Faculty Policies and Procedures
lynch school of education faculty handbook
The following guidelines are intended to help enable faculty to successfully carry out the teaching, research, and service activities that they are expected to undertake at the Lynch School of Education. These policies and procedures are meant to complement those delineated in the University Statutes; the Lynch School’s guidelines clarify specific policies and procedures only when they are in addition to University Statutes. Thus, Policies and Procedures pertaining to faculty are governed by The University Statutes and are the faculty member’s definitive reference on appointments and contract renewals, promotions, and rights and responsibilities.
A. Expectations of Lynch School of Education Faculty
The University-wide expectations for all faculty at Boston College include teaching, research, and service and can be found in Section 9A of Chapter II of the University Statutes. In addition to those requirements, all faculty at the Lynch School are expected to be guided by the following in their teaching, research, and service.
The Lynch School is a dynamic community of learners—faculty, students, and staff—committed to preparing educators and human service professionals who view their professions as a calling to service for others. We strive to develop professionals who have the knowledge, intellectual and professional skills, moral and ethical sensibilities, and leadership to make a difference in the lives of children and adults. Our mission is informed by the Ignatian view that there is no dichotomy between a life of inquiry and contemplation and a life of action. Each faculty member is expected, therefore, not only to strive to embody the standards of teacher, scholar, and citizen outlined below but to encourage and support the formation of those who will exercise leadership within the professions of education and psychology.
As part of their teaching responsibilities, all Lynch School faculty are required to:
- submit adequate course syllabi at the beginning of each semester for all courses to be taught that semester
- provide a copy of each course syllabus, including the instructor’s office hours, for posting on the web PRIOR to the first meeting of the class
- meet assigned classes as scheduled
- observe academic regulations regarding such matters as examinations, cancellation of classes, and submission of grades
- post and maintain office hours, on at least two different days
- be familiar with the curriculum and academic requirements of the Lynch School at the undergraduate and graduate levels
- provide regular and effective academic counseling and advisement of students
- have students evaluate all courses every semester using the University’s course evaluation form. Please refer to the University's Faculty Handbook Student Course Evaluation Policies
See Course Related Information and Resources for more details.
Faculty must demonstrate research productivity. The research should have publication as its ultimate objective, but the expectation here is that progress toward that end be demonstrated annually. Thus, an as-yet unpublished manuscript could be an example of demonstrated progress, but credit in the annual review process (see below) for the unpublished manuscript is given only when it has been published. Other examples in this research category are proposals to obtain funding for research and papers presented at professional conferences.
At a minimum in the service area, full-time faculty members are expected to attend program and department meetings, Lynch School faculty meetings, commencement, and convocations as well as serve on program, School/Department, and University committees if appointed or elected.
In addition, faculty are expected to serve on Doctoral Dissertation Committees. This is a responsibility of faculty members that should be shared equitably. To this end, the Associate Dean of Graduate Student Services consults with the relevant Department Chair on the establishment of doctoral committees and ensures that no one faculty member has an excessive amount of committee responsibilities.
Faculty members who have recently joined the Lynch School are encouraged to develop an understanding of the procedures used at the University prior to serving on doctoral committees. New faculty members should consult with their department chairs and their mentors regarding appropriate times to begin as readers on dissertations.
In the interest of providing students with optimal mentoring, new faculty members should refrain from chairing committees for at least one semester. Only in extenuating circumstances may untenured faculty members chair a committee before their second year of service.
Details on the dissertation process, time lines, and expected outcomes specific to the Lynch School can be found on the Lynch School’s Doctoral Policies and Procedures webpage.
Finally, faculty members are encouraged to participate in the following activities from September to the end of May:
- fall orientation for incoming students
- fall, spring, and summer "open houses"
- autumn information sessions
- open house sessions for newly admitted students and parents
- telethons for newly admitted students
- early action open house
- transfer student orientation
- Spirit of Education Week events
- GEA Research Forum
- Lynch School Symposium
- annual Faculty Research Luncheon
- other occasional events
» Continue to B. Review of Lynch School of Education Faculty
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