC 111 (Eisele): 24 
SOC 201 (Gonzalez Guittar): 24 
rFLA 100C (McLaughlin): 24 
rFLA 200C (Yao): 22 
  
ARH 341 (Ryan): 18 
CMC 325 (Tillmann): 18 
HIS 340 (Strom): 15 
HIS 354 (Savala): 15 
HIS 367 (Yao): 15 
PHI 312 (McLaren): 16 
SOC 331 (Nichter): 18 
rFLA 200A (Roe, Chandler): 14 
  
MacKenzie: In a department that’s understaffed, it’s hard to support competency 
requirements. 
 
V. Motion to Adjourn  
Motion: MacKenzie 
Second: Lisa 
Vote: Unanimous 


Minutes, Faculty Affairs Committee Meeting, Tuesday, October 17, 2023

All Faculty,

Faculty Handbook Section III - College of Liberal Arts Policies and Procedures - Updated 3/8/2023

Crummer Graduate School of Business Faculty,

Rollins College 
Rollins Scholarship Online 
Crummer Graduate School of Business Minutes 
and Reports Faculty Minutes and Reports 
3-8-2023 
Minutes, Crummer Graduate School Faculty Meeting, Wednesday, 
March 08, 2023 
Crummer Graduate School of Business Faculty 
Rollins College 
Follow this and additional works at: https://scholarship.rollins.edu/crummer_fac 
Recommended Citation 
Crummer Graduate School of Business Faculty, "Minutes, Crummer Graduate School Faculty Meeting, 
Wednesday, March 08, 2023" (2023). Crummer Graduate School of Business Minutes and Reports. 132. 
https://scholarship.rollins.edu/crummer_fac/132 
This Minutes is brought to you for free and open access by the Faculty Minutes and Reports at Rollins Scholarship 
Online. It has been accepted for inclusion in Crummer Graduate School of Business Minutes and Reports by an 
authorized administrator of Rollins Scholarship Online. For more information, please contact rwalton@rollins.edu. 
Roy E. Crummer Graduate School of Business 
Rollins College 
Crummer Faculty Meeting Notes   
March 8, 2023 
 
Attendance: Nana Amoah, Dan Biller, Mary Conway Dato-on, Bill Grimm, Kim Jentsch, 
Ginger Killian, Halil Kiymaz, Misty Loughry, Greg Marshall, Kyle Meyer, Tracy Perry, Bill 
Seyfried, Koray Simsek, Brian Walkup, Keith Whittingham 
 
Approval of Minutes…………….…….…………...………………….…..…..Greg Marshall 
• Approved unanimously. 
 
Dean Search………………………………………………………………………Halil Kiymaz  
• There was a discussion regarding increased faculty participation in the Dean 
Search process.(as a follow up to the meeting with President Cornwell) 
• Dr. Marshall to meet with Provost Singer to discuss next steps. 
• Faculty members interested in participating should email Dr. Kiymaz. 
 
EDBA Update……………………………………………………….………….Greg Marshall 
• EDBA faculty committee proposed compensation. 
• Compensation for Chair 
o 10% following completion of Integrative Experience 
o 20% following proposal defense. 
o 70% following final defense. 
• Compensation for Second 
o 30% following proposal defense. 
o 70% following final defense. 
• Dr. Conway proposed that we consider increasing the compensation for the reader 
to $1000. 
• Dr. Seyfried stated that we will be able to increase the reader’s compensation to 
$1,000 and split the payments to 50% after the proposal defense and 50% 
following final defense. 
• This will go into effect with anyone who has not formally proposed yet; retroactive 
to Dec 2022 (i.e., EDBA08) 
• Vote for the compensation proposal including increased compensation for the 
reader was approved unanimously. 
 
Curriculum Committee…….…………………………..……………….…..…Koray Simsek 
• 4 Syllabi have been submitted for consideration: 
o QBA 601, Data Analytics & Visualization (Dr. Robert Barr) Approved 
Unanimously 
o OM 614, Information Strategy and Leadership (Dr. Jordan Lomas) 
Approved Unanimously 
o OM 615, Corporate Data Management (Dr. Garr Williams) Approved 
Unanimously 
o FIN 620, Foundations of Blockchain and Applications in Finance (Sachin 
Jaitly), Approved Unanimously 
• Spring 2023: collected 15 syllabi from 9 faculty members (please upload spring 
2023 syllabi ASAP) 
• The next Curriculum Committee meeting will be held on March 29th; please 
submit any items to be discussed at the meeting to Dr. Simsek prior to March 
29th  
 
Graduate Certificates….………………………………….……………………..Bill Seyfried 
• Preference is to not approve any new programs while undergoing review by SACS 
• As a result, approval of new graduate certificates, if desired, should take place this 
spring; next option is fall 2024. 
• May be best to experiment with one or two for now 
o Least disruptive one: Entrepreneurship (no prerequisites) 
o Most potential? Business Analytics. 
• No vote at this point (it will be re-visited at April Faculty meeting) 
 
Flex MBA……………………………………………………………………….….Bill Seyfried 
• Should we standardize the two part-time programs for working professionals 
(PMBA and FlexMBA)? 
• It is too soon to assess the success of the FlexMBA (need effective recruiting)  
• Branding issues: if we standardize them, do we go with PMBA or FlexMBA? 
• Attendance Policy 
o Do we move towards the FlexMBA approach in our attendance policy for 
PMBAs? 
o Allow for virtual participation with advanced notice for PMBA as opposed to 
reviewing requests? 
o Should we standardize the number of virtual sessions? Currently 2 (P) vs. 
5 (Flex) 
• Discussion took place but not action taken. 
 
 
Budget Update..…………………………………….………………….…………Bill Seyfried 
• Fiscal year 23 (FY23) revenue is coming in less than budgeted as are expenses; 
we are well within budget. 
• Break evens for EBDA & EMBA programs were estimated (see handouts for 
breakdown) 
• Current deposits by program were discussed along with past enrollment trends. 
 EMBA continues to lag and should be reviewed. 
 
Upcoming Elections………………………………….……………….……….Greg Marshall 
• Faculty President  
• PRC has an open position. 
• Faculty Appeals Committee has an opening. 
 
Other Business………………………………………………..………….……Greg Marshall 
• Marketing Search 
o Three candidates invited to campus. 
o Need faculty to meet with candidates. 
o Ginger to send out email to faculty to schedule meetings with candidates. 
o Tracy Perry to send out meeting “Hold the Date” for 22th, 23rd, 24th lunches 
to all faculty. 
 
 


Minutes, Crummer Graduate School Faculty Meeting, Wednesday, March 08, 2023

College of Liberal Arts Executive Committee,

Rollins College 
Rollins Scholarship Online 
Executive Committee Minutes College of Liberal Arts Minutes and Reports 
3-23-2023 
Minutes, Executive Committee Meeting, Thursday, March 23, 2023 
College of Liberal Arts Executive Committee 
Follow this and additional works at: https://scholarship.rollins.edu/as_ec 
Recommended Citation 
College of Liberal Arts Executive Committee, "Minutes, Executive Committee Meeting, Thursday, March 
23, 2023" (2023). Executive Committee Minutes. 253. 
https://scholarship.rollins.edu/as_ec/253 
This Minutes is brought to you for free and open access by the College of Liberal Arts Minutes and Reports at 
Rollins Scholarship Online. It has been accepted for inclusion in Executive Committee Minutes by an authorized 
administrator of Rollins Scholarship Online. For more information, please contact rwalton@rollins.edu. 
 
 
Executive Committee Meeting Agenda 
March 23, 2023 
 
 
 
I. Approval of March 2, 2023 Meeting Minutes 
 
II. Committee Reports 
a. CC  
b. FAC 
 
III. Business 
a. Serious and Contagious Illness Policy 
b. All-College Appeals Committee Slate 
c. CIE Colloquia Feedback and Future Planning 
d. Target of Opportunity Hire Proposal 
 
 
Executive Committee Meeting Minutes 
March 23, 2023 
 
  Present 
Amy Armenia, Grant Cornwell, Adeline Davis, Rosana Diaz-Zambrana, Hannah Ewing, Todd 
French, Kevin Griffin, Emmanuel Kodzi, Jana Mathews, Dan Myers, Anne Murdaugh, Nancy 
Niles, Emily Russell (virtually), Susan Singer 
 
Guest 
Nancy Chick, Director of Faculty Development and Support  
 
Call to Order 
Jana Mathews called the meeting to order at 12:32 PM.   
 
Approval of March 2nd, 2023, EC Meeting 
Mathews asked for a motion to approve the minutes from the March 2nd meeting. Moved by Griffin 
and seconded by Myers. Motion passed with no abstentions.  
 
 
NEW BUSINESS   
 
 
Serious and Contagious Illness Policy 
Amy Armenia  
 
Armenia explained that this policy can be applied more broadly to infectious diseases. Like the 
COVID policy, this practice would remove an attendance penalty for students who have a 
confirmed diagnosis of an infectious disease.  
 
Singer added that this will be part of the campus’s pandemic response plan. She also stated that the 
flu is affecting as many students as COVID-19; therefore, having a uniform policy for all infectious 
diseases makes this campus-wide approach clearer for students and staff.   
 
Mathews motioned to adapt the Serious and Contagious Illness Policy, seconded by Niles. Motion 
passed unanimously. 
 
The 1030 Serious and Contagious Illness Document is labled as Item A in the Appendix.  
 
 
All-College Appeals Committee Slate 
 
At the time of this meeting, there were two vacancies on the Committee slate. Mathews asked the 
Committee for their nominations.   
 
 
 
 
 
 
CIE Colloquia Feedback and Future Planning 
Todd French 
 
The proposed CIE model is labeled as Item B in the Appendix.  
 
After conducting conversations with FAC, French and Mathews determined that faculty would 
appreciate a clearer sense of the new CIE rollout. To do this, one of the last CLA meetings will 
dedicate time for faculty to hear each other’s perspectives.  
 
The Committee then discussed how to move forward with the proposed CIE model. The main 
question at hand being, ‘Do we proceed with what we have, or do we make changes?”  
 
The aspects of the new CIE that the Committee considered revising are below:  
 
1. Re-incorporating numbers into the survey  
o Reasoning | Using qualitative metrics to determine results may increase the faculty’s 
trust in the instrument.  
 
2. Amending the number of hours in the option for the question, “How many hours per 
week on average outside of class did you spend preparing for this course, (e.g., studying, 
reading, writing, rehearsing, etc.)? (check one)”  
a. Less than 4 hours, about 4 hours, more than 4 hours 
 
o Reasoning | Given the credit policy of the College, the Committee agreed that the ‘4 
hours’ should be amended to (possibly) ‘7.5 hours.’  
o Before amending this, Singer advised for the Committee to confirm they have 
the correct number of hours with Toni Holbrook.  
o FEC considers this question in assessing rigor in courses.  
 
3. Randomizing questions #4 and #6  
o Reasoning | Doing so may dissuade students from choosing the first three options 
every time.  
 
 
4. Modifying the introductory language for questions #8-12 
o Reasoning | Chick noted that the word “evaluate” places students in an evaluative role, one 
that may not allign with the purpose of the new CIEs.  
 
 
Mathews made a motion to amend question #1 from ‘less than 4 hours’ to the number of hours Toni 
Holbrook recommends. Motion passed unanimously.   
 
Mathews made a motion to randomize the answers for questions #4 and #6, seconded by Niles. 
Motion passed unanimously.  
 
Kodzi made a motion to change questions #8-12 to,“Describe your experience in the course based 
on the following statements,” seconded by Diaz-Zambrana. Motion passed unanimously.  
 
 
 
 
 
Next, Murdaugh discussed the CIE Qualtrics survey circulated to the faculty. The main pushbacks 
showcased in the feedback were: 
o The CIE rollout is happening too fast 
o More quantitative feedback  
 
In response, Kodzi stated he does not oppose using quantitative data in the surveys. Both 
quantitative and qualitative data can be analyzed together to better understand student feedback.  
 
The Committee continued their discussion on whether to change questions #8-12 . Myers 
commented on the challenge of having different ideas and desires circulating; those in favor of 
quantitative feedback, those in favor of qualitative feedback, and those who do not trust the 
feedback. Regardless of what method the new CIE model uses to elicit feedback, Ewing pointed out 
that its effectiveness lies in how evaluators use the instrument to evaluate faculty.  
 
The deliberated changes and counterarguments are below:  
 
Option #1 - Assigning numbers to questions #8-12’s strongly disagree, disagree, undecided, 
agree, and strongly agree categrories  
 
o Counterargument | Assigning numbers to the categories would not help the new CIE 
model pass. Faculty expressed concern that assigning numbers to different options 
may shift the validity of the results.  
 
Option #2 - Reverting questions #8-12 back to Paul Harris’s original language  
 
o Counterargument | This would pay homage to the old CIE, hindering the efforts 
invested in the new CIE model. This instrument is supposed to be a different method 
of inquiry. 
 
Option #3 -  Offering an entirerly different model  
 
o Counterargument | The faculty does not know what the instrument does, and 
therefore, may not trust the validity of the results.  
 
The Committee agreed to hold an open forum for CIEs at upcoming CLA meetings.  
 
 
Adjournment 
Mathews made a motion to adjourn, seconded by Niles. Meeting adjourned at 1:42 PM. 
 
Appendix  
 
A) Serious and Contagious Illness Policy 
 
Title: Serious and Contagious Illness Type Key Institutional 
No: KI 1030 Approval Date: X-XX-2023 
Responsible Office: Academic Deans/VPAA|Provost Reviewed By: CLA Curriculum Committee, 3-7-2023; CLA 
Executive Committee, X-XX-2023; Crummer Faculty, 2-8-2023; 
X-XX-2023, College Policy Committee; VPAA/Provost, X-XX-
2023; President’s Cabinet, X-XX-2023  
Approved By: President, X-XX-2022 
Next Review: 2027-2028 Revision No:  
 
I.   Purpose/Introduction/Rationale 
Rollins College is committed to supporting the wellbeing of its students, staff, and faculty, and 
providing a safe environment for all students and employees. The College aims to accommodate 
students who are infected with serious and contagious illnesses and advised by a medical 
professional to isolate or quarantine to prevent the spread of disease. This policy pertains to all 
students in the College of Liberal Arts (CLA), the Hamilton Holt School (Holt), and the Crummer 
Graduate School of Business (Crummer). 
 
II.  Definitions 
For the purposes of this policy, “serious and contagious illness” refers to an infectious disease that 
is spread from person to person through casual contact or respiratory droplets, which may lead to 
life-threatening illness and impact the health of the campus community. These diseases include 
but are not limited to: tuberculosis (TB), mumps, measles or German measles (rubella), certain 
strains of hepatitis and meningitis, as well as any coronavirus, influenza, monkeypox, and 
chickenpox. Other potentially less serious infectious diseases, such as pneumonia and febrile 
illnesses will be addressed on a case by case basis.  
 
III. Procedure or Application 
CLA and Holt. 
• Students who show symptoms or suspect that they may have a serious and contagious 
illness are encouraged to seek expert medical advice and treatment.  
• If a student is diagnosed at the College’s Wellness Center and advised to isolate/quarantine 
(not attend class due to contagious disease), College officials will notify a student’s 
instructors about the need to miss class.   
• Students who receive a diagnosis and advice to isolate/quarantine from an off-campus source 
must contact the Wellness Center with medical documentation to have instructors notified of 
a need for accommodation. 
• Instructors shall not ask students to provide private health information (e.g., diagnosis or 
treatment plan) to verify student absences as this can be a violation of Health Insurance 
Portability and Accountability Act (HIPPA) privacy laws.  
• Students who must miss in person class sessions due to a contagious disease and are 
advised to isolate or quarantine will not receive a grade penalty for those absences, in 
courses where attendance is counted towards the course grade. 
• Students remain responsible for all assigned work in the course or instructor-approved 
alternatives. 
• Instructors will work with students to make up course material missed through the absences. 
The means of accommodation will be determined by the instructor.  
• The CLA/Holt Academic Honor Code will bind students to be truthful in reporting illness 
exposure and diagnosis. Falsifying information provided to a faculty or staff member is 
considered a violation of the College’s Academic Honor Code. 
 
• Students who miss class for reasons other than isolation/quarantine will be held to the 
terms of the instructor's attendance and participation policy as stated in the course 
syllabus. 
• Excessive absences from class due to isolation/quarantine or other reasons can result in the 
student being unable to meet all of the learning objectives for a course. In such cases, students will 
consult with the College’s Office of Student and Family Care to explore options such as a medical 
leave, working with instructors on incomplete course contracts, or withdrawal from the course. 
Crummer.  
• Students who show symptoms or suspect that they may have a serious and contagious illness are 
encouraged to seek expert medical advice and treatment.  
• If a student is diagnosed at the College’s Wellness Center and advised to isolate/quarantine (not 
attend class due to contagious disease), College officials will notify the Crummer registrar and the 
student’s instructors about the need to miss class in person. 
• Students who receive notification of a diagnosis and the need to isolate/quarantine from an 
off-campus source must contact the Wellness Center with medical documentation to have 
instructors and Crummer registrar notified of a need for accommodation. 
• Students who must miss in person class sessions due to a contagious disease and are 
advised to isolate or quarantine will not have their course grade negatively affected by their 
absence from class. 
• Students remain responsible for all assigned work in the course or instructor-approved 
alternatives. 
• Instructors will work with students to make up course material missed through the absences. 
The means of accommodation will be determined by the instructor.  
• Instructors shall not request medical information to verify student isolation/quarantine as this 
can be a violation of Health Insurance Portability and Accountability Act (HIPAA) privacy laws.  
• The Crummer Academic Integrity policy will bind students to be truthful in reporting illness 
exposure and diagnosis. Falsifying information provided to a faculty or staff member is considered 
a violation of the Crummer Academic Integrity policy. 
• Students who miss class for reasons other than isolation/quarantine will be held to the terms of 
the instructor's attendance and participation policy as stated in the course syllabus. 
• Excessive absences from class due to isolation/quarantine or other reasons can result in the 
student being unable to meet all of the learning objectives for a course. In such cases, students will 
consult with the Crummer Student Success office to explore options such as a medical leave, an 
incomplete course contract, or withdrawal from the course. 
 
IV. Effective Date 
This policy is effective XXXXXX, XX, 2023, and supersedes all previously issued versions. 
 
VII. Rationale for Revision 
N/A. 
 
 
 
  
 
 
B) Proposed CIE Model 
 
We propose that this tool replace the current CIE starting in the Fall of 2023, with a trial 
beginning in Fall 2023. Emerging issues and adjustments to this evaluation will fall 
under the purview of FAC and be reviewed regularly in that committee. 
 
FAC Approved: 2/28/23 
EC Approved: 3/2/23 
 
 
Header: In this section you will respond based on your role in the course. 
 
1.How many hours per week on average outside of class did you spend preparing for this 
course, (e.g., studying, reading, writing, rehearsing, etc.)? (check one)  
 
b. Less than 4 hours, about 4 hours, more than 4 hours 
 
2. How much effort did you regularly put into this course: (e.g., came prepared for 
class, completed all the readings, asked questions and participated, took advantage 
of learning opportunities)  (check one) 
 
a. Almost none, Very little, Some, Quite a bit, A great deal 
 
3. My expected grade in this course is: (check one) 
 
a. A, B, C, D, F, CR, NC 
 
 
Header: Elements of learning in this course. 
 
4. What's been MOST helpful to your learning? Select up to 3. 
 
The inclusiveness of this course  
Support from the instructor  
Feedback from the instructor  
The level of challenge of this course  
The quality of course materials  
The clarity of instructions for assignments and grading  
The use of active learning practices  
Interactions between students in this course  
Instructor communication in this course  
The organization of this course  
The relevance of the course content 
The assignments or projects in this course  
The accessibility of this course  
Other 
 
5. Conditional display: based on selection above, 1 text box prompt occurs asking:  
 
“What specifically about the elements you selected helped you learn?”  
 
 
 
6. What could use the most improvement to help you learn? Select up to 3. 
 
The inclusiveness of this course  
Support from the instructor  
Feedback from the instructor  
The level of challenge of this course  
The quality of course materials  
The clarity of instructions for assignments and grading  
The use of active learning practices  
Interactions between students in this course  
Instructor communication in this course  
The organization of this course  
The relevance of the course content 
The assignments or projects in this course  
The accessibility of this course  
Other 
 
7. Conditional display: based on selection above, 1 text box prompt occurs asking:  
 
“What specific change in the elements you selected would help you learn?”  
 
Evaluate the course for each of the following statements:  
8. The professor helped me to understand complex material and accomplish course 
goals. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
9. The professor created an environment that allowed students to share diverse 
perspectives.  
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
10. The course had a clearly identifiable structure including goals and strategies for 
achieving these goals. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
 
11. The course enhanced my ability to evaluate information and form conclusions. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
 
12. I was drawn into the learning experience. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
 
 
  
C) Paul Harris’s Proposed CIE Questions  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Minutes, Executive Committee Meeting, Thursday, March 23, 2023

Rollins College 
Rollins Scholarship Online 
Executive Committee Minutes College of Liberal Arts Minutes and Reports 
2-16-2023 
Minutes, Executive Committee Meeting, Thursday, February 16, 
2023 
College of Liberal Arts Executive Committee 
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Executive Committee Meeting Agenda 
February 16, 2023 
 
 
I. Approval of February 2, 2023, Minutes 
 
II. Announcements 
a. Division Faculty Governance Position Elections—Feb 14-20; at-large position self-
nominations open Feb 23 
 
III. New Business 
a. Endorsement of DEIB Strategic Plan 
b. FEC Candidates 
c. Proposal to add an Intercultural Competency to CLA curriculum 
d. Bylaws Change Proposal to Allow Target of Opportunity Hires 
e. Graduation Diplomas in English 
f. Bylaws Change Proposal re. FRDC Committee roles 
 
 
Executive Committee Meeting Minutes 
February 16, 2023 
 
  Present 
Amy Armenia, Grant Cornwell, Adeline Davis, Rosana Diaz-Zambrana, Hannah Ewing, Todd 
French, Kevin Griffin, Ashely Kistler, Emmanuel Kodzi, Jana Mathews, Akheem Mitchell, Dan 
Myers, Anne Murdaugh, Nancy Niles, Emily Russell, Rob Sanders, Susan Singer, Sendy Sejourne  
 
Call to Order 
Jana Mathews called the meeting to order at 12:30 PM.   
 
Approval of February 2nd, 2023, EC Meeting 
Mathews asked for a motion to approve the minutes from the February 2nd meeting. Moved by Griffin 
and seconded by Myers. Motion passed with two abstentions.  
 
Announcements 
Divisional Faculty Governance Position elections are taking place. As of February 2nd, the social 
sciences position needed to be filled.   
 
Board of Trustees Meeting Attendance  
The Board of Trustees asked for faculty to attend their meetings on Thursday, February 23rd. 
Committee members volunteered to attend different time slots.  
 
 
NEW BUSINESS   
 
 
Endorsement of DEIB Strategic Plan 
After 18 months in development, the DEIB Strategic Plan has been vetted by the student town hall, 
the staff town hall, and a Rollins College faculty meeting. Before seeking the Board’s affirmation 
of the plan, Cornwell asked whether the Committee would endorse it to show faculty support.   
 
Mathews asked for a motion to endorse the DEIB Strategic Plan. Moved by Kodzi, seconded by 
Russell. Motion passed unanimously.  
 
Mathews then motioned to move to a committee of the whole to discuss the FEC candidates. Motion 
passed unanimously.  
 
At 12:55pm, Mathews asked for a motion to move back into the Committee. Moved by Russell, 
seconded by Ewing. Motion passed unanimously.   
 
 
 
Proposal to add an Intercultural Competency to CLA curriculum 
 
Russell discussed the decision to retitle the DEI Competency to ‘Intercultural Competency’ and to 
slightly reframe the catalogue description. The Curriculum Committee made this decision in 
response to the politically-changing landscape of higher education. The title and catalogue 
 
modifications are not meant to weaken the policy, but rather to protect the competency against 
political contention. Other institutions have made this same decision.  
 
The revised Intercultural Competency had received unanimous endorsement from SGA, the 
Diversity Council, and the Curriculum Committee.  
 
The Intercultural Competency is labeled as Item A in the Appendix.  
 
Mathews motioned to add the Intercultural Competency to the CLA Curriculum. Motion passed 
unanimously. 
 
 
Bylaws Change Proposal to Allow Target of Opportunity Hires 
Todd French  
 
The draft Target Opportunity Hires proposal is labeled as Item B in the Appendix.  
 
The draft proposal passed through FAC. Before the Committee requests feedback from the full 
faculty, French asked Committee members to share their thoughts on the proposal’s language.  He 
then relayed the following concerns that the FAC expressed about the proposal:  
 
1. How does EC function in this initiative?  
2. Where do these hires come from? The provost? The faculty?  
 
The Committee members’ insights on the bylaws were as follows:  
 
• Use sparser language  
• Specify what the ‘exceptional cases’ are in the line, “In exceptional cases, candidates may 
be offered appointments to the faculty without conducting a national search.”  
 
Mathews remarked that this was a pertinent topic because of the work the Committee invested in 
allowing faculty to be granted tenure at their time of hire. Cornwell supported the proposal, saying 
Target Opportunity Hires allow institutions to hire people who would have never appplied to the 
postion if the search was not open to the public.   
 
Mathews made a motion of support to bring the idea of the Target Opportunity Hires Proposal to 
the faculty. Motion passed unanimously.   
 
 
Graduation Diploma Debate | English versus Latin?  
Currently, the graduation diplomas are written in Latin. Due to an increasing number of complaints 
about the diploma’s lack of readability and perceived pretentiousness, the Committee discussed 
changing the language from Latin to English. The reasoning is as follows: 
 
Those in Favor of Changing to English 
• The Latin diplomas promote a potentially elitist mindset  
• Sejourne shared that her recently-graduated peers preferred English to Latin  
 
 
 
 
Those in Favor of Keeping the Latin  
• Though no one strongly opposed changing the diploma language from Latin to English, a 
few members said they liked having unusual traditions and wanted to find another unusual 
tradition to compensate for the loss of this one. 
 
Kodzi motioned to endorse the move to change the language on the diplomas from Latin to English, 
seconded by Griffin. The motion passed with one abstention and two oppositions.   
 
 
 CC Committee Reports | CIE Update  
Todd French & Emily Russell  
 
The Committee continues to work towards putting new CIEs forward. Paul Harris suggested that 
the 45 questions be trimmed down to 12-13, while still including opportunities for open-ended 
feedback. In response to this idea, French and the other members crafted a CIE version with 6-7 
numerical value points, where each question asks students to list what they found useful about the 
course, and then prompts them to comment on why they responded the way they did.  
 
When asked how the new version will minimize implicit bias, Russell commented that, though 
CIEs cannot prevent implicit bias from surfacing in evaluations, the new CIEs can lessen this bias, 
depending on how the questions are phrased/what type of question is asked.   
 
Concluding CIE Thoughts | The current CIEs have lost credibility on campus. The new CIEs will 
not immediately fix the problem; however, they will be used to determine what was helpful to 
students in a course, rather than asking them to provide ratngs on issues like “whether the professor 
was knowledgeable”.  
 
 
Holt Update | Russell and Sanders are in productive conversation about the hardships that Holt is 
facing and what this means for the general education programs.  
 
 
 
Adjournment 
Mathews made a motion to adjourn, seconded by Griffin. Meeting adjourned at 1:31 PM. 
 
Appendix  
 
A. Intercultural Competency Requirement  
 
Rationale 
A Rollins education prepares students to find meaning and professional success in a complex world. One of 
the best ways to achieve these goals is to learn about experiences beyond one’s own. This knowledge and the 
skills to navigate such differences are often called “intercultural competency,” most notably by the American 
Association of Colleges and Universities (AAC&U) who has named it an Essential Learning Outcome.  
 
Since our adoption of the rFLA program, over half of the courses taught already address questions of 
intercultural competency. It has not, however, been a stand-alone requirement. 
 
Not having this requirement can have at least three negative effects: 
1) Many students who have chosen to take these courses report feeling like they are in an echo 
chamber. They are interested in hearing from a broader spectrum of viewpoints.  
2) Students who do not take intercultural courses are missing content and skills that are essential to 
our educational mission.  
3) The absence of a requirement can serve as an unintended signal that we don’t value intercultural 
competency. 
 
Context 
• At least 28 of our 30 benchmark institutions require a similar course 
• National organizations, including AAC&U and the National Association of Colleges and Employers 
(NACE) identify this education as essential for career readiness, personal thriving, and an engaged 
citizenry 
 
Structure & Policies 
• Faculty choose to apply for an ICMP designation to be attached to a specific course  
• Follows the ECMP model of distribution across courses both in the major and in rFLA or Honors 
• Need 18-20 courses per semester 
• Anticipate the vast majority of ICMP courses to come from courses already being taught 
• Assessment through “Intercultural Knowledge & Competency” AAC&U VALUE rubric  
• Courses may double count for more than one competency 
 
Implementation and Timeline 
• Requirement will apply to both A.B. and A.B.H students in the entering class of Fall 2023 
• First round of ICMP Designation forms due March 22 for publication on the 23-24 schedule 
(current student registration begins March 27) 
• Faculty will convene for training before the courses are offered as ICMP 
• Faculty teaching ICMP courses will meet once per year to discuss assessment and teaching 
strategies 
• Course Design/Re-Design workshop anticipated for summer 2023 
 
Catalog Revisions—rFLA and Honors 
Add the following catalog language to both A.B. and A.B.H. Degree Requirements 
 
Intercultural Competency (ICMP): A Rollins education prepares students to find meaning and 
professional success in a complex world by learning about experiences beyond their own. In Intercultural 
Competency courses, students will gain knowledge of the ways cultural differences enrich the world and 
how past and present customs have advanced or infringed upon the promises of a democratic society. 
Students will assess and critique current theories as tools to understand difference and commonality and will 
examine various strategies aimed at achieving more just, equitable, and productive societies. Students in 
ICMP courses will bring multiple viewpoints and experiences, creating an opportunity to engage in 
discussion across disagreement; question one’s own beliefs and biases; and find common solutions to 
advance a shared project—all essential skills for thriving after graduation.  
 
 
Students will satisfy this requirement by completion of any Rollins course that carries the Intercultural 
Competency (ICMP) designation or completion of an approved transfer course that includes the study of 
intercultural competency. 
 
 
Approved by Curriculum Committee: 
Approved by Executive Committee: 
Approved by CLA Faculty:  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
B. Bylaws Change Proposal to Allow Target of Opportunity Hires 
 
“All Tenure-track appointments will be made as the result of national searches. The department to 
which the candidate will be appointed will usually conduct the search. Search committees shall 
have one faculty member from outside the department who will be appointed by the Dean of the 
Faculty in consultation with the department. The appointee will be a voting member of the search 
committee. The recruitment and selection of candidates for faculty appointments will conform with 
the equal employment opportunity and affirmative action policies of the College. In exceptional 
cases, candidates may be offered appointments to the faculty without conducting a national 
search. Such an appointment would be a target of opportunity hire, following a more aggressive 
recruitment program with the goal of advancing the strategic initiatives of the college. 
 
The Dean of the Faculty shall not recommend the appointment of anyone of whom a majority of 
the voting tenured and tenure-track members of the appointee's department does not approve.” 
 


Minutes, Executive Committee Meeting, Thursday, February 16, 2023

Curriculum Committee

Rollins College 
Rollins Scholarship Online 
Curriculum Committee Minutes College of Liberal Arts Minutes and Reports 
5-22-2023 
Annual Report, Curriculum Committee, 2022-2023 
Curriculum Committee 
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Recommended Citation 
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Curriculum Committee  
Annual Report 2022-2023 
Submitted by Emily Russell (Chair) 
 
22-23 Committee Membership: 
Marc Sardy 
Robin Gerchman 
Steve Schoen 
Samantha Fonseca Douguet 
Yusheng Yao 
Mattea Garcia 
Raghabendra KC 
Emily Russell 
Kasandra Riley 
Susan Montgomery 
Perry Middleton (SGA rep) 
 
Non-Voting Attendees: 
Ashley Kistler 
Stephanie Henning 
Tiffany Griffin 
Toni Holbrook 
Steve Booker 
Rob Sanders 
Mae Fitchett 
 
Subcommittee Membership 
Secretary: Robin Gerchman 
New Course Subcommittee: Kasandra Riley, Marc Sardy, Susan Montgomery 
Registration Subcommittee: Yusheng Yao, Samantha Fonseca 
Appeals Committee: Mattea Garcia, Steve Schoen 
Strategic Planning Steering Committee (SDGs) Liaison: Raghabendra KC  
 
More complete details of the committee’s business this year can be found in our meeting minutes 
published through Rollins Scholarship Online (approval dates listed below). 
 
Academic Program revisions: 
1. Intercultural Competency for honors degree program and rFLA students (11/1, 2/7) 
2. International Relations (9/27) 
3. Physics (10/18) 
4. English (11/15) 
5. Business (1/24) 
6. Self-Designed Major approval (3/7) 
7. Data Analytics (3/28) 
8. Theatre, Dramaturgy (3/28) 
 
CLA Policies & Procedures updates: 
1. Recommend the movement of CLA Commencement away from Mother’s Day (8/30) 
2. Bylaws change to remove the intermediate role of Curriculum Committee in faculty 
position requests (9/6) 
3. Leave of absence credit policy (9/27) 
4. CLA transfer credit policy (9/27) 
5. An emergency meeting was held on 10/1 to address how to deliver instruction following 
hurricane closures. Current academic policies identify the important role of faculty 
governance in determining this response.  
6. AC 2008 Full- & Part-Time Student Enrollment status policy reaffirmation (11/15) 
7. AC 2000 Academic Credit Hours and Levels of Courses (11/15) 
8. KI 1030 Serious and Contagious Illness (3/7) 
9. Additional Major or Minor after graduation (3/7) 
10. Revisions to the cross-counting policy for majors and minors (4/25) 
 
Approved program closures for: 
1. German minor (10/18) 
2. Holt English major and minor and writing minor (9/6) 
3. Holt Master of Education, major in reading (9/6) 
 
International Programs: 
1. Reaffirmed the Verano Español Program (9/20) 
2. Approved a new program with the American University of Paris (9/20) 
3. Closed JYM Munich program (4/4) 
4. Approved a new program with CIS Sogang, University in Seoul, South Korea (4/4) 
 
Hamilton Holt School Business 
1. Guidelines for graduate certificates (10/18) 
2. Approved changes to the transfer credit policy 
3. General Education Revisions (2/21) 
4. Master of Public Health (2.21) 
5. International Affairs (4.4) 
6. Name change back to Healthcare Management 
7. Development of strategic task force to reconsider structure and policies governing 
academic programs in Holt (see below) 
 
 
 
Holt Landscape (delivered at the CLA Faculty Meeting, 5/3) 
The following remarks capture many of the conversations held by Curriculum Committee this 
year and have been endorsed by Executive Committee. 
 
This year Curriculum Committee has had the opportunity to hold several robust discussions 
about proposals related to the Holt School. In the course of these discussions, while we were able 
to move this business forward, we have come to the shared sense that the existing structures of 
shared governance and the relationship between Holt and CLA academic programs are not 
working.  
 
In this conclusion, Rob Sanders and the administrative team at Holt are in full agreement. They 
might put a different emphasis on some of the particulars, but our discussion on these points is 
characterized by much more agreement than disagreement. Curriculum Committee and Rob also 
share a commitment to the Holt mission and an investment in its success. 
 
Since we have ended up in this rocky borderland territory over time, I wanted to take this 
opportunity to pull together some of the factors that I believe have led to the current problematic 
position. 
 
1) A few years ago, we understood Holt to be “CLA at Night,” and many programs offered 
an 8am to 9pm schedule. Through a series of changes that have happened over time, both 
intentional and as downstream consequences, this characterization of Holt education no 
longer rings true.  
 
2) Undergraduate enrollments in Holt continue to fall and while the programs still return 
significant revenue to the institution, both the sense on the ground and the opinion of 
external consultants is that our offerings need to change to meet the needs of adult 
learners. 
 
3) In 2020, our staffing model for Holt changed fundamentally and full-time faculty were no 
longer permitted to teach Holt courses on load (with a few contractual exceptions).  
 
4) Program directorship has shifted with key retirements or the creation of new programs. 
International Affairs is currently directed by an adjunct employee and our MA in 
Strategic communication and undergraduate community health program are directed by 
non-tenure track lecturers. Additional retirements this year could leave other 
undergraduate programs in a similar limbo.  
 
These comments are meant to be descriptive, not an endorsement or critique. But they lead us to 
some thorny governance issues. I’ll offer a few examples.  
 
5) How will new programs that could meet market needs be designed and staffed if the 
expertise required does not already exist among the faculty? 
 
6) A concern raised by Rob and his team is that each time Holt issues come before 
predominantly CLA committees, they need to offer a re-education about the needs of 
adult learners. I am less persuaded by this concern than others might be. Shared 
governance of the college constantly requires this kind of education across boundaries of 
division. As a humanist coming with changes to the English major, I have to make the 
case to scientists or artists on the committee. I think you should be able to make a 
compelling case to non-specialists.  
 
The more persuasive concern, though, is one of prioritization. The fact that time-sensitive 
Holt agenda items are slated for this last CLA meeting is one indicator that Holt concerns 
can fail to gain attention in any given governance year. For people whose primary interest 
is in Holt, many have come to feel that the needs of the program are too urgent for the 
pace of CLA governance. 
 
7) Changes in the Holt matrix time and a wholesale shift to a hybrid teaching modality also 
suggest crisis in shared governance. Who are the appropriate stakeholders to endorse such 
changes? The move to a hybrid modality is understood by the Holt administrative team to 
be essential to the survival of the school. But where is the meaningful oversight of such a 
decision by faculty? The Holt directors have no governance standing or charge. The shift 
falls within the existing campus policy on hybrid instruction and so didn’t seem to require 
a policy review by curriculum committee. Since full time faculty are hired on an overload 
basis, if they do not want to teach a Holt class according to the hybrid modality, the Holt 
administration has no obligation to hire them in what is essentially an adjunct capacity. 
Understandably, this is not a response that sits well with existing faculty. 
 
8) Perhaps most substantively, the faculty of Rollins College are charged with the assurance 
of academic quality at the institution. We do so through mechanisms including 
Curriculum Committee and New Course Subcommittee, but also through department 
review of adjunct instruction, the tenure and promotion process, faculty review of transfer 
credits, and creation of new programs or program revision by existing full-time faculty 
bodies. We are currently in territory where some of these mechanisms are not 
meaningfully employed for Holt programs. That fact signals the need for substantive 
reconsideration. Holt may need different mechanisms to ensure academic quality. But 
these mechanisms should be transparent and in line with our accreditation demands. 
 
Rather than engage in a jurisdictional fight about these issues on an individual basis, we decided 
that we are in a moment where a deeper, structural reconsideration is needed. Grant and Susan 
have asked us to convene a task force to address these questions and return with models for 
reform. Invitations have already been extended and we’ve begun planning what promises to be a 
rich retreat in mid-May.  
 


Annual Report, Curriculum Committee, 2022-2023

College of Liberal Arts Faculty, Rollins College

Rollins College 
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The College of Liberal Arts Faculty Minutes College of Liberal Arts Minutes and Reports 
3-9-2023 
Minutes, College of Liberal Arts Faculty Meeting, Thursday, March 
9, 2023 
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 Part of the Educational Administration and Supervision Commons 
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Minutes of the Regular Meeting of the Faculty of the College of Liberal Arts  
March 9, 2023 at 12:30pm  
Rice Family Pavilion 
 
Presiding: Jana Mathews, President of the CLA Faculty 
Recording Minutes: Emmanuel Kodzi, Vice-President of the CLA Faculty / Secretary 
Moderating: Anne Murdaugh, Parliamentarian 
 
Members in attendance: 030923 (92 members signed in) 
 
Al-Haddad, Alves, Archard, Armenia, Barnes, Boniface, Brady, Brannock, Brown, Caban, 
Carnahan, Charles, Cheng, Cook, Coyle, Crozier, Davidson, Davison, Dennis, Diaz-Zambrana, 
Dunn, Elva, Ewing, Fetscherin, Flick, Fokidis, Fonseca Douguet, French, Fuse C., Fuse M., 
Gammar, Garcia, Grau, Griffin, Guerrier, Guevara Pinto, Gunter, Habgood, Hammonds, 
Hargrove, Harris, Heileman, Hope, Houston, Hudson, Johnson, Jones, KC, Kiefer, Kistler, 
Kodzi, Libby, Lines, Littler, Luchner, Mathews, McLaren, Mesbah, Mohr, Montgomery, Moore, 
Mosby, Murdaugh, Myers, Newcomb, Niles, Ouellette, Park, Parsloe, Patrone, Queen, Riley, 
Robertson, Robinson, Russell, Sardy, Savala, Shideler, Smaw, Stephenson P., Stone, Summet, 
Sutherland, Svitavsky, Tanner, Teymuroglu, Tillmann, Trauschke, Walton, Wunderlich, 
Yankelevitz, Yu. 
 
Guests: Adeline Davis, Stephanie Henning, Nancy Chick, Student Government. 
 
CLA Bylaws: Those eligible to vote in CLA: all full-time faculty, including artists-in-residence, 
visiting appointments, lecturers, and instructors. 
 
Quorum: We are at 205 voting faculty in Spring 2023; thus 69 present meets quorum (90 voting 
030923) Questions & Comments are not annotated by name, in line with abbreviated Roberts 
Rules 
 
Meeting called to order at 12:33pm. 
 
Welcome by Jana Mathews, President of the CLA Faculty.  
 
I. Announcements 
1. The CLA Faculty congratulates Provost Susan Singer on her appointment as the 12th 
President of St. Olaf College in Northfield, MN. 
 
2. The CLA Faculty welcomes Dr. Don Davison as the incoming Interim Provost. 
Acknowledgement of the magnitude of the ask, and his willingness to assume the role 
and responsibility; Gratitude expressed. 
 
 
 
3. RFLA  
Lucy Littler, Interim Coordinator, Rollins Foundations in the Liberal Arts: Shared 
insights from the integrated learning essays and the experiences of students with 
engaged and creative professors in the RFLA. Made the case that RFLA represents 
valuable pedagogical work at the College. Invited faculty to RFLA Inspiration and 
Ideas fair on Friday April 14 at 2pm. 
  
II. Approval of Minutes from February 23, 2023 CLA Faculty Meeting: 
1. Mathews, President of the CLA Faculty, asked for any changes to the minutes as 
circulated; none being proffered. Proposed by Margaret McLaren, second by Missy 
Barnes. 
2. Mathews asked for approval of the minutes from the February 23 CLA faculty 
meeting, voting via clickers: 74 yes votes, 4 no votes, and 4 abstentions; Motion 
passed. 
 
NEW BUSINESS 
 
III. Up/Down vote on Proposed Faculty Evaluation Committee 
Jana Mathews, President of CLA Faculty: Introduced FEC slate as nominated by EC.  
Voting by clickers. FEC slate approved: Fetscherin, Crozier, Stephenson, Strom, 
Zhang, Barnes. 
 
IV. Elections for At-Large Faculty Governance Positions and CLA Faculty President 
2023-2025 
Jana Mathews, President of CLA Faculty: Asked for nominations from the floor for At-
Large positions. No nominations from the floor. Voting results were as follows: 
1. CC (2023-24) Constance Vottero 
2. CC (2023-25) Serina Al-Haddad, John Grau 
3. FAC (2023-24) Alice Davidson, Samantha Fonseca-Douget  
4. FAC (2023-25) vacant 
5. FRDC (2023-25) Rachel Walton  
6. Student Life (2023-24) Kevin Brady, Rachael Lilienthal  
7. Student Life (2023-25) Beatriz Canamary, Bill Svitavsky 
8. CLA Faculty President – Anne Murdaugh 
 
V. Faculty governance timeline 
Jana Mathews, President of CLA Faculty: Shared timeline of the remaining CLA Faculty 
meetings, and the prospective agenda items for March 30 and April 20.  
 
VI. Introduction of Proposal for new Course Instructor Evaluation (CIE) model and 
Group Discussion 
1. Jana Mathews, President of CLA Faculty: Expressed gratitude to FAC for their work; 
expressed gratitude to faculty members like Harris and Fetscherin who have taken the 
time to articulate concerns about the proposed model. Noted the complex process and 
the opportunity to hear feedback. Welcomed French to present the proposal to faculty 
for comment and discussion.  
 
2. Todd French, Chair of FAC: Reviewed what FAC has done and why. Reflected on the 
timeline for this project and FAC’s charge to find alternative ways of evaluating 
teaching; Discussed aspects of White Paper relating to bias (e.g. course evaluations as 
poor measures of student learning; students punishing professors who focus on deep 
learning etc.); discussed differences between current CIEs and proposed model; 
contrasted the role of students as consumers versus engaged earners (questioning the 
rationale of putting students in the role of critics); introduced detail of new model 
(attached in Appendix).  
3. Motion to move into committee of the whole by Jana Mathews, second by Thomas 
Ouellette; vote by acclamation.  
Statements of support and opposition by various speakers. More discussion needed. 
4. Motion to move out of committee of the whole by Jana Mathews; second by Margaret 
McLaren. Vote by acclamation. 
5. Move to postpone motion to March 30 CLA Faculty meeting, Dan Myers; second by 
Eric Smaw. Vote by acclamation. 
 
VII. Student Affairs Report  
1. Donna Lee, VP for Student Affairs: Student Affairs (SA) has refreshed the areas of 
focus to cultivate a culture where all members can grow and thrive. SA continually 
reviewing policies and protocols so that barriers to DEI are not unintentionally created. 
Training and education of staff in office of SA ongoing to cater to the needs of students 
representing different levels of diversity.  
2. Marjorie Trueblood, Dean of the Student Center for Inclusion and Belonging: 
Reminded faculty about priorities shared during the CLA retreat. The Student Center 
for Inclusion and Belonging (SCIB) has worked to build relationships across campus 
and improve reporting of bias incidents on campus. Mission developed for SCIB, with 
specific threads about how to achieve the outcomes. Shared focus areas: e.g., 
embracing terms like social justice, intercultural competencies, collaboration, humility 
etc. Shared other programming with the view to strengthening partnerships with 
SWAG, CCLP, EMBARK etc., and creating an Inclusion and Belonging Board to 
support different teams that serve all under-represented identities.   
3. Discussion: Question about proposed roles in new organizational structure at SCIB. 
Response - need for specialized attention in some areas.   
4. Mathews thanked SA Team and encouraged faculty to reach out to SA as a way of 
supporting our students. 
 
 
Mathews: Motion to adjourn, moved by Mattea Garcia, second by Emily Russell. 
CLA Faculty Meeting adjourned at 1:44pm 
 
 
 
 
 
 
APPENDIX 
 
Proposed replacement for current CIEs 
 
FAC Approved: 2/28/23 
EC Approved: 3/2/23 
 
Header: In this section you will respond based on your role in the course. 
 
1. How many hours per week on average outside of class did you spend preparing for this 
course, (e.g., studying, reading, writing, rehearsing, etc.)? (check one)  
 
a. Less than 4 hours, about 4 hours, more than 4 hours 
 
2. How much effort did you regularly put into this course: (e.g., came prepared for class, 
completed all the readings, asked questions and participated, took advantage of learning 
opportunities)  (check one) 
 
a. Almost none, Very little, Some, Quite a bit, A great deal 
 
3. My expected grade in this course is: (check one) 
 
a. A, B, C, D, F, CR, NC 
 
 
Header: Elements of learning in this course. 
 
4. What's been MOST helpful to your learning? Select up to 3. 
 
The inclusiveness of this course  
Support from the instructor  
Feedback from the instructor  
The level of challenge of this course  
The quality of course materials  
The clarity of instructions for assignments and grading  
The use of active learning practices  
Interactions between students in this course  
Instructor communication in this course  
The organization of this course  
The relevance of the course content 
The assignments or projects in this course  
The accessibility of this course  
Other 
 
5. Conditional display: based on selection above, 1 text box prompt occurs asking:  
 
“What specifically about the elements you selected helped you learn?”  
 
6. What could use the most improvement to help you learn? Select up to 3. 
 
The inclusiveness of this course  
Support from the instructor  
Feedback from the instructor  
The level of challenge of this course  
The quality of course materials  
The clarity of instructions for assignments and grading  
The use of active learning practices  
Interactions between students in this course  
Instructor communication in this course  
The organization of this course  
The relevance of the course content 
The assignments or projects in this course  
The accessibility of this course  
Other 
 
7. Conditional display: based on selection above, 1 text box prompt occurs asking:  
 
“What specific change in the elements you selected would help you learn?”  
 
Evaluate the course for each of the following statements:  
8. The professor helped me to understand complex material and accomplish course goals. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
9. The professor created an environment that allowed students to share diverse 
perspectives.  
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
10) The course had a clearly identifiable structure including goals and strategies for 
achieving these goals. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
11) The course enhanced my ability to evaluate information and form conclusions. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 
 
12) I was drawn into the learning experience. 
Strongly Disagree, Disagree, Undecided, Agree, Strongly Agree 


Minutes, College of Liberal Arts Faculty Meeting, Thursday, March 9, 2023

Rollins College 
Rollins Scholarship Online 
Faculty Affairs Committee Minutes College of Liberal Arts Minutes and Reports 
11-14-2023 
Minutes, Faculty Affairs Committee Meeting, Tuesday, November 
14, 2023 
Faculty Affairs Committee 
Follow this and additional works at: https://scholarship.rollins.edu/as_fa 
Faculty Affairs MINUTES  
11/14/23    
    
Members present:   Alice Davidson, Samantha Fonseca Douguet, Ashley Kistler, 
MacKenzie Moon Ryan, James Patrone, Mari Robertson, Lisa Tillmann, Mark Heileman 
 
Members unable to attend:   Allen Johnson, Tonia Warnecke   
    
I. Identification of Minutes Taker: James Patrone    
   
II. Approval of 11/7/23 Minutes  
Motion:  Mari 
Second:  Sam 
Vote:  All  
   
III. Announcements & Updates   
A. SPOT implementation update – Revised schedule for pilot 1: spring 2024. In process 
of identifying taskforce leader. 
 
B. DEIB  
“Where Is the Line?” forum  
*MacKenzie went to the workshop. Similar to DEIB training in August (ICMP training). 
Eric Smaw provided legal examples and definitions of academic freedom at state and 
federal level. Difference between a “safe space” and a “brave space.” Conversations will 
be uncomfortable, and this is okay. Be intentional with establishing frameworks for what 
is in bounds and out of bounds. Reported overall policies and structures of training. 
 
IT Acceptable Use   
Lisa: Met with Brooklyn Lehner and Troy Thomason and had conversation about using 
Rollins IT systems and how this relates to content such as “The White Woman 
Professor” article. They are establishing protocols for dealing with situations that involve 
“malicious” content. Dealing with code of conduct and acceptable use policy for 
Rollins.edu websites and mass emails.  
 
Student Organization Handbook  
Lisa: Working with Greg Golden to add language about proper conduct for any student 
organization wanting to publish/mass circulate content. 
 
C. Faculty compensation study 
*Initiative to increase starting salaries of new assistant professors. Resulting 
compression and inversion will need to be addressed. 
*Running models to see how can fiscally accommodate these adjustments. No within-
tier inversion will be tolerated. 
*Discussed CPI vs salary increases over last 7-10 years and have seen the salary 
increases not keep up in the last 2-3 years due to inflation. 
*The largest gap between CPI and salary increases is for full professors, then associate 
professors, then assistant professors.  
  
D. “Post” pandemic faculty burnout/morale/workload/wellbeing  
*Teaching loads (TT, VAP, lecturers at benchmark schools)  
-- Lisa and Alice have been successful in getting responses from other institutions. 
--Data is in excel sheet (under Files on Teams). 
--Lisa suggested moving into a working group and helping collect more data. 
 
V. Motion to Adjourn   
Motion: Lisa 
Second: Alice 
Vote:   All 
  
ACS TT Teaching Loads 
 
Birmingham Southern: 7 (3-1-3) - Alice 
Centenary College of Louisiana: 6 - JAMES 
Centre College: 6 - ALICE 
Davidson College: 5 - ALICE 
Furman University: 5 - SAM 
Hendrix College: 6 - SAM 
Millsaps College: 5 - MACKENZIE 
Morehouse College: 6 - MACKENZIE 
Rhodes College: 5 - MARK 
Sewanee – University of the South: 5 - MARK 
Southwestern University: 5 - MARI 
Spelman College: 6 - MARI 
Trinity University: 5 - LISA 
University of Richmond: 5 - LISA 
Washington and Lee University: 5 - James 
 
N=9 with 3/2 
N=5 with 3/3 
N=1 with 3/3 + 1 


Minutes, Faculty Affairs Committee Meeting, Tuesday, November 14, 2023

Crummer Graduate School of Business Faculty

Rollins College 
Rollins Scholarship Online 
Crummer Graduate School of Business Minutes 
and Reports Faculty Minutes and Reports 
11-16-2023 
Minutes, Crummer Graduate School Faculty Meeting, Thursday, 
November 16, 2023 
Crummer Graduate School of Business Faculty 
Follow this and additional works at: https://scholarship.rollins.edu/crummer_fac 
Recommended Citation 
Crummer Graduate School of Business Faculty, "Minutes, Crummer Graduate School Faculty Meeting, 
Thursday, November 16, 2023" (2023). Crummer Graduate School of Business Minutes and Reports. 137. 
https://scholarship.rollins.edu/crummer_fac/137 
This Minutes is brought to you for free and open access by the Faculty Minutes and Reports at Rollins Scholarship 
Online. It has been accepted for inclusion in Crummer Graduate School of Business Minutes and Reports by an 
authorized administrator of Rollins Scholarship Online. For more information, please contact rwalton@rollins.edu. 
Roy E. Crummer Graduate School of Business 
Rollins College 
Crummer Faculty/Senior Staff Meeting Agenda   
November 16, 2023 
Crummer 107 
10am-11:30am 
 
Attendees:  Teisa Brown, Henrique Correa, Lovelyn Findley, Kim Jentsch, Jim Johnson, Elissa Jovita, 
Vanessa Kannemeyer, Mike Kazazis, Ginger Killian, Tracy Kizer, Misty Loughry, Greg Marshall, Peter 
McAlindon, Anil Menon, Kyle Meyer, Renee Quintanilla, Koray Simsek, Bill Seyfried, Carolyn Turner, 
Syntyche Walker, Brian Walkup, Keith Whittingham, Keenan Yoho 
 
Updates from the Dean……………………………..………………………..………………………………..Anil Menon 
 
• Motion to approve the Minutes of September 21, 2023, and October 19, 2023, were 
unanimously approved. 
 
• Meeting with Board of Trustees – Key points from these conversations: 
1. Shift from traditional (functional) MBA to Value-creation and growth MBA; How do you 
drive social impact? 
2. Traditional MBA is a declining market as well as here at Crummer (declining enrollment) 
3. Intellectual leadership vs. academic leadership (peer review journals)  
 Increase focus on writing coherent cases that are comprehensive tools that we 
(and others) can use – content for multiple uses 
4. Modeling IMD for the United States (Small school – Swiss based global reach – more 
focused and organized) – they are doing what we want to be doing 
5. Consider creating more Centers of focus (e.g., global thinking) 
 
• Improve Enrollment  
a. Target alumni been out 4+ years to invite them back  
• New website design (using the IMD model) 
• Exec Ed - signed an exclusive agreement with Fortune Magazine for a collaborative sprint 
• YPO discussion continues 
• Adding Professors of Practice – Discussion development stages 
• Met with EA students yesterday (Wednesday) - good conversations.   Would like to continue 
meeting with students over the semester. 
 
Admission Update………………..……………………………………………………………………………….Elissa Jovita 
• Flex – flat /compared to last spring; working toward building class. 
• Update on the alum events and other engagements. 
• Robust MBA Marketing Plan being developed  
• Reviewing print material/ automated communications for rebranding. 
 
Website Redesign………………………………………………………………………………………………………..Various 
 
• Arielle Haughee has joined the Communications team and will help with writing stories of 
Crummer. 
• Vendors have been invited to submit proposals for the website redesign to create a more 
engaging website. 
 
EAMBA/FlexMBA Proposals………………………………………………………………………………….Bill Seyfried 
 
- Review of the new focus for replacement positions for two open faculty positions 
- New vision for Summer 2 
- Core curriculum change / case for changes 
- Schedule for courses changes 
 
• Jim Johnson reported on changes in the core INTL course over time (created 2012 – INTL 501 
and INTL 605) 
• Discussion ensued around the proposed curriculum changes and rethinking how we design the 
curriculum going forward. 
o Motion to table to the December faculty meeting was defeated. 
o Motion to accept the proposal as described passed (9-2). 
 
Curriculum Committee…………………………………………………………………..……………………Koray Simsek 
• EMBA course titles to be reviewed and voted upon by email. 
 
Other Business……………………………….……………………………………………………..………………Anil Menon 
 
• Innovation Triangle update  
 
• President Cornwell has identified the funds for the current building renovation. 
 
• Anil asked what the faculty would like to hear from Anil 
- Repeat, repeat, repeat the new vision, continue to impress the urgency and reality of our 
enrollment. 
- Anil wants to focus on some internal processes. 
- Updates on Jim Bacchus engagement (former chief judge of WTO) – Sustainability 
/Sustainable Development. 
- Communications plan to relaunch newsletter in January (monthly); Anil will give his update 
on a more regular basis. 
- Faculty invited to email Anil with what they would like to hear from Anil. 
 


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