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Faculty Responsibilities and Expectations Policy
Name of Policy
Faculty Responsibilities and Expectations Policy
Policy Number
I. B-3
Human Resources
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Last Revised Date
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To declare PMU guidelines with regards to Faculty Responsibilities and Expectations and ensure uniform interpretation and application of this policy.


Expectations and Responsibilities Related to Teaching

Faculty members have the primary teaching responsibilities for the courses in their college or program. These responsibilities include selecting texts, preparing course syllabi, planning in-class activities, constructing student assessments, keeping grade records, supervising laboratory sessions, and holding regular office hours.


In addition, in both their professional and personal behaviour, faculty members should demonstrate and model for their students the knowledge, abilities, and qualities of conduct and demeanour that the university strives to instill in all of its graduates. Chief among these are the six designated learning outcomes:

  • Communication: the ability to declare effectively in both English and Arabic in professional and social situations.
  • Technological Competence: the ability to use modern technologies to acquire information, declares, solve problems, and produce intended results.
  • Critical Thinking and Problem Solving: the ability to reason logically and creatively to make informed and responsible decisions and achieve intended goals.
  • Professional Competence: the ability to perform professional responsibilities effectively in both local and international contexts.
  • Teamwork: the ability to work effectively with others to accomplish tasks and achieve group goals.
  • Leadership: the ability to be informed, effective, and responsible leaders in family, community, and the Kingdom.


These six learning outcomes are intended to ensure that PMU students also will possess knowledge and abilities associated with mastery of the theoretical structures and methodologies of academic disciplines and professional competencies. This will further enhance their ability to function effectively as a practitioner and scholar in a selected field.


In addition to modelling the six learning outcomes, the teacher should:

  • Strive to be accurate, objective, and effective.
  •  In the classroom, address topics and present materials consistent with teaching assignments as defined in approved course objectives.
  • Encourage students' learning by manifesting the best academic standards of one's discipline or profession. The appropriate role for the teacher, both in and out of the classroom, should be as intellectual guide, counselor, and mentor.
  •  Establish a relationship of mutual respect and trust with students. If problems arise between teacher and student, whether regarding instructional matters or interpersonal difficulties, both parties should attempt to resolve them through informal, direct discussions before seeking resolution elsewhere.
  • Demonstrate honest academic conduct and require the same from students. The PMU expects all students to engage in all academic pursuits in a manner that is above reproach and to maintain academic honesty and integrity in their academic experiences both in and out of the classroom. The best way to ensure that students will adopt and maintain such standards of academic integrity is for those standards to be modeled by their teachers.
  • Assure that the evaluation of a student's academic performance reflects the student's true achievement, through the application of criteria appropriate to the field of study and the course.
  • Assure that students are free to express their opinions openly and to exchange ideas without fear of retaliation.
  • Never exploit students for private advantage of any type. All forms of discrimination or harassment should be avoided, with the understanding that bias of any kind threatens the integrity and effectiveness of the learning environment.
  • Observe department, college, and university policies regarding such matters as the statement of course objectives, examinations, office hours, course evaluations, and any other matters related to one's teaching duties and responsibilities.


Expectations and Responsibilities Related to Scholarly and Creative Activity

The university's mission includes advancing and sharing knowledge for the improvement of public welfare. Accordingly, faculty members have a responsibility to engage in scholarly or creative activity, including the conduct of research, in their area of expertise. While this is applicable to all college faculties, this area is not a primary concern of Preparatory Year Faculty.


The faculty scholar should employ critical self-discipline and judgment in advancing, sharing, and using knowledge. The scholar should adhere to the highest standards of intellectual honesty in his or her own work, and when overseeing and evaluating the work of students and subordinates. Research and other scholarly and creative activity should be performed in a manner that is consistent with accepted standards of one's discipline, and with legal, professional, and university guidelines, policies, and regulations governing such work.


Expectations and Responsibilities Related to Service

Faculty members should contribute through service to the university, the local and wider communities, and their professional disciplines. Examples of service activities in which the faculty member might become involved include:

  • Membership on department, college, university, and ad hoc committees.
  • Teaching continuing education or other non-credit courses.
  • Serving in an official capacity in a professional organization.
  • Uncompensated consultation in one's area of expertise for public benefit.
  • Sponsorship of student, professional, or honorary organizations.


Expectations and Responsibilities Related to Membership in the University and Wider Communities


  • The university community

As colleagues, faculty members have responsibilities that derive from common membership in an academic community. These include the responsibility to:

o   Respect and defend the right to free inquiry and the expression of one's views.

o   Acknowledge the contributions of colleagues and students to one's own work.

o   Provide honest and objective appraisals, in accordance with established department, college, and university criteria, when evaluating the performance of colleagues.

o   Promote collaboration and mutual support among colleagues.


  • The wider community

As a member of the wider community, the faculty member has the rights and responsibilities of any citizen. In exercising these rights, the faculty member should make it clear that he or she is acting as an individual, either as a scholar with a particular field of expertise, or as a private citizen.


Faculty members should always remember that others may identify them as associated with the university, and that the university may be judged by their actions. In most cases there is no conflict between exercising one's rights as a citizen and one's responsibilities as a member of the university community. But if one's activities as a citizen might interfere with faculty responsibilities, the faculty member should request a leave of absence, resign from his or her appointment, or limit those activities in order to avoid interfering with one's responsibilities as a member of the university community.