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Participating and Supporting Faculty

Introduction:
The MCOB desires to ensure that the faculty is sufficient in numbers and presence to perform academic functions of curriculum design, course design and development, course delivery improvement, assurance of learning, faculty development, and other curricular and advising service consistent with the college mission. These activities represent the core of the educational endeavor, and they should be conducted by persons with deep understanding of the relevant subject matter and experience in higher education delivery.

Standard 9 (faculty sufficiency) states that “A school should develop appropriate criteria consistent with its mission for the classification of faculty as participating and supporting.”

We expect that “participating” faculty members will deliver at least 75 percent of the MCOB’s annual teaching and at least 60 percent of the teaching in each discipline, each academic program, and location.


Definitions:
In assessing sufficiency of faculty resources, an important distinction is made between “participating” and “supporting” faculty members.

A participating faculty member actively engages in the activities of the school in matters beyond direct teaching responsibilities. Such matters might include policy decisions, educational directions, advising, research, and service commitments. The faculty member may participate in the governance of the school, and be eligible to serve as a member on appropriate committees that engage in academic policymaking and/or other decisions. The individual may participate in a variety of non-class activities such as directing extracurricular activity, providing academic and career advising, and representing the school on institutional committees. The school considers the faculty member to be a long-term member of the faculty regardless of whether or not the appointment is of a full-time or part-time nature, regardless of whether or not the position with the school is considered the faculty member’s principal employment, and regardless of whether or not the school has tenure policies. The individual may be eligible for, and participate in, faculty development activities and take non-teaching assignments for such activities as advising as appropriate to the faculty role as defined at the school.

A supporting faculty member does not, as a rule, participate in the intellectual or operational life of the school beyond the direct performance of teaching responsibilities. Usually, a supporting faculty member does not have deliberative or involvement rights on faculty issues, have membership on faculty committees, nor is the individual assigned responsibilities beyond direct teaching functions (i.e., classroom and office hours). A supporting faculty member’s appointment is normally exclusively teaching responsibilities and is normally an ad hoc appointment, for one term or one academic year at a time without the expectation of continuation.


Classification Criteria:
All faculty and instructors regardless of the type of contractual relationship (tenured, tenure-track, contract) that exists between the faculty member and the institution will be classified as either “participating” or “supporting”.  Newly hired faculty who would normally be expected to engage in at least two of the activities listed below would be classified as “participating” for the first three calendar years.

Faculty members who engage in at least two of the following activities in a calendar year would be classified as “participating”
  1. Governance (for example, involved in defining major academic issues)
  2. Curriculum design and development (for example, involved in new program design and development, and substantive revisions)
  3. Course design and development (for example, involved in new course design and development, and substantive revisions)
  4. Enhanced course delivery (for example, developing or offering a new format or delivery mechanism)
  5. Assurance of learning (for example, engaging in the evaluating course content and delivery, and accomplishment of learning goals)
  6. Faculty development (for example, attend a workshop or conference related to teaching)
  7. Curricular and advising service (for example, serve as student curriculum advisor, direct field trips, study-abroad, internship, or immersive experiences, and student or faculty mentoring)
  8. Engaging in other activities of similar nature or intent, which the faculty member will identify and explain.


Reporting:
The department chairperson and each faculty member will make a determination of that faculty member’s classification, based on inputs from the annual report submitted by the faculty member each year.  The department chairperson will summarize these determinations in a report to the college Dean.


Adopted by the Executive Committee on November 19, 2008