SACS Core Requirement 2.8 

1.  The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs.  (Core Requirement 2.8)

 _X_ Compliance           ___ Non-Compliance 

Narrative:    Hillsborough Community College (HCC) does employ an adequate number of full-time faculty members to achieve the educational mission and goals of the institution, and adequate faculty resources exist to ensure the quality and integrity of its academic programs.  The College’s mission states Hillsborough Community College, a public comprehensive institution of higher education, empowers students to excel through its superior teaching and service in an innovative learning environment.  Both full-time and part-time faculty provide superior teaching, service, and innovative teaching practices to support the College’s learning environment.  The information below provides an overview of HCC’s full-time and part-time faculty complement with additional detail on distance learning, full-time faculty by campus and discipline, faculty definitions, and the quality and integrity of the College’s academic programs. 

As a multi-campus institution, HCC is accredited as one College, and all faculty are hired to teach for the College rather than for individual campuses.  Consequently, faculty may and do teach at multiple sites. For example, nursing faculty are shared among HCC’s  Dale Mabry, Plant City and SouthShore campuses.  The District Honors Institute Office is located at HCC Dale Mabry, but faculty from across the College’s district teach honors courses and may and do teach at any campus.  The practice of sharing faculty is outlined in the HCC-FUSA Contract, Article 8.1, A-2-g.  In short, faculty move to accommodate students and programs; students stay at one campus to complete a degree program unless they elect to take courses at more than one site.   

 The table below, Summary Ratio Table by Location, provides information for fall 2010 by campus and by district totals of the number and percentage of sections taught by full-time faculty versus the number and percentage of sections taught by part-time faculty.  The full-time numbers and percentages for full-time faculty are further broken down by load and overload status.   

With the addition of overloads, full-time faculty members teach more than 50% of course sections at the College.  Although the College has created 54 faculty lines since 2006, enrollment growth over the past five years has nearly exceeded the College’s capacity to fund new full-time faculty lines.  Moreover, economic indicators necessitate a cautious approach to the creation of new faculty lines.

With regard to overloads, only full-time faculty members are assigned overload sections.  Furthermore, full-time faculty may teach additional overloads based on student and/or program need.  The overload policy and the manner in which faculty overload points are monitored are fully explained in the HCC-FUSA Contract, Article 8.4. 

Campus location to discipline-specific representation of full-time to part-time faculty is contained in the Detail Ratio Table by Location (this will be the table that Liza provides).  The information provided shows that the students are able to obtain a full complement of AA program requirements at any campus location.   

By having as its mission to provide superior teaching in an innovative learning environment, the College continues to respond to economic conditions and enrollment leveling.  The mission drives the decision- making process in hiring new full-time faculty through careful assessment of need.  Assessing the need for additional full-time faculty occurs systematically and regularly.  The number of faculty-to-course-sections ratio is under constant review by deans. As enrollment in course sections grows to a sufficient number to support a full-time faculty member’s employment, a dean makes staffing recommendations to the respective campus president during the budget process.  On an annual basis, the vice president for academic affairs in collaboration with the campus presidents and campus deans reviews faculty staffing.  The College exercises due diligence not to hire full-time faculty simply because enrollment has increased; hiring full-time faculty must be based on sustained enrollment within discipline-specific areas.   

HCC also maintains an adequate number of faculty to achieve the educational mission and goals of the institution through its program review process and through the development of new programs.  Completed every five years, the program review process functions to evaluate the strengths, weaknesses, and opportunities of HCC's academic programs.  The process also provides a basis for increasing faculty and resources in order to maintain or support the academic integrity of the program (Program Review Model).

In developing new programs, full-time faculty members are assigned to the respective discipline and program clusters (Academic Affairs Handbook, pp. 9-10) in order to ensure learner-focused methods in course and program development and delivery. 

In summary, HCC operates as a single institution with multiple sites that allow increased access for students and effective use of College resources.  Because of HCC’s academic focus, all students are able to complete an AA program at any campus, and the designation of AS/AAS programs at site-specific locations allows students to obtain their Associate in Science/Associate in Applied Science programs at the respective campuses. Because HCC’s academic focus is upon programs rather than disciplines, faculty are assigned to campuses based on program needs (Full-Time Faculty Campus Assignment Table).  Based on this assignment process, full-time faculty members are available to teach in all credit program areas represented at the College; therefore, the number of full-time faculty is adequate to serve our students.   

The information above provides the overview for HCC’s response to 2.8.  More information is provided below to explain further the adequacy of full-time faculty as it relates to a) distance learning, b) full-time faculty by campus and discipline, c) faculty definitions, and d) the quality and integrity of the College’s academic programs. 

Distance Learning 

Hillsborough Community College and its faculty view distance learning and hybrid courses as a method of instructional delivery. The College has a decentralized approach to scheduling and staffing distance learning and a centralized approach to support distance learning.  Faculty, academic deans and program managers work collaboratively to identify and determine what courses are to be offered as hybrid and distance learning. Until 2009 the faculty clusters maintained the right of approval for distance learning courses. This strategy has evolved over the past several years to allow full time faculty oversight in concert with their respective deans.  Full time faculty maintain the right to develop and offer online and hybrid courses at the College. A distance learning and hybrid course development manual was developed in concert with the Faculty Instructional Technology Committee (FITC), the administration, and FUSA (the faculty union). The manual provides definitions and instructions for faculty who wish to develop and design courses using the distance learning and hybrid course development plan.       

The FITC is the academic governing body for instructional technology and distance learning. Full-time faculty from all five campuses, representing all 14 clusters participate on this committee. The mission of this committee is to provide input, advice, and direction to the Vice President for Information Technology, Director of Instructional Technology, and the Vice President for Academic Affairs; to establish faculty priorities for instructional technology at the College; and to reflect the real impact on faculty, students, and teaching as technology decisions are made.The committee goals are to represent a diversity of faculty perspectives and input; to serve as facilitators of communication to and from faculty and clusters regarding technology issues; to recommend budget priorities, including refresh cycles for faculty, labs and classroom technologies; to plan and recommend processes for distribution of resources; and to regularly review and revise the goals of the committee. 

Academic Credentials of the FITC Faculty

More than 70 percent of the faculty on the committee teach online and 90 percent have designed or developed an online course. Seventy-five percent have 21 or more hours of formal training in online instruction. 

Therefore, the number of full-time faculty members is adequate to insure the quality and integrity of distance learning courses at the College.  

Full-Time Faculty by Campus and Disciplines 

HCC’s academic focus ensures that all students are able to complete an AA program at any campus because all general education components are represented at each site.  Moreover, because HCC’s academic focus is upon programs rather than disciplines, faculty are assigned to campuses based on program needs (Full-Time Faculty Campus Assignment Table).  For example, several full-time faculty members teach both at their home campuses and at the SouthShore campus.  Paul Bishop teaches history both at Brandon and at SouthShore, Gwendolyn Parsons teaches early childhood coursework both at Ybor City and at SouthShore, and William Corso teaches EMS coursework both at Dale Mabry and at SouthShore.  As SouthShore grows, more full-time faculty positions are added. In fact, SouthShore has had the highest percentage increase in full-time faculty over the past two years. (Check this statement) 

Common course outcomes are in place, and full-time faculty are accepting the responsibility to review part-time faculty syllabi to ensure that course outcomes are being met.  For example, Cluster 5 Behavioral Sciences, has assigned its members to review adjunct syllabi at each campus (Cluster 5 April 2011 minutes).  In addition, deans and program managers regularly review syllabi. 

Full-Time Faculty Definitions 

Full-time faculty contracts and classifications are defined in the HCC-FUSA Contract, Articles 2.8 and 2.9, and the relevant information is duplicated below. 

Faculty Contracts:

Faculty Basic Year Contract - The term of duty for full-time instructional faculty consisting of those class days in the Fall and Spring (except as otherwise provided in Section 8.1(A)(1)(b) for faculty members in accredited Health Science Programs) terms plus no more than five (5) in-service days, which shall not exceed a required 158 days worked per year. 

Faculty College Year Contract - The term of duty for full-time faculty consisting of those class days in the Fall, Spring and Summer Terms, plus no more than six (6) in-service days, which shall not exceed 229 days worked per year.  A faculty member with a College Year Contract will have his/her Basic Year daily rate of pay pro-rated up for duty days in excess of that year’s  

Faculty Basic Year Contract - Twelve-Month Contract:  A faculty member shall work the same number of days as the Administrative Contract for that year which shall include paid vacation days and paid holidays.  A faculty member with a Twelve-Month Contract will have his/her Basic Year Daily Rate of Pay pro-rated up for duty days in excess of that year’s Faculty Basic Year Contract.

Faculty Classifications:

Full-Time Regular Faculty

 Instructional Personnel – Those faculty members whose primary responsibility is teaching.

Counselors – Those faculty members whose primary responsibility is counseling.

Librarians – Those faculty members whose primary responsibility lies within the Library or related area. 

Full-Time Temporary Faculty – Includes full-time temporary faculty positions established for a limited period not to exceed two consecutive academic years.  Temporary full-time faculty positions will be renewable on an annual basis.  Temporary full-time faculty enjoy all benefits of this Agreement, except as noted in Article 8.1.D., Temporary Full-Time Faculty. 

Grant-Funded Faculty – Those temporary full-time non-tenured faculty members (instructional, counseling or library), whose positions are directly funded by grants or whose positions are funded through grant-match funding required of the College.  These faculty members shall receive annual contracts with the required duties and responsibilities restricted by the terms and conditions of the grant.  Grant-funded faculty positions will be renewable on an annual basis for the duration of the grant.  Grant-funded faculty enjoy all benefits of this Agreement, except as noted in Article 8.1.E., Grant-Funded Faculty. 

Adjunct Faculty – Adjunct faculty members are professionals with the responsibility of providing a quality learning experience that assists students in meeting their educational and career goals. Adjunct faculty members perform instruction-related duties and responsibilities in accordance with the mission of the college and the objectives of the course.  Adjunct (a.k.a. part-time) faculty positions are advertised on the HCC website.   

The Quality and Integrity of the College’s Academic Programs 

Seven (7) methods are used to ensure that HCC maintains adequate faculty resources to ensure the quality and integrity of its academic programs:

1) Faculty Selection Process – Hillsborough Community College has identified a faculty selection procedure and minimum credential requirement for full-time and for part-time faculty.  (Faculty Credential Operations Manual) The procedure includes the following processes:  advertising the position; screening the applications; screening the applicants; and validating the transcripts.  (Administrative Rule 6HX-10-3.20, Recruitment, Selection, Appointment, and Assignment of Personnel;  Faculty Transcript Evaluation Form; HCC On-line Application).

2)  Faculty Evaluation Process – Hillsborough Community College regularly evaluates the effectiveness of each full-time and part-time faculty member (HCC FUSA Contract, Article 9, page 65).  The stated purpose of the evaluation process is to promote the highest quality in student instruction, encourage the highest quality performance by faculty, encourage professional growth, and evaluate faculty job performance.  ( HCC FUSA Contract, Article 8, page 32; Adjunct Faculty Handbook 2011-2012, page 20; Instructional Faculty Evaluation Performance Review; Student Evaluation for Full-time Faculty; Tenured Faculty Evaluation Waiver).  

3) Faculty Professional Development Process – Hillsborough Community College provides ongoing development of faculty as teachers, scholars, and practitioners throughout their career.  The College’s commitment to faculty development culminated in the establishment of the Center for Innovative Teaching and Technology (CITT).  CITT provides an environment that fosters the development and delivery of engaging, innovative instructional strategies and technologies promoting successful student learning opportunities.  CITT operates as a teaching and learning center specifically focused on faculty development, training, and instructional design to support faculty innovations, implementation of sound instructional practice, and integration of technology into the teaching and learning experience. The CITT resources are available to both full- and part-time faculty.  The CITT supports all modes of curriculum delivery from traditional classroom-based activities to distance learning course development.  During the 2010-2011 academic year, 63 percent of full-time faculty received assistance from CITT to provide academic training and/or individual support.

Another example of the College’s commitment to professional development is the offering of two seminars in-house:  The Community College in Higher Education and  Seminar in College Teaching.  In place since 2008, The Community College in Higher Education is offered in modules and is modeled after a graduate-level course and provides a unique perspective of HCC and its mission, operations, and programs.  The Seminar in College Teaching is also modeled after a graduate-level course and is offered during the summers.  Both professional development opportunities function not only to improve faculty awareness of College functions and programs and teaching abilities but also to encourage collegiality and professional relationships among the faculty participants.

Additionally, HCC offers tuition support to its administrators, faculty, and staff. Over the past academic year, XX of the available faculty have utilized this resource.

Full-time faculty development is required and documented through tenure portfolios, personnel files, in-service meetings, Sabbatical Leave, attendance and presentations at professional meetings,the design of professional development resources through CITT and memberships in professional organizations.  (HCC-FUSA Contract, Article 6, page 14 and Article 6.20, page 26; Application for Faculty Sabbatical Leave; Faculty Enhancement of Professional Skills; End of Term Verification; Request for Advancement in Professional Rank; HCC Faculty Development website).

Part-time faculty are required to participate in an annual College-wide adjunct faculty in-service, as well as individual campus-based in-services held each semester, and can also participate in full-time faculty professional development opportunities. Approximately 45 percent of part-time faculty attended in-service in 2009-10 and 2010-11. In addition, XX adjunct faculty have used CITT resources in the past academic year.

4)  Safeguarding and Protecting Academic Freedom – HCC embraces the concept of academic freedom and guarantees it through our agreements with the Faculty United Services Association (HCC- FUSA Contract, Article 6.2, page 14) and HCC Administrative Rule SBE 6HX-10-4.13. The article states that a faculty member, whether tenured or not, is entitled to academic freedom as follows: A) A faculty member is entitled to full freedom in research and in the publication of the results, subject to adequate performance of his other academic duties; and B) A faculty member is entitled to freedom in the classroom in discussing his subject, in devising and selecting teaching strategies and educational materials and in using them to present his subject. This Administrative Rule establishes the institutional philosophy as set forth by the HCC Board of Trustees.

5)  Academic Affairs Process – Hillsborough Community College’s Academic Affairs Committee, comprised of elected faculty members from all discipline clusters, is responsible for curriculum development.  The faculty responsibilities and involvement in curriculum development are outlined in the Academic Affairs Handbook (2010-2011 Academic Affairs Minutes).  

6) Published Policies Regarding Responsibility of Faculty – The primary responsibility of an instructional faculty member is to educate students. The Administration provides the necessary support services and personnel to enable all faculty members to perform their responsibilities.  HCC publishes policies on the responsibility and authority of full-time faculty in academic and governance matters.  (HCC- FUSA Contract, Article 8, pp. 32-37).  HCC publishes policies on the responsibility and authority of part-time faculty in the Adjunct Faculty Handbook. 

7)  Diversity – HCC maintains the highest value assigned to equality, diversity, and access.  The College community has worked hard to create and sustain a culture that values each individual, each idea, each student, and each experience.  The staff and student population are reflective of our community, and the faculty recruitment process is designed to target applicants who will create a diverse pool of candidates. 

In summary, HCC operates as a single institution with multiple sites that allow increased access for students.  Because HCC’s academic focus is upon programs rather than disciplines, faculty are assigned to campuses based on program needs.  The mission drives the decision- making process in hiring new full-time faculty through careful assessment of need.  Assessing the need for additional full-time faculty occurs systematically and regularly, including in delivering our distance learning offerings.  Comprehensive definitions of full-time and part-time faculty exist.  Finally, selecting and evaluating faculty, providing faculty professional development, safeguarding academic freedom,  encouraging sound curriculum development, publishing policies relating to faculty responsibilities, and targeting diverse populations for faculty employment all ensure the quality and integrity of the College’s academic programs.  Therefore, HCC has an adequate full time faculty to support the mission and ensure the quality and integrity of its academic programs.