Core Requirement 2.8The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs.
_X_ Compliance ___ Non-Compliance
NarrativeMcNeese State University employs a diverse, qualified faculty whose professional accomplishments and expertise in their respective fields support the University's mission as a selective admissions institution. Since the University's primary mission is "successful education...and services to employers and communities in its region" faculty members are central figures in ensuring that the mission is properly executed. Through delivery of baccalaureate and selected master's degrees, the faculty conducts teaching, research, and service activities that have resulted in continuous accreditation by the Southern Association of Colleges and Schools Commission on Colleges and have further contributed to accreditation of numerous individual academic programs.
The University's curriculum has been developed and is maintained in such a way as to maximize faculty teaching loads, physical classroom space, and library and instructional support resources to ensure quality instruction is delivered to undergraduate and graduate students. McNeese has sufficient faculty members who work in a collaborative manner to support the mission of the University and to strive for the highest academic standards in their individual and collective pursuits of excellence in teaching, research, and service.
Through quality teaching, research, and service, the University strives to achieve accreditation in all eligible programs, providing evidence of its commitment to southwest Louisiana and beyond. To realize these objectives, McNeese has developed quality curricula, the core ingredients of which enable the University to sustain the accredited programs. Needed faculty resources are provided to support 73 degree offerings to approximately 8,500 students who attend the University. In fall 2012, 75% of the student population were fulltime, and 25% part-time, with 7,711 enrolled as undergraduate and 877 graduate students.
Faculty DefinitionsSpecific definitions used by McNeese State University to describe full-time faculty appears in the Faculty/Staff Handbook (Appointments Policy).
Regular faculty are expected to meet job performance expectations for teaching, scholarly/professional activity, and service. Regular faculty are evaluated annually according to Annual Performance Review expectations. Evidence of positive collegiality and professionalism, as well as respect toward peers, students, and administrators, are included in job performance expectations. Faculty are responsible for reviewing the APR process with department heads. Regular faculty for whom English is a second language must demonstrate proficiency in oral and written communication prior to their appointment per the Assessment and Certification of Faculty English Proficiency policy.
To be appointed Instructor, an applicant must have a minimum of a master's degree with a major concentration in the teaching field or related teaching field. Instructor positions are non-tenure track, and do not require advanced notice for non-renewal. Credentials must meet accreditation criteria as outlined in SACSCOC Faculty Credentials Guidelines.
To be appointed Assistant Professor, an applicant must have an earned doctorate or terminal degree with a major concentration in the teaching field or related teaching field; or a master's degree with a major concentration in the teaching field or related teaching field, plus an additional 18 semester hours of graduate credit in the teaching field or related teaching field and three years of college teaching experience at the rank of Assistant Professor. Credentials must meet accreditation criteria.
To be appointed Associate Professor, an applicant must have an earned doctorate or terminal degree with a major concentration in the teaching field or related teaching field and three years of teaching experience at full faculty status in a college or university in the field of the major concentration. Credentials must meet accreditation criteria.
To be appointed Professor, an applicant must have an earned doctorate or terminal degree with a major concentration in the teaching field or related teaching field and seven years of college level teaching experience in the field in which the rank will be held. Credentials should meet accreditation criteria.
The employment of part-time faculty, usually referred to as Visiting Lecturers, can provide expertise to enhance instructional and educational effectiveness of programs. Part-time Visiting Lecturers are employed only after all full-time faculty members' workloads have been filled. Department heads and deans should ensure that minimum course enrollment numbers have been met in full-time faculty members' course sections prior to employing Visiting Lecturers. Visiting Lecturers must meet the same requirements for academic preparation as their full-time counterparts teaching in the same disciplines. Visiting Lecturers are held to the same behavioral standards as for all employees of the institution.
Adequacy in Faculty Numbers/Resources
"Excellence with a personal touch" is more than a motto; it represents a cornerstone of the educational and administrative philosophy of the entire campus community. Implicit in this theme are the core values of "academic excellence, student success, fiscal responsibility, and university-community alliances" that are tied intimately to the University's mission. The University seeks to honor these values by allocating faculty teaching loads and implementing class size limits that are appropriate to the subjects taught and the educational levels of students receiving instruction.
McNeese employs faculty members whose academic preparation is appropriate to the content areas in which they teach and are in compliance with the Southern Association of Colleges and Schools Commission on Colleges standards for faculty qualifications. The statistics below reflect the adequacy of staff as it relates to student population:
- 289 full-time faculty members and 139 part-time, adjunct faculty members were employed by the University at the beginning of the fall 2012 academic term;
- Full-time faculty taught 79.8 percent of all class sections offered; part-time adjunct faculty taught 15.0 percent of all class sections offered;
- Graduate assistants taught 2.0 percent of classes;
- University administrative staff with proper academic credentials taught 3.2 percent.
- More than 71.5 percent of all upper-division undergraduate courses and more than 83.4 percent of all graduate courses offered during the fall 2012 academic term were taught by tenured and tenure-track faculty.
Adequacy in faculty resources is also demonstrated by the quality of academic programs provided by the University. The Louisiana Board of Regents links adequacy of academic programs clearly to nationally recognized accreditation of programs in their respective fields, where such bodies exist. In its General Policy on Program Accreditation, the Board states that a program that is eligible for accreditation by an agency that is considered mandatory must be accredited for continued program approval. All eligible programs at McNeese are so accredited.
Full-time vs. Part-time Disaggregated by Academic Program
The adequacy of full-time faculty for McNeese's academic programs can be determined by examining the number of full-time vs. part-time faculty in each academic program.
Table 1 below illustrates the number of full-time vs. part-time faculty teaching course sections in fall 2012, disaggregated by academic program.
Full-time vs. Part-time Disaggregated by Academic Program
|Degree Programs - Fall 2012*|
|College - Program||Degree||Full-time||Part-time||Total|
|General and Basic Studies|
|College of Business|
|General Business Administration||B.S.||20||5||25|
|Burton College of Education|
|Counseling, Grades K-12||G.C.||2||1||3|
|Curriculum and Instruction||M.Ed.||7||0||7|
|Early Childhood Education-Grades PK-3||B.S.||12||8||20|
|Educational Technology Leadership||M.Ed.||6||0||6|
|Elementary Education-Grades 1-5||B.S.||14||8||22|
|Elementary Education-Grades 1-5||M.A.T.||10||7||17|
|Health and Physical Education-Grades K-12||B.S.||10||6||16|
|Health and Human Performance, General||B.S.||8||5||13|
|Health and Human Performance||M.S.||5||0||5|
|Secondary Education and Teaching (Business Education concentration)||B.S.||10||4||14|
|Secondary Education-Grades 6-12||M.A.T.||11||7||18|
|Special Education-Early Interventionist: Birth-5||P.B.C.||4||0||4|
|Special Education Mild/Moderate for Elementary Education-Grades 1-5||P.B.C.||5||0||5|
|College of Engineering and Engineering Technology|
|College of Liberal Arts|
|College of Nursing|
|College of Science|
|Clinical Laboratory Science||B.S.||2||0||2|
|Computer Information Technology||A.S.||9||1||10|
|Environmental and Chemical Sciences||M.S.||12||0||12|
|Natural Resource Conservation Management||B.S.||4||0||4|
|Nutrition and Food Sciences||B.S.||3||0||3|
|Secondary Education and Teaching (Chemistry Education,
Environmental Science Education, and Physics Education concentrations)
|*Discontinued Programs and Programs with no student enrollment in Fall 2012 are not included in chart.|
|** M.S.N. Program is part of a consortium with two other universities.|
Full-time vs. Part-time Disaggregated by Off-campus Instructional Sites/Mode of Delivery/Research
In support of the University's core value of academic excellence and student success, the 5-year strategic plan for McNeese has identified Goal #1: Cultivate Innovative Teaching and Learning. To this end, an expansion of online offerings is currently being developed. Table 2 below illustrates the number of full-time vs. part-time faculty teaching course sections in fall 2012, disaggregated by off-campus instructional sites, by mode of delivery and research.
Full-time vs. Part-time disaggregated by off-campus instructional sites, mode of delivery, and research
|Level||Delivery Mode||Off campus site||Full-time||Part-time||Total|
|Barbe High School||1||1|
|Bell City High School||2||2|
|Clinical Sites at Area Medical Facilities||6||4||10|
|DeQuincy High School||1||1|
|DeRidder High School||2||2||4|
|East Beauregard High School||1||1|
|Elizabeth High School||1||1|
|Grand Lake High School||2||2|
|Hathaway High School||1||2||3|
|Iowa High School||2||2|
|Jennings High School||1||4||5|
|Kinder High School||1||2||3|
|LaGrange High School||1||1|
|Notre Dame of Crowley||1||1|
|Oakdale High School||1||1|
|Oberlin High School||1||1|
|Sam Houston High School||3||3|
|South Beauregard High School||3||3|
|Sulphur High School||8||8|
|True Blue Water Sports||3||3|
|Vinton High School||3||3|
|Washington-Marion High School||1||1|
|Welsh High School||1||1|
|Off Campus Total||12||49||61|
Role of Full-Time Faculty
The roles and responsibilities of full-time faculty are outlined in the Responsibilities of Academic Staff policy. Each member of the academic staff is expected to be devoted to the accomplishment of the purposes for which the University exists: instruction, research, and public service. It is a basic principle that every member of the academic staff, of whatever rank, shall at all times be held responsible for competent and effective performance of his/her duties. In addition, faculty are expected to foster collegial relationships with supervisors, peers, students, and the University community. Primary duties are effective classroom teaching, advising and academic counseling of students, committee work, research or scholarly activity, service such as assisting in recruitment of students and initiatives designed to help students succeed academically, and other assigned duties.
Faculty shall share in governance by attending and participating in meetings of the department, college, and University. Faculty shall serve on committees as elected or appointed with their consent provided such service does not interfere with duties related to regularly scheduled classes or interfere unduly with other work assignments related to their contractual obligations. Table 3 provides information on the university's expectations for specific faculty types.
Table 3: General Workload Expectations
|FULL TIME FACULTY|
|Faculty Type||Teaching Load||Research||Office Hours||Other Duties|
|Terminal degree||12 credit hrs/semester||3 credit hrs/semester||10 hrs weekly||Advising; committee work; university service and meetings|
|Master's degree||15 credit hrs/semester||10 hrs weekly||Advising; committee work; university service and meetings|
|Department Heads||9 credit hrs/semester||Minimum 5 hrs/day||Advising; committee work; university service and meetings|
|Academic Deans||3 credit hrs/semester||12 month schedule||Advising; committee work; university service and meetings|
|Faculty Type||Teaching Load||Research||Office Hours||Other Duties|
|Visiting Lecture||Maximum 9 credit hrs/semester||2 hrs/per course||As assigned|
|Graduate Assistant||Maximum 9 credit hrs/semester||2 hrs/per course||As assigned|