Policies and procedures relating to academic honesty, privacy rights and fairness in dealing with students are published in the 2002-2003 Student Handbook and the 2002-2004 college catalog.  The catalog provides a clear, brief overview of such academic policies as attendance, probation and dismissal, the grading system, mid-term warnings, add-drop policy, and withdrawal. It also defines the confidentiality rights of the student and directs to the student to the handbook for more in-depth explanation of the various policies and procedures as well as the student's and institutional rights and responsibilities.  The handbook provides students with detailed explanations of the student code of conduct.  The code explains what behavior is expected and what is not tolerated, the purpose of the code, the procedure to be followed by the disciplinary officer and the appeal rights, policies and procedures for the student.  It also contains an explanation of affirmative action policies and the steps that can be taken if an affirmative action complaint is warranted.

Academic freedom and privacy rights for faculty are defined in the most recent contract: Maine Technical College System Board of Trustees Agreement with the Maine Education Association Faculty Unit 1999-2000.  The contract also contains the terms and conditions of employment as well as the grievance procedures for resolving disputes.  Likewise, members of the staff have similar contractual terms that define their rights and responsibilities.  In addition, all staff are required to adhere to the Family Educational Rights and Privacy Act of 1974.

Academic freedom is addressed in the Faculty and Staff Handbook section 6135:01, section #6135:02, and section #6136:01.  Academic freedom is also addressed in the MTCS board of trustees agreement with the Maine Education Association Faculty Unit.  An ad hoc research committee at NMTC also addressed issues of academic freedom.  A strong professional development program provides institutional support for academic freedom and the continued pursuit of new knowledge.  Professional development is supported in one of two ways.  The director of development and college relations is available to assist faculty members write grants for funding from external sources. In addition, there is a professional development committee, composed of a broad spectrum of NMTC employees, who review and make recommendations for funding of professional development activities.  The MTCS has established a benchmark for professional development that each campus is obligated to achieve.  This ensures that adequate funding is available for faculty who wish to pursue advanced study and research.  The MTCS makes available a number of Innovative Studies grants each year for research.  All employees are required to have a professional development plan that explains what activities are to be undertaken and how those activities support the goals and objectives of the college's strategic plan and/or the goals and objectives of the program improvement component of the college’s Carl D. Perkins Act funding.  Once the activity is complete, the employee is required to file a written summary of the activity explaining how the activity advanced the individual's professional development goal(s).

On April 16, 1986, the Maine Legislature approved L.D. 2174 An Act to Establish the Maine Vocational Technical Institute System.  This act formally grouped six institutions, governed by the state board of education, into one organization under a central office structure.  On June 22, 1989, the Maine Legislature passed An Act to Enhance the Status of Vocational Technical Education in Maine.  This act changed the name of the Maine Vocational Technical Institute System to the Maine Technical College System and provided the foundation for MTCS policy section 200 Governance and Organization.

The tasks of the technical college system are listed in the legislation and may be found on page 16 of this document.

NMTC works to ensure students, faculty, staff, and administration are treated in a fair and equitable manner.  To that end, the college takes several steps to ensure gender equity and adherence to the spirit of affirmative action in all institutional activities.  Gender equity initiatives include the Aspire program in conjunction with the Department of Human Services.  This program supports women who are single heads of households in completing their program of studies.  In addition, the college sponsors the Women in the Trades program to support women in nontraditional career/trades programs.  Further, Perkins funds are used to assist with childcare, transportation, and emergencies for students in single parent situations.  Affirmative action activities include an affirmative action plan, a standing committee, and an affirmative action officer on campus.  The committee and the officer review and update that plan on a regularly scheduled basis.  The college strives to recruit employees through a non-biased process following campus and MTCS policy guidelines.  Promotional materials (view books, catalogs, etc.) use the term men/women instead of students to encourage individuals to consider non-traditional career path programs.  Regional demographic diversity defines student recruitment activities and initiatives.

The administrative basis for NMTC faculty and staff ethical standards is based on the Philosophy of Ethical Practice, which is found in the Faculty and Staff Handbook under the business operations tab, section 64806 ethical practices.  The preamble states, “Northern Maine Technical College, a community composed of administration, faculty, staff and students, recognizes and subscribes to several basic tenets encompassing worth, dignity, respect, responsible citizenship and potential for all.”  Following the preamble are listed eleven tenets which each faculty or staff member "will attempt to adhere to."  Each faculty and staff member has a copy of this philosophy of ethical practice statement, and it is displayed in several public areas throughout the college.  In addition, many faculty and staff are members of professional organizations that have codes of ethics specific to the professional area.  Often these codes are prominently displayed by the individual and are incorporated into the curriculum being delivered or supported.

The grievance procedures to be followed for individual faculty or staff personnel are spelled out in detail within the union contract between that employee's bargaining unit and NMTC.  There are three bargaining units currently covering employees at NMTC.  One represents administrative/professional staff, one represents non-administrative support staff, and one represents faculty.  For the faculty unit, Article 3 covers complaints and Article 8 covers grievance procedures.  The other two bargaining units have equivalent sections in their contracts.  These contracts are legally binding and endorsed by both NMTC and the MTCS and are supported through system policy and procedures.  Those employees who choose not to join their respective bargaining units are still covered by the contract provisions, but will not have union support as they move through the grievance process.

NMTC is currently accredited by the Commission on Technical and Career Institutions of the New England Association of Schools and Colleges, Inc and has candidacy status with the Commission on Institutions of Higher Education, also within the New England Association of Schools and Colleges, Inc.  Past relations with CTCI have been open, cordial and cooperative.  Great effort has been made by NMTC to address identified weaknesses.

Appraisal

New employees often assume their positions without adequate orientation. Faculty or staff handbooks are voluminous creations that can be overwhelming to new hires.  A better system of orientation needs to be devised to help new employees digest the policies and procedures of the college.

Previous confusion over how the associate in arts degree fits the general mission of the college has been significantly alleviated.  Both the college and the system have provided employees, students and community members with pertinent and appropriate information about the mission of a comprehensive technical/community college and the importance of the AA in that mission. As more and more students choose the liberal studies program as an entering point for their college careers, it is becoming seen as a natural fit with the college’s more traditional career programming.

The college is committed to the spirit as well as the letter of the law in the area of diversity and equal opportunity.  The college has occasionally sponsored workshops for faculty and staff on diversity and equal opportunity.  Attempts to attract minority students to campus include increased recruiting in southern New England, specifically the Boston and Hartford areas, placement of many Job Corp students on campus, and an increased presence in international (Canadian) recruiting.  With the recent settlement of the Aroostook Band of Micmacs on reserved land adjacent to the college, the percentage of Native Americans in the student population has risen sharply.  As discussed in Standard Six, greater awareness of diversity issues has been discussed by the college’s strategic planning committee and a definition of diversity for the institution was adopted last year.
 
Policies and procedures of the college are adequately delineated but more help is needed in the application of those policies.  Some employees feel at a loss when applying policy to particular situations while others perceive the application to be inequitably applied.

The past relationship with the Commission on Technical and Career Institutions (CTCI) of the New England Association of Schools and Colleges, Inc. has been cordial and cooperative and it is believed a similar pattern will emerge with CIHE.  

Projection

A new system of employee orientation needs to be devised. Perhaps a mentoring system should be explored.

The creation of the associate in arts degree was done through proper legal channels with the support of the legislature, the governor and the MTCS board of trustees.  The MTCS has put forth a plan to transition the technical college system to become the Maine Community College System.  There is widespread support for this plan, from employees to legislators and the newly elected governor.  It is anticipated that this change will occur during the 2003 legislative session.

Student and other organizations need to be encouraged to create and participate in more public education activities to expand awareness of diversity issues.  In addition to supporting student organizations, resources should be made available for more cultural and diversity projects on campus.

Efforts have been made in recent years and should be continued to keep employees informed of decisions and their rationale affecting the employees as individuals and the college in general.  A vehicle of support, such as an ethics committee, for understanding and applying the policies and procedures of the college might be helpful.