Core Component 3.C

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DRAFT

3.C The institution has the faculty and staff needed for effective, high-quality programs and student services.

  1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.
  2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortial programs.
  3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.
  4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.
  5. Instructors are accessible for student inquiry.
  6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.

Argument

3.C.1. Ten years ago, SIUC enrolled 20,350 undergraduate, graduate, and professional students. By Fall 2018, the total number of students fell to 12,817, a 37% decline. Faculty decreased by 22%. The table below shows changes in faculty during this period. Engagement with the core duties of curricular supervision, student assessment, and quality instruction has remained intact, ensured through an oversight structure that operates at all university levels. Faculty, staff, and administrators are working to reinforce stability and sustainability in selected programs and services, as well as offering new academic and student support programs (e.g. B.S. Nursing, B.S. Business Analytics, Doctorate of Occupational Therapy, First Saluki Center for 1st Generation Student Support). In Fall 2019, the rate of decline and areas of success are pointing toward a turn-around (Chancellor's Blog).

 

Fall 2009

Fall 2018

% Change

Students

20,350

12,817

-37.0%

FT Faculty

1,392

1,080

-22.4%

PT Faculty

250

201

-21.9%

All Faculty

1,642

1,281

-21.9%

Student: Faculty Ratio

15.7:1

14:1

 

During this period, the decrease in faculty numbers has disproportionately occurred in the tenure/tenure-track (TT) faculty rank, which dropped 35% compared to a 2% decline for non-tenure track (NTT) faculty and a 20% decline for part-time faculty. As a result, over 83% of the faculty lost since Fall 2009 have come from the TT faculty cohort. These numbers are significant in that:

  • TT are usually the only voting faculty on committees devoted to addressing governance, faculty affairs, curriculum, and assessment matters.
  • The Faculty Senate allots 6 of its 36 seats to NTT faculty. These faculty are also eligible for inclusion on the Undergraduate Education Policy Committee.
  • The rate of decline in the numbers of students and TT faculty are similar (38% and 35%). This indicates that the number of faculty is sufficient to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance, establishment of academic credentials for instructional staff, and involvement in assessment of student learning.
  • However, the breadth of committee duties locally and campus-wide, which are limited to or predominantly TT faculty remain the same, leading to an increase in the service commitment of many of the TT faculty.

The overall ratio of students to TT faculty cannot account for:

  • Instances in which stability (or even growth) in the number of majors within certain programs is upset by TT faculty losses
  • Elective retirement and resignation potentially affect programs unevenly, which may in turn create losses in academic expertise needed for degree programs

Faculty are cognizant of this loss. In the 2017-2018 Campus Climate Survey (Table 130), only 17.2% of faculty respondents agreed/strongly agreed that SIUC retains qualified faculty and staff. Twenty-two percent (22%) neither agreed nor disagreed.

Strategies to redress these losses are outlined in college hiring plans developed with input from chairs, directors, and faculty. Additionally, the decrease in NTT and part-time faculty is significantly less (2% and 20%). As a result, support for classroom teaching is demonstrated, with an acknowledgement of the need to involve these faculty with key curriculum and assessment matters.

The structure for faculty oversight of the quality of teaching and learning remains intact at multiple levels. College-level curriculum committees allow for greater coordination among individual programs. The School of Medicine has curriculum committees for each year in the program. The Faculty Senate and Graduate Council provide faculty oversight through standing committees including the Faculty Senate’s Undergraduate Education Policy Committee and the Graduate Council’s Education Policy Committee, Programs Committee, and Program Review Committee.

3.C.2. The Employee Handbook details policies for hiring faculty, including degree requirements. These policies apply to full-time faculty appointed to teaching positions regardless of mode of delivery. The procedures for faculty hiring include the involvement of faculty search committee, director/chair, dean, affirmative action, and the provost. Forms used to document the process include:

  • Request for funding a position
  • Identifying search committee members and advertising venues
  • Developing and posting position description
  • Request to interview finalists with a summary of all applicants
  • Request to hire
  • Notice of appointment for contractual hire

The chair/director of a unit meets with each faculty member annually to discuss teaching, research/creative activity, and service. Teaching assignments are included in the determination of annual workload assignments before the end of the spring semester. The workload assignment is subject to the approval of the dean (FA Contract). Through the initial hiring and annual workload assignment processes, the faculty, chair/director, and dean affirm the qualifications of individual faculty to teach specific courses. Faculty members who have a terminal degree in the field are qualified for regular membership in the graduate faculty. Appointments to regular membership on the graduate faculty are made by the graduate dean upon recommendation of the graduate program. Regular members of the graduate faculty may teach graduate-level courses, direct master's theses, and serve on master's and doctoral committees. Graduate faculty with the rank of associate or full professor are eligible to direct doctoral dissertations. 

To be an instructor of records, graduate students must meet the following criteria:

  • Doctoral students who hold a master’s degree (the assumed practice requirement that would apply to faculty for qualification for teaching an undergraduate course) shall be eligible for appointment as instructor of record for lower-division undergraduate courses in the disciplinary area of their degree. 400-level courses may, with approval of the Dean, be taught by qualified graduate students except in cases where the 400-level course has both undergraduate and graduate students enrolled.
  • Doctoral students may be admitted through direct or accelerated entry into the program without a master’s degree. In such cases, a student who has achieved doctoral candidacy shall be considered to have met a tested experience criterion to teach as instructor of record for lower-division undergraduate courses in the disciplinary area of her/his degree.
  • Similarly, for students enrolled in a terminal master degree programs (e.g., MFA), completion of the thesis proposal shall serve as a tested experience criterion to teach as instructor of record for lower-division undergraduate courses in the disciplinary area of her/his degree.

For larger service classes (e.g., English 101/102, CMST 101/102), graduate students in the classroom are supervised and mentored by a faculty instructor of record.

SIUC does not participate in dual credit, contractual, and consortial programs.

3.C.3. As a research university, our classes are taught by TT/NTT faculty and graduate students in the classroom under a mentored teaching experience. The nature and timing of faculty and instructor evaluations vary by rank and position.

Board of Trustees policy states that the primary criteria to be utilized in the tenure decision process are performance in teaching, research, and service. University policy extends this mandate.  The first step in tenure is an evaluation of teaching effectiveness. Only after an affirmative judgment of teaching effectiveness has been made can serious consideration be given to an evaluation of research and service. The primary responsibility for the evaluation of the academic qualification of an individual candidate for tenure rests with tenured faculty in the appropriate unit.  The head of an academic unit is responsible for an annual evaluation of tenure-track faculty.  In agreement with these policies, the SIUC Faculty Association contract states that the annual review serves to assess and communicate the nature and extent of the faculty member’s performance and to identify areas of strength and weakness and areas that need improvement in the components evaluated for tenure and promotion. Depending on the operating paper of the unit, tenured faculty may also be involved in the annual review.

The University does not require post-tenure review. Operating papers in the unit define the criteria for merit pay, annual workload assignments, and the submission of CVs to annually document teaching, research, and service activities.

As provided for in the BOT and the SIUC NTT Faculty Association contract, NTT faculty receive a written annual performance review by the chair/director or designee.  This review assesses the degree of effectiveness of performance and identifies individual areas of strength and weakness.  Evaluations from students in all courses or other performance assessment tools relevant to teaching duties comprise the primary documentation for this process. Additionally, observations by peers may be submitted along with any other items faculty offer for consideration.

SIUC implemented a policy in 2018 regarding the appointment of graduate students as instructor of record in order to align with the HLC's assumed practices on instructor qualifications.  The Graduate Assistants United Contract with the BOT includes language on the evaluation of graduate assistants. 

To support graduate teaching, the Center for Teaching Excellence offers a micro-credential in teaching that covers:

  • Student Engagement
  • Setting Expectations
  • Time Management
  • Effective Feedback
  • Student Centered Practice

The site also includes videos of faculty providing advice on pedagogy to the students. Some graduate programs include pedagogy courses in their master’s and doctorate curriculum. Further, programs usually produce annual evaluations of graduate assistants with teaching duties based on student evaluations and feedback from supervising professors beyond the requirements included in the Graduate Assistants United contract.

According to University policy, promotion dossiers should present detailed and specific evidence of effective teaching, which includes evaluations from peers and students over multiple years.  Peer evaluation is frequently done though observation, whereas student evaluations are provided primarily through Instructor and Course Evaluations (ICE). The Center for Teaching Excellence offers support and processing of the ICE.  ICE scores are also used as evidence of outstanding teaching for the University-Level Teaching Excellence Awards.

3.C.4. The Center for Teaching Excellence (CTE) serves as the central unit for expert assistance in pedagogy, instructional technology, and overall enhancement of courses. As discussed in section 1.A.2., CTE provides support for faculty, graduate teaching assistants, and staff through a variety of services. Although participating in CTE's workshops or many venues for one-on-one consultation is not a requirement for faculty, many utilize the center. The following list summarizes the annual average use of various services:

  • Video production (50 faculty/staff)
  • Individual class consultation (1,000-3,000 calls; 300-400 emails; 4-7 daily one-on-one consults)
  • New GA/TA training (up to 200 graduate students)
  • Unconferences and Teaching/Learning Pop-Ups (300-500 faculty and graduate students)
  • Classroom instructional media systems workshops (50 faculty/staff)
  • Other workshops (75 faculty/staff)
  • Course evaluation scans (4,000 surveys)
  • Test scanning (2,000 exams)

Of note, SIUC is moving to course evaluations through D2L.

CTE holds open labs on the use of D2L at key points during each semester. All faculty and instructors have access to the Quality Matters (QM) interactive rubric, allowing them to follow QM standards when developing online courses. Additional services and activities include:

  • On-demand tutorials and webinars through D2L
  • Youtopia platform to provide a micro-credential in teaching for graduate student instructors.  Ten graduate students have completed the course; 20-30 are currently enrolled
  • XR Collective, an initiative involving faculty and students from the College of Science, Creative Writing,  Art & Design, and University Innovation Fellows.  Monthly meetings demonstrate immersive media projects (Fall 2018)
  • Boot camp for instructors new to online teaching (Summer 2019)

The BOT policy provides for sabbatical and professional development leaves. Sabbaticals are intended to promote professional development of tenured faculty by allowing an opportunity for extraordinary work beyond work done during a regular academic year. Sabbaticals must be approved by the BOT. All faculty must submit a proposal and a final written report on sabbatical activity.

Faculty can apply for online course development funds through Extended Campus. Proposals are reviewed annually by the Distance Education Council for course quality and rigor. Faculty who are awarded funding are expected to engage with the Center for Teaching Excellence. 

As described in section 4.A.1., program review (through accreditation or program review) is another mechanism whereby faculty are evaluated for being proficient in their discipline and qualified to teach in their respective programs. In these processes, faculty curriculum vitae provide evidence of degrees, professional credentials, and licenses of TT and NTT faculty. 

The 2017-2018 Campus Climate Survey results suggest that students are highly satisfied with their instructors. When asked if SIU has a strong commitment to excellent teaching, 56% of the students who completed the survey strongly agreed/agreed (Table 44). When asked if faculty at SIU provide adequate instruction, 74% of respondents strongly agreed/agreed (Table 58). The 2013 NSSE Executive Summary shows that when students were questioned regarding the level of challenge in their coursework, 39% of first-year students felt highly challenged, whereas 53% of seniors felt highly challenged.

University-wide excellence awards for tenure-track and non-tenure track instructors provide another incentive for meritorious teaching and research. Awards are also offered at the college or unit levels.  

3.C.5. Students are central to the mission of the University. Faculty are required to be available to help outside the classroom and expected to mentor students in their academics, respond to student questions and concerns, provide career guidance, and mentor students on professional development. Faculty are required to hold office hours. Office hours must appear on every course syllabus, which must be made accessible upon request in unit offices and posted outside instructors’ offices. Additionally, instructors are expected to be reasonably accessible to students via electronic media and list contact information (telephone and email) in the course syllabus (FA NTT Contracts).

Duties for Teaching Assistants include, but are not limited to, duties primarily in support of instruction and educational activities or services:

  • Lead discussion sections
  • Lead class discussions
  • Hold lectures
  • Assist with the design of course materials
  • Prepare exams
  • Proctor and grade assignments or exams
  • Hold office hours
  • Note-taking
  • Meet special needs of students with disabilities

3.C.6. Hiring procedures require posting open positions with a specific description and list of qualifications.  The process of selection is reviewed by the Affirmative Action office. At present, the university is targeting underrepresented populations for all open tenure-track and selected administrative and professional positions (designated as underutilized).  

Academic Advisement provides annual professional development activities for advisors and advisement related staff:

  • Technology platform training
  • Banner 9
  • SSC Campus
  • Degree Works
  • Fall advisor workshop
  • Spring and fall advisor days
  • Monthly academic advisor meetings
  • Summer Summit

The provost meets with chief academic advisors and directors from enrollment management areas monthly and academic advisors bi-monthly. Newly hired academic advisors are provided mentors.  Standardized training is in development. Academic advising details are expanded on in section 3.D.3.

New financial aid advisors are provided with a training manual. The employee must complete Federal Student Aid Online Coach Fundamentals Training. Training is supplemented with National Association of Student Financial Aid Administrators (NASFAA) study guides and annual training thru FSA E-Training and NASFAA hands-on self-study guides. 

The Department of Residence Life in University Housing employs Hall Directors and Assistant Directors to provide management and supervision for the residence halls and apartment housing areas. Employees participate in professional development opportunities within regional and national conferences, Residence Life, University Housing, and the Division of Student Affairs. 

The Center for Learning Support Services (CLSS) consists of tutoring, academic coaching, and testing services.  The Director is a Master Tutor Trainer, required to:

  • Complete Continuing Education Units (CEUs)
  • Conduct a minimum of 40 hours of Tutor Training
  • Provide 75 hours of documented tutoring or coordinating experience
  • Maintain membership in the Association for the Tutoring Profession

Testing Services maintains a checklist to ensure that all testing staff are trained on an annual basis through the National College Testing Association (NCTA), complete proctor training provided by the Testing Services Coordinator, and complete training and testing/certifications required by the testing companies with whom CLSS holds contracts.

Disability Support Services staff members are highly qualified in their respective fields, most holding or currently seeking advanced degrees in Rehabilitation, and hold credentials as Certified Rehabilitation Counselors and ADA Coordinators, and certification from the Registry of Interpreters for the Deaf. Interpreters are credentialed and licensed to practice in the state. Webinars offered by professional and governmental entities and yearly attendance to national and regional conferences provide professional development opportunities.

The Graduate School provides professional development workshops. The Graduate and Professional Student Council (GPSC) serves as a resource for graduate and professional students regarding various university services. Teaching Assistants (TA), Research Assistants (RA), and Administrative Assistants (AA) attend annual training. CTE provides TAs with teaching resources on preparation, classroom management, SIUOnline (Brightspace by D2L), and professional development resources.    

Professional development opportunities are offered by colleges and departments, with staff across campus as members of professional organizations, including:

  • ACCRAO
  • NACADA
  • ILASFAA
  • MASFAA
  • NASFAA
  • NASPA
  • NCTA

Annual compliance training, including Title IX and FERPA, is mandatory for designated staff. 

Sources