3.7  Faculty

3.7.1 The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, and institution gives primary consideration to the highest earned degree in the discipline in accordance with the guidelines listed below. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty

Credential Guidelines:

a.  Faculty teaching general education courses at the undergraduate level:  doctor's or master's degree in  the teaching discipline or master's degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).

b.  Faculty teaching associates degree courses designed for transfer to a baccalaureate degree:  doctor's or master's degree in the teaching discipline or master's degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline).

c.  Faculty teaching associate degree courses not designed for transfer to the baccalaureates degree: bachelor's degree in the teaching discipline, or associate's degree and demonstrated competencies in the teaching discipline.

d.  Faculty teaching baccalaureate courses:  doctor's or master's degree in the teaching discipline or master's degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline).  At least 25 percent of the discipline course hours in each undergraduate major are taught by faculty members holding a terminal degree -- usually the earned doctorate -- in the discipline.

e.  Faculty teaching graduate and post-baccalaureate course work:  earned doctorate/terminal degree in the teaching discipline or a related discipline.

f. Graduate teaching assistants:  master's in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned periodic evaluations.    

R Compliance          
€  Partial Compliance         
€  Non-Compliance

NARRATIVE:

Trinity Valley Community College is committed to recruiting and employing competent, qualified, and dedicated faculty. TVCC Board Policy DK (Local) stipulates the College's requirements for employing instructors to teach in specific areas of the curriculum. Instructors who teach university-transfer courses must have a Master's degree and 18 graduate hours in their teaching field(s). The required qualifications for faculty teaching in workforce education programs correspond to the guidelines published in the Texas Higher Education Coordinating Board's Guidelines for Instructional Programs in Workforce Education (Chapter 2, p. 3). The guidelines direct TVCC to recruit and employ faculty who have academic preparation as well as work experience, certification or licensure, or justification for exception to the requirements.  All faculty are required to continue their professional growth beyond the minimal levels required to teach in their respective fields. Professional development is required in three year blocks and has contract and salary implications, as noted in Comprehensive Standard 3.7.3.
 
In spring 2005, TVCC conducted a thorough review of all full-time and part-time faculty credentials, which resulted in the attached Roster of Instructional Staff (password required). Adjustments to teaching assignments were implemented after evaluating faculty credentials during the spring 2005 semester. One full-time instructor and one part-time instructor who were employed based on training, licensure, and outstanding professional accomplishments, chose to acquire additional semester credit hours in their respective fields. Other adjunct faculty, who were teaching based on related degrees and exceptional achievements and experience, were not reemployed or were reassigned to teach in areas where they were fully qualified.  As a result of scheduling, curricular adjustments, and faculty reassignments, TVCC is now in compliance with this standard.  Core Requirement 2.8 provides evidence that the number of full-time faculty is adequate to support the mission of the College. 

DOCUMENTATION:

3.7.2 The institution regularly evaluates the effectiveness of each faculty member in accordance with published criteria, regardless of contractual or tenured status.

R Compliance          
€  Partial Compliance         
€  Non-Compliance

NARRATIVE:

Trinity Valley Community College evaluates all full-time and adjunct faculty members as required by TVCC Board Policy DLA (Local). The evaluation process includes a student evaluation of the course and the instructor's pedagogical techniques that are designed to help faculty improve teaching and learning. The Student Evaluation of Course and Instructor is conducted for each faculty member every fall regardless of employment status, location, or venue. All faculty are evaluated by students in at least three of their classes. Every effort is made for the evaluation process to promote candor and emerge as a viable tool for improvement.

Full-time faculty members are also evaluated by their immediate, primary supervisor using the Faculty Evaluation by Division Chair or Dean. At that time, the instructor and supervisor review and evaluate the results of the student evaluation. The spirit of this discussion is a continued effort toward improving teaching and learning. Each instructor is expected to have completed a Faculty Self-Evaluation that guides the instructor toward reflection based on the student evaluation. The Faculty Self-Evaluation is expected to generate goals for improvement.

The supervising dean or chair will also discuss and record information regarding other efforts and achievements that enhance faculty performance. This discussion and documentation is guided by additional entries on the Faculty Evaluation by Division Chair or Dean. The supervisor evaluates the faculty member according to his/her participation in department/division tasks and projects such as curriculum development, committee work and professional growth activities. Examples of completed faculty evaluation forms from the past three years are provided in Faculty Evaluation Examples.  Additional copies are available in the respective instructional deans' offices.

The professional growth component of the evaluation process does impact the contractual recommendation for faculty. Each full-time faculty member must comply with and document their professional growth activities in accordance with TVCC Board Policy DK (Local). The policy identifies the appropriate activities for professional growth and includes deadlines and procedures for documentation. See discussion of professional growth in Comprehensive Standard 3.7.3.

TVCC is committed to faculty evaluation as evidenced by its annual appointment of the Evaluation Committee. This committee is composed primarily of faculty members but includes some administrative appointments as well. This committee meets a minimum of one time per college year. The number of meetings is contingent upon the need for review and changes, and activities may be viewed in the minutes (Evaluation Committee Minutes).

DOCUMENTATION:

3.7.3 The institution provides evidence of ongoing professional development of faculty as teachers, scholars, and practitioners. 

R Compliance          
€  Partial Compliance         
€  Non-Compliance

NARRATIVE:

Trinity Valley Community College's commitment to professional development is reflected in one of the College's 10 goals: “Enhance the maintenance of an excellent faculty and staff committed to students and quality education through the enhancement of professional development opportunities and activities” [TVCC Board Policy AE (Local), TVCC Catalog (p. 11-12)].

TVCC Board Policy DK (Local) requires all faculty and professional staff to continue their professional growth “as teachers, scholars, and practitioners.”  The policy specifies the objectives for faculty at each level.  Generally, each faculty and professional staff member must earn three semester credit hours or forty-five alternative clock hours every three years.  Since 1985, 100 percent of the faculty have met this requirement each year.  TVCC provides numerous ongoing opportunities for faculty, professional staff, and para-professional staff to obtain professional development. Also, support staff attend an annual staff development workshop and may attend several of the professional development workshops on campus. 

The Staff Development Committee plans and oversees the on-campus professional development activities.  Faculty and staff are surveyed periodically to obtain their suggestions for professional development topics and activities (Survey Results).  Faculty/staff conferences, (Evaluation of Conferences) workshops, classes, on-line activities through Starlink, and workshops provided through teleconferencing provide professional growth activities for both full-time and adjunct faculty. Adjunct instructors are assigned an e-mail address and receive the announcements of all professional growth activities on campus.  These activities provide faculty and staff an opportunity to earn professional growth hours toward their specific professional development requirement.  

Full-time faculty and selected adjunct faculty are encouraged to attend the state association meetings, and national, state, and regional conferences. Professional development funds are included in the budgets for each instructional division.  In the 2005-2006 academic year, a total of $429,274 was budgeted for professional development. Local funds provided $378,003 of the budget for travel and expenses for several staff development activities from educational funds, while grants provided another $51,271 for professional growth activities. Adjunct faculty are included in on-campus professional growth activities, receive orientation, and, at the discretion of the division chair, may be assigned a mentor. 

In addition to the opportunity for attending professional meetings, conferences, and workshops, other opportunities are available for faculty to assist in their on-going professional development.  The TVCC Faculty Retreat is held each spring for 24 members of the faculty to share best practices in teaching and learning strategies. The retreat also offers faculty a chance to develop a network for discussion and sharing of ideas with colleagues from other campuses. New faculty are given priority in the selection process. Adjunct faculty are included in the faculty retreat.  Examples of flyers for the faculty retreat are included for 2003, 2004, and 2005 (Faculty Retreat Website).

The Administrative Internship provides another opportunity for faculty to obtain professional development.  This program was implemented in 1997.  Each year a member of the faculty is selected by the president, vice presidents, and deans, through an application process, to serve a one-year internship.  The intern attends administrative meetings, works with or shadows administrators in each division of the institution, attends professional meetings and conferences with administrators, completes a major project, and is a member of the Instructional Deans' Council and the Committee on College Planning.  The intern is given release time from his or her assigned duties as an instructor and receives 45 hours of professional growth as required by TVCC Board Policy DK (Local). Developing and updating procedural manuals and departmental publications, developing new courses, organizing and coordinating instructional projects, and implementing new initiatives are some of the projects accomplished by faculty interns.

TVCC awards a faculty grant each year to the faculty member or group of faculty who submits proposals to improve instruction. These proposals have broad application and replication potential.  The grant may be used for equipment, guest lecturers, or travel to workshops or conferences.   The grant process was established to encourage innovation in the classroom and to contribute to faculty development. [Faculty Grant Memorandum; Faculty Grant Application]

Faculty who teach Virtual College of Texas (VCT) students via web-based or telecourse classes are provided an orientation covering VCT's mission, policies and procedures. The orientation is conducted during the Distance Education Faculty Committee meeting held during fall and spring in-service whenever there are new VCT faculty. In addition, faculty are provided the opportunity to attend various conferences where VCT policies are discussed. The director of distance learning also provides one-on-one training to VCT faculty. The VCT Credit Course and VCT Operations Manual, Principles of Good Practice: The Foundations of Quality of SREB's Electronic Campus (adopted by VCT from the Southern Region Electronic Campus), and the Summary of Provider and Host Colleges' VCT Responsibilities are available for download on the VCT Website. Faculty are provided professional development credit for participation in these activities.

DOCUMENTATION:

3.7.4 The institution ensures adequate procedures for safeguarding and protecting academic freedom.

R Compliance          
€  Partial Compliance         
€  Non-Compliance

NARRATIVE:

Trinity Valley Community College demonstrates a commitment to safeguard and protect academic freedom. TVCC Board Policy DGC (Local); Academic Freedom and Responsibilities stipulates that faculty members will be free to pursue scholarly inquiry and voice relevant conclusions without undue restriction.  Board policy ensures faculty will be free from threats or reprisals because their vision may be different from others. Faculty are entitled to full freedom in the classroom in discussing the subject that they teach. Each faculty member is also a citizen of the nation, state, and community; and when the faculty member speaks, writes, or acts as such, they are free from institutional censorship or discipline. The policy further indicates that academic freedom is accompanied by an equally demanding concept of responsibility shared by the Board, administrators, and faculty members.

The TVCC Faculty Procedural Handbook states, “Instructors are accorded certain academic freedom within their specific discipline; however, academic freedom must exist within certain guidelines.

DOCUMENTATION:

3.7.5 The institution publishes policies on the responsibility and authority of faculty in academic and governance matters. 

R Compliance          
€  Partial Compliance         
€  Non-Compliance

NARRATIVE:

Faculty involvement is encouraged and valued in academic and governance matters at Trinity Valley Community College. TVCC Board Policy DG (Local) describes the faculty's role and the Faculty Association's role in institutional governance. The policy emphasizes the open-door policy, a guiding principal of TVCC, by inviting faculty and employees to make recommendations to supervisory personnel, administration, or members of the Board of Trustees,  that will enhance the operation of the College.  The introductory paragraph of TVCC Board Policy BI (Local) specifically emphasizes the importance of the faculty involvement in the overall planning process of the College. The Executive Committee of the Faculty Association meets on a regular basis with the president to discuss the issues and concerns of the faculty (Faculty Association Visits with College President).  Item 9 of TVCC Board Policy DNA (Local) specifically charges faculty to “[k]eep administration informed regarding matters affecting the welfare of students, faculty, and the institution” and establishes their role in curriculum development.

Faculty, and division chairs are responsible for developing and revising curriculum.  TVCC Board Policy EE (Local) and TVCC Board Policy EFAA (Local) establishes the faculty's role in the development of curriculum and describes the composition of the Curriculum Committee.  Job Descriptions for faculty (Academic Faculty Job Description Example, and Workforce Faculty Job Description Example), division chairs (Academic Division Chair Example, and Workforce Division Chair Example), instructional deans (Academic Dean Job Description, Workforce Dean Job Description) and the vice president of instruction illustrate the responsibilities of each for the curriculum.  The recommendation for revisions or new curricula are submitted to the appropriate dean and the vice president of instruction for approval before the changes are presented to the Dean's Council and the Curriculum and Instruction Committee.  The final approval for new curricula or programs rests with the president. If the recommendations include a new program or a major revision to an existing program, the president will present the curriculum changes to the Board of Trustees [TVCC Board Minutes (September 26, 2005; Approval of AAS Degrees)]. See Comprehensive Standard 3.4.12 for more details on this process.

A member of the faculty is selected each year to work with the administration as an administrative intern. The intern attends administrative meetings, works with administrators in each division of the institution, and attends professional meetings and conferences with administrators.  The intern is a member of the Committee on College Planning, which is a committee composed of  the president, vice presidents, deans, and selected directors.  As a member of this committee, the intern is expected to represent the faculty perspective to the administration, and, in turn, report matters of interest or concern to the faculty.  The intern also has numerous other opportunities to share the faculty perspective with administration and convey the administration's viewpoint to faculty.    

Thirty-three standing committees, composed of faculty, staff, and administration, consider policies, procedures, and  address other issues related to academic and governance matters (TVCC Standing Committees, 2005-2006).  Ad hoc committees, consisting of faculty, staff, and administration, are appointed if issues arise that do not relate to an existing committee's mission. The committees submit recommendations and decisions to the appropriate administrators for review or implementation. Below are examples of committees important to the academic and governance issues of the institution and the percentage of faculty membership for the 2005-2006 committee assignments. 

Percentage of Faculty Serving on Select TVCC Standing Committees, 2005-2006

DOCUMENTATION: