3.6 Contents
The major emphasis is on teaching by
working with students in classrooms,
laboratories, individual conferences, and
related activities to help the students
develop their interests and abilities to the
fullest capacity to become better persons,
better workers, and better citizens. To
accomplish this goal, the following work
loads are expected of faculty:
3.6.0 Classes
Faculty teaching loads during the academic
year will include such combinations of day,
evening, and weekend classes as the needs of
the college require. Twelve fifteen (l2-l5)
credit hours and fifteen twenty (l5-20)
contact hours per semester are required for
all full time faculty. For the purpose of
workload calculations, every lecture hour
will equate to one (1) credit hour and one
(1) contact hour; and every laboratory hour
shall equate to one-half (1/2) credit hour
and one (1) contact hour. When the number of
credit hours falls below twelve (l2) because
of the number of laboratory hours involved,
the number of contact hours will be
increased to bring the teaching load to the
minimum of twelve (l2) credit hours
(utilizing the standard of two (2)
laboratory hours equal one (l) credit hour
to a maximum of twenty four (24) contact
hours.
Faculty teaching loads are calculated for
the academic year, with a teaching load less
than or in excess of normal for the Fall
Semester being compensated for with
adjustments in teaching load in the Spring
Semester.
A faculty teaching load may also be adjusted
by the college to take into consideration
such factors as the use of instructional
assistance, team teaching, the use of non
traditional instructional delivery systems,
special assignments, and curriculum
development. Curriculum development is
primarily for the development of a new
program or new course in a program and/or
the complete revision of an existing course
or program.
Teaching load adjustments are expressed in
terms of an equivalent teaching load for the
purpose of computing a faculty member's
total teaching load.
3.6.1 Office Hours
To promote the availability of faculty to
work with individual students, all full-time
faculty members are required to post on or
near their office doors a minimum of 10
hours per week as office hours to be
available to work with students on their
individual academic and occupational
problems. All adjunct faculty are required
to provide for student advising and related
activities. Each adjunct faculty ensures
that all students have been informed of the
contact details including location and time.
Exception due to distance learning,
off-campus assignments, or use of technology
to serve students may be approved by the
Academic Vice President or designee.
3.6.2 Teaching
faculty assigned temporary
administrative/professional duties:
Regular nine and twelve month teaching
faculty may be temporarily assigned
non-teaching duties (released time) for
administrative/ professional activities of
more than 50% of an individual's full-time
teaching load for a maximum of two academic
years by the college president. Faculty
assigned more than 50% released time for
non-teaching duties for more than two years
must be classified as administrative faculty
unless an extension beyond two years is
approved by the Chancellor. The College
maintains a record of all released time for
audit purposes.
3.6.3 Additional
Activities
Faculty responsibilities include committee
work, student activities, community
activities, student advising, and
professional activities.
3.6.4 Professional
Activities and Contributions
In addition to teaching effectiveness,
faculty are expected to engage in and
contribute toward the good of the College
and its community. This requires that
faculty members maintain current competence
in their disciplines or specializations and
that they share their expertise, time, and
talents with the larger college community.
Performance in this category will be
measured not only by membership or
affiliation but also by the quality of the
contributions made by faculty members toward
these endeavors. Such activities may include
but are not limited to:
- Membership and activity in
professional and civic organizations
(general and/or specialized
organizations at the local, State,
and/or national levels);
- The accomplishment of important
professional development activities that
may or may not be part of an individual
professional development plan;
- Attending and participating in
professional conferences; workshops, and
meetings;
- Keeping current regarding
developments in education and industry;
- Participating in business or
industrial activities related to
professional field;
- Participating in college and
state-level professional development
activities;
- Being active in college committees
and Systemwide committees;
- Engaging in writing speeches and
reports, and in consulting;
- Engaging in classroom-based research
to improve teaching or in
discipline-based research that may lead
to publication;
- Sharing innovations in using
instructional technology with colleagues
in other colleges;
- Participating in the community
service program at the College;
- Participating in local colleges
advisory committees; and
- Contributing to community welfare and
community development.
3.6.5 Academic
Freedom and Responsibility
To ensure an instructional program
marked by excellence, the College
supports the concept of academic
freedom. In the development of
knowledge, research endeavors, and
creative activities, College faculty and
students must be free to cultivate a
spirit of inquiry and scholarly
criticism.
Faculty members are entitled to freedom
in the classroom in discussing their
subjects, but should be careful not to
introduce teaching matters which have no
relation to their fields. Faculty and
students must be able to examine ideas
in an atmosphere of freedom and
confidence and to participate as
responsible citizens in community
affairs.
The College also recognizes that
commitment to every freedom carries with
it attendant responsibilities. Faculty
members must fulfill their
responsibilities to society and to their
profession by manifesting academic
competence, professional discretion, and
good citizenship. When they speak or
write as citizens, they will be free
from institutional censorship or
discipline, but their special position
in the community imposes special
obligations. As professional educators,
they must remember that the public may
judge their profession and their
institution by their utterances. Hence,
they should at all times be accurate,
exercise appropriate restraint, show
respect for the opinions of others, and
make every effort to indicate that they
are not an institutional spokesman.
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