CIHE Accreditation Self-Study Report February 2006
Standard Five: Faculty
Description
The Mission/Values/Vision statement is fulfilled by all full and part-time (adjunct) faculty. In each class offered, the faculty seek to support the education of the student, regardless of age, gender, culture, or academic experience. The uniqueness of the individual is central to the mission of the college, which defines our campus as "a progressive and evolving learning community which empowers students, faculty, staff, and alumni to succeed," and is evidenced by the diversity of our student population with regard to age, academic, and work-related experience.
Striving for "excellence in teaching," the faculty participate in professional development activities, share teaching strategies within departments, collaborate through the Teaching and Learning Team activities, and attend and offer workshops during the annual New Hampshire Community Technical College [NHCTC] System Symposium. All of these activities are examples of ways in which faculty are supported in their creativity, while developing and maintaining teaching skills.
Faculty engage in "lifelong learning," as demonstrated by their participation in the generously-supported professional activities, and attendance at workshops and presentations held on campus. In addition to other activities, faculty engage in pedagogical creativity by incorporating new technology, such as Blackboard® and other software programs, into the classroom setting. The mission statement - "We are all teachers. We are all learners." - clearly articulates the manner in which administrators, faculty, and staff approach their contributions to the campus culture.
Faculty foster an atmosphere of "academic integrity" in several ways: through upholding the "Plagiarism/Cheating Policy and Procedures" stated in the NHTI catalog and on the website; through the demonstration of academic integrity in teaching; mentoring students in labs, clinics, and practicum; and maintaining high standards in the classroom. In their professional lives, faculty maintain academic integrity through individual professional licensure, certifications, membership in professional organizations, program accreditations, serving as accreditation visitors in various organizations, and presentation and attendance at workshops and conferences.
In keeping with the college's mission statement, the "application of current technology" is a high priority in the classroom as a teaching tool. Faculty utilize the latest in available specialized software to teach students in the technological and allied health programs, such as AutoCAD Architectural Desktop software, Manufacturing Engineering Technology Visual Basic programming software, 3D Studio Max in Design Visualization, and Dentrix™ dental program software. Faculty make extensive use of technology to enhance their own learning and presentations. In the spring of 2005, for example, a Computer Engineering Technology faculty member offered a course for other full-time and adjunct faculty members to develop online courses. Once these courses are approved by the Comparing Alternative Methods for Equivalent Learning [CAMELs] team and included in the course offerings, faculty receive a $1000 stipend. Generous professional development funds are available for training and development of faculty use of technology in specialized areas of curriculum, pedagogy, and student support services.
From sixteen original faculty, the roster has grown to just over 100 full-time faculty, plus over 250 adjunct faculty. The faculty is characterized by a strong mix of academic and professional experience, which ensures that students receive up-to-date professional education and skills presented using creative teaching strategies. Consistent with the overall diversity of the NHTI community, the faculty consists of an equal mix of men and women. The racial and ethnic diversity among faculty reflects the comparable diversity of the state of New Hampshire. The Cross-Cultural Education and English-for-Speakers-of-Other-Languages [ESOL] programs educate the NHTI community about the diversity of the cultures brought to campus by students and faculty.
"Shared Governance" is a model that NHTI embraces through all its hierarchical organizations from departments, to teams, to administration. All faculty can participate in the governance of NHTI through various venues, as noted below. Faculty serve on teams throughout NHTI: the Institute Leadership Team [ILT], Curriculum Committee, the Governance and Organization Assessment Team [GOATs], the CAMELs, the Green Team, Film Society, Landscaping Team, and teams which are involved in the construction and addition of new buildings, to name a few. The administration is open and welcomes faculty input into campus issues, often through Department Head Council. Faculty, administration, and staff gather routinely in Institute Forum meetings.
"Mutual respect for students and colleagues" is evident by the courtesy in classrooms and the attentive listening to needs and concerns of others on campus as well as the thoughtful consideration of their ideas. Student and department head evaluations provide opportunities to comment on how well individual faculty succeed in fostering mutual respect.
A "welcoming social environment" is demonstrated through faculty availability via required office hours and participation in Open Houses, Orientation, registration and advising of students, and advising of student clubs and organizations, all of which contribute to the welcoming tone of the community.
One activity that demonstrates NHTI's "Responsiveness to business, industry, and the community" is through the Summer Project in which faculty interview direct supervisors of NHTI graduates employed in different businesses and industries regarding the professional performance of recent NHTI graduates. Faculty then share this information with their departments and with the Academic Affairs Office. Departments review information from the Summer Project and make appropriate revisions of the curriculum to enhance the students' ability to succeed in their chosen careers. Faculty serve on various business advisory boards, and business members of the business and industry community serve on NHTI's advisory boards. Some faculty work in business and industry during the summer, which keeps them current in their area of expertise and also may recruit members of the business community as adjunct faculty and guest lecturers and as participants in other college activities.
The faculty consistently demonstrate the ability to fulfill the Institute's mission of "providing the highest possible level of technical, academic, and professional preparation for the people of New Hampshire and the region." The faculty possess substantial qualifications, all of which are appropriate to the field and level of their assignments. All full-time faculty have obtained at least a baccalaureate degree; approximately 75% of faculty possess Master's degrees, and about 10% possess doctoral degrees.
All faculty, whether full-time or part-time, also referred to as adjunct faculty, have the same responsibilities with regard to presentation of course material and associated academic duties, such as maintaining and reporting grades. In addition, full-time faculty advise students in areas such as course registration, degree requirements, and transfer issues, refer to available services on campus, and assist in the student's overall academic success. Faculty enhances their understanding of effective teaching/learning processes through professional development, additional coursework (which may include work toward advanced degrees), practical experience, and professional organizations. In addition, they are involved in creative activities both on and off campus through various student clubs and organizations such as the Student Nurses Association, the Drama Club, and NHTEye publication, service learning opportunities, distance education, participation in community activities, and personal pursuits. The faculty exhibit a broad range of professionally-related experiences that complement their academic training and enhance their teaching performance.
For the past several years, department heads and numerous departments have been developing appropriate outcomes and assessments for major courses in each department. It is recommended that these documents be published in course syllabi and on the NHTI website.
Faculty are involved in curriculum development through several processes. Department Heads and faculty and the Curriculum Committee (whose membership includes faculty) are responsible for development and evaluation of proposed changes to curricula in conjunction with the Vice President of Academic Affairs. In addition, the CAMELs evaluate and approve alternative delivery format courses, such as hybrid, online, and Blackboard™ courses.
The Institute has no formal requirements for participation in scholarly research. However, some faculty members are involved in the pursuit of knowledge gained through academic research. Some faculty are conducting research as part of doctoral requirements and using resources at NHTI (students, courses they teach, etc). All research involving students or student data must meet the NHTI Research Protocol, which provides protection and preserves the rights of human subjects; proposals for research must be submitted to and approved by the ILT.
The Institute adheres to State and Federal laws regarding equal employment opportunity and affirmative action. The Institute follows the procedures for the recruitment and hiring of full-time faculty as required by the New Hampshire Division of Personnel Administrative Rules and recruits through advertising and posting of position openings. Whenever a vacancy is to be filled, the Department Head seeks approval from the Vice President of Academic Affairs, reviews the Supplemental Job Description for the position, and establishes selection criteria. Positions are first posted in-house, and only those candidates are eligible to apply (i.e., anyone currently employed by the NHCTC System). All certified in-house candidates must be interviewed. If an in-house candidate is not chosen for the position, then advertising outside of the Institute takes place, usually through Web postings, postings in professional publications, and advertisements in local or regional newspapers. The Department Head assembles a search committee, including faculty (from inside and possibly outside the department) and occasionally the Vice President or Associate Vice President of Academic Affairs. The search committee reviews applications and interviews candidates. The search committee makes a recommendation to the Vice President of Academic Affairs, who, after required backgrounds checks have been completed, presents the name of the top candidate to the President; both the Vice President of Academic Affairs and the President must interview and approve the finalist. The President, who has the sole authority to make appointments of all faculty and staff, makes an offer of employment.
Each full-time faculty member is advised of his/her starting salary in the faculty member's "letter of appointment." A sign-off on the "Final Interview Full-Time" form ensures that new full-time employees receive all necessary information regarding salary, labor grade and step, rights, and benefits upon hiring. Responsibilities of full-time faculty are outlined in the Job Description for each faculty level (i.e., Instructor, Assistant Professor, Associate Professor, Full Professor). The generic Job Description for each position is further defined by the Supplemental Job Description, which clearly outlines professional expectations and responsibilities for specific positions. Other responsibilities are described in the Employee Handbook, currently under revision.
Each department is also responsible for hiring part-time faculty. Typically, candidates for adjunct positions are interviewed and selected by Department Heads and department faculty; in most cases, neither the Vice President of Academic Affairs nor the President interviews these candidates. However, the Office of Academic Affairs reviews the résumé and application of the candidate and assigns a level of compensation. In addition, to meet State of New Hampshire requirements, the Office of Human Resources completes a background check of the candidate. The adjunct faculty member receives an instructional services contract specifying the course(s) and number of hours to be taught, the weekly schedule for the course(s), contracted salary, and professional expectations. This contract is subject to renewal each semester.
Information, policies, and practices which pertain to adjunct faculty are outlined in a faculty member's "instructional services contract" issued for the course(s) taught in a particular academic semester. A current "Adjunct Faculty Manual" containing an academic calendar, pertinent procedures, and general information is provided to all newly-hired adjuncts and is available online; it is updated annually. Adjunct faculty do not receive State benefits and do not have job security beyond the semester for which they are contracted.
All personnel with or without academic responsibilities are treated according to the New Hampshire Division of Personnel Administrative Rules with regard to appointment, evaluation, advancement, and termination. Faculty are paid according to salary scales and provided benefits packages that are negotiated through the State Employees Association [SEA] and that apply to all State employees; thus, the faculty cannot negotiate salaries directly with the State. Approximately 27% of full-time faculty are members of the SEA. While adjunct faculty are eligible for SEA membership, fewer than 1% are members.
The Administrative Rules and the Collective Bargaining Agreement restrict salaries to those outlined in the State of New Hampshire's job classification system. Increases in salary are awarded step-by-step according to SEA agreement within an individual's labor grade until the top step in the labor grade is reached, assuming acceptable annual performance evaluations. Once the top step is reached, further salary increases are only awarded via promotion to a higher labor grade or via legislated across-the-board increases. Because there are no teaching positions above Full Professor, faculty at the top step in this labor grade only receive pay increases when the State Legislature increases the salaries of all State employees. However, in the Collective Bargaining Agreement with the State of New Hampshire for 2005-2007, provisions have been made for both step and salary increases for all employees.
The Institute does not provide collegiate-type tenure for faculty. However, after one year from date of hire, an individual who has received a satisfactory performance evaluation earns the job security provided through the New Hampshire Division of Personnel Administrative Rules and the Collective Bargaining Agreement.
In accordance with Section 42.5 of the Collective Bargaining Agreement, all faculty carry a workload that is "defined by a balance of teaching and non-teaching duties (office hours, institutional assignments/activities, departmental assignments/activities, professional development activities, and service to the community and student organization/advising activities)." In developing workloads, the Vice President of Academic Affairs works closely with Department Heads and utilizes the guidelines established in the sub-unit agreement which is part of the Collective Bargaining Agreement negotiated by the SEA and the NHCTC System with the State of New Hampshire. The agreement was approved in 2001 and is still in effect. A newly negotiated sub-unit agreement was approved by the membership in November 2005, but has yet to be approved by the Governor.
The sub-unit agreement sets the faculty teaching load at 15-18 contact hours per semester with a total of 30-36 contact hours per academic year, suggests acceptable student loads and numbers of preparations, and outlines expectations for office hours, student advising and committee work; it also allows flexibility for individuals with significant non-teaching responsibilities. The sub-unit agreement also defines how clinical, lab, and practicum loads are determined. Teaching loads are determined differently for each program involving clinical components. Workloads in each department are re-appraised annually, by semester, or on an as-needed basis in a manner consistent with the needs of each department. Department Heads, full-time faculty, and the Vice President of Academic Affairs are all involved in the re-appraisal process. In addition, the sub-unit agreement sets the stipend for academic Department Heads.
While the Institute does not have a formal policy limiting the number of contact hours taught by adjunct faculty in a given semester, it is customary to limit part-time faculty to twelve hours of day instruction per week. The utilization of adjunct faculty is based on the needs of particular academic departments and the course requirements of a given semester. The ratio of full-time to part-time faculty, day and evening, fluctuates each semester according to the Institute's instructional needs.
Adjuncts are encouraged to attend department meetings and teaching and learning presentations, and an e-mail Listserv has been developed to ensure that adjuncts receive the same electronically-distributed information that full-time faculty receive. The "adjunct team" also holds a "Faculty Fair," prior to the start of the fall semester, to connect adjuncts to the college community. The Adjunct Handbook is also distributed to new adjuncts at the fair or mailed directly to them with their instructional contract. Adjuncts are welcome at all in-house professional development activities (e.g., Teaching and Learning presentations, Symposium).
The Employee Handbook, currently under revision, includes policies and procedures specific to New Hampshire Technical Institute. The Handbook also refers readers to those documents that govern all State personnel, available through a link on the NHTI website, including the New Hampshire Division of Personnel Administrative Rules and the Collective Bargaining Agreement with regard to the filing of grievances and appeals. Another document that includes such information is the New Hampshire Community Technical College Board of Trustees Policy Manual, which can also be accessed through a link on the NHTI website.
The faculty evaluation system at New Hampshire Technical Institute is designed to assist in the instructional improvement process and to provide criteria for personnel decisions regarding salary increases, promotion, retention, and dismissal. The New Hampshire Division of Personnel Administrative Rules requires that each full-time faculty member receive a minimum of one written performance evaluation each year. The Department Head completes the formal evaluation form, the Faculty Performance Evaluation Summary, developed by the NHCTC Vice Presidents of Academic Affairs and approved by the NH Division of Personnel on October 31, 2002; the evaluation is then reviewed by the Vice President for Academic Affairs. The Department Head then meets with the faculty member to discuss the performance appraisal, including teaching performance, and makes recommendations for improvement. In the case of the Department Head evaluation, the completed copy is reviewed by the President; the VPAA then meets with the Department Head to discuss the evaluation. For all faculty, a copy of the completed performance evaluation form is placed in the employee's official personnel file, which is maintained by the Human Resources Office at NHTI and by the NHCTC System Office.
The new evaluation form focuses on teaching and learning effectiveness (including course planning and organization, knowledge and preparation, teaching methods/style, and assessment/facilitation of learning outcomes); college, department, and student service; community and professional development activities; and professional conduct. This form, the "Classroom Observation Form" (completed by the Department Head or an Academic Affairs administrator based on a classroom visit), and student evaluations are the three main documents utilized in faculty evaluations.
Student evaluations of faculty utilize a standard printed form (approved for use by the NHCTC System Vice Presidents of Academic Affairs in the fall of 2001), or an online form for online courses, and are completed prior to final exams. Once the processing and tallying of the forms is completed through the Office of Academic Affairs, the student evaluation information is sent to Department Heads for distribution to faculty and inclusion in the annual performance evaluation. The faculty member is then responsible for synthesizing the suggestions from all three evaluation forms and implementing ideas for the improvement of instructional effectiveness. As part of the next evaluation cycle, the Department Head looks for evidence that this process has taken place.
Faculty who are eligible for promotion are provided with all necessary information and materials by the Master Teacher Team, a group of their peers appointed by the Vice President of Academic Affairs. The Master Teacher Team is responsible for evaluating each candidate's performance in the following areas, based on NHCTC System requirements: teaching and learning effectiveness; academic contributions; service to students; service to the institution and community; and professional growth and development. Evaluation methods used by the Master Teacher Team include portfolio review; classroom visits; interviews with students, peers, Department Heads, and individuals outside of the institution, where appropriate; a review of class materials, including syllabi and exams; an interview with the candidate regarding teaching philosophy and approach; and a review of non-teaching activities.
Faculty accept the responsibility to ensure that content and methods of instruction meet generally accepted academic and professional standards and expectations as evidenced, for example, in the following ways: post-graduation student employment performance; input and feedback from advisory boards; attendance at professional conferences and NHCTC System symposia; licensure and standardized test results; departmental meetings; publishing in various trade journals and textbooks; and accreditation of many departments by professional organizations. There is also a commitment to professional development at NHTI, and methodologies implemented (for example, Teaching and Learning Team presentations, development of a distance learning delivery system, increasing implementation of Blackboard™ by faculty) are often the result of professional development workshops. Many faculty are members of professional organizations within their discipline. In addition, faculty may serve as members of various accrediting teams and participate in textbook and test bank writing/reviewing for disciplines. These activities assist in reaffirming that NHTI faculty are meeting or exceeding current practices and standards.
A shared understanding of student learning in the program and considerations for program improvement occur at regularly scheduled faculty meetings within each department. In-house workshops (including those of the Teaching and Learning Team) provide opportunities for sharing information regarding student learning. Externally, NHTI's institutional accreditation indicates that the Institute meets or exceeds criteria for the assessment of institutional resources to achieve its stated purpose through appropriate educational programs, thereby demonstrating institutional integrity. In addition, many NHTI programs receive specialized accreditations, and NHTI is an institutional member of several regional and national higher education associations. NHTI reviews and responds to outside agency evaluations and recommendations of national accrediting bodies (Commission on Institutions of Higher Education, the National League for Nursing Accrediting Commission, Technology Accreditation Commission/Accreditation Board for Engineering and Technology, Inc., etc).
The administration clearly encourages faculty and staff development for all institution personnel via announcements at Institute Forum meetings as well as in e-mails and in Campus Comments. Department Heads also encourage professional development on an ongoing basis as announcements concerning relevant opportunities are received.
Funds for faculty and staff development are variable in their amounts based on yearly fiscal resources. The Professional Development Team oversees, encourages participation, and ensures equitable distribution of funds. In the 2002-2003 academic year, the Professional Development Team distributed $23,878 out of an available $50,000 in state funds and $39,958 out of an available $40,000 in Carl Perkins monies. The monies were distributed to 42 faculty representing 15 departments. In the 2003-2004 academic year, the Professional Development Team provided $69,000 for professional development. Carl Perkins grant monies and State funds approved 101 individual requests for 91 faculty and staff for workshops, courses, and conferences. This included 47 faculty, representing 19 academic departments. The team also supported departmental on-campus workshops.
The Offices of Academic Affairs and Student Affairs both sponsor workshops for faculty in such areas as Blackboard™ use, BANNER™ use, diversity training, health and wellness, etc.
Additional professional development opportunities are provided by the System and the Institute in the forms of symposia, community education and CTBD workshops, academic courses, committees, and time allocation to activities that focus on teaching and learning. For example, the Teaching and Learning Team sponsors workshops throughout the year, which focus on such areas as classroom technology, reflective practice, learning styles, disability issues, etc. In January 2005, the Teaching and Learning Team organized a program describing Project-Based Learning and showing how Service Learning could be incorporated into various curricula. In addition, stipends are awarded through the Service Learning Team to teachers who want to include Service Learning Projects in specific courses. Team members are available to mentor these teachers. The college also gives $1000 stipends to faculty developing totally online courses. In January 2004, the Teaching and Learning Team sponsored a program on Universal Design to help teachers design teaching environments to accommodate and encourage all learning styles and abilities, including those of students with disabilities. Additionally, professional development workshops have been sponsored through NHTI's partnership with the Equity and Excellence in Higher Education Project of the UNH Institute on Disability. NHTI served as a model demonstration site for the project from 1999 through 2002 for faculty support of students with diverse learning styles and reflective practice. Examples of topics include authentic assessment, multiple intelligences, and essential questions. For the next three-year phase of the project from 2002 through 2005, NHTI became a mentorship site for continued reflective practice and universal design for learning, including applications of technology to benefit students, including those with disabilities.
Professional development opportunities enable faculty to remain current in their fields, thus fulfilling the Institute's mission of providing state-of-the-art education to New Hampshire and enhancing the quality of the Institute's programs. Beginning in 1998, the Professional Development Team created guidelines as to how the newly acquired knowledge might be shared with peers. These guidelines are available from team members and updated yearly.
The Professional Development Team must forward all applications for professional development funds to the NHCTC System Office for further approvals, in accordance with State regulations. Governor and Council approval is required when tuition money is involved or when the participants plan to drive more than 300 miles to a conference. In some years state money has been frozen for out-of-state travel, so for a period of time only faculty in programs which met Carl Perkins federal grant criteria could be funded for out-of-state travel. For the past few years, out-of-state travel funds have been readily available.
The New Hampshire Community Technical College Board of Trustees Policy Manual contains its endorsement of the Statement of Academic Freedom set forth by the American Association of University Professors (1940), the Association of American Colleges, and the Association for Higher Education. This manual also contains the Code of Ethics for the Education Profession set forth by the National Education Association.
The Institute has processes in place to ensure that faculty act responsibly, ethically, and in a manner consistent with its Mission/Values/Vision Statement. All State employees must abide by the Code of Ethics, which was established by Executive Order of the Governor in 1998. In addition, all State employees are required to sign that they have read and understood the State of New Hampshire Policy on Sexual Harassment, the Drug Free Workplace Policy, and the Domestic Violence in the Workplace Policy. The signed documents are retained in the employee's personnel file.
Instructional techniques and delivery systems, including technology, are compatible with and serve to further the mission and purposes of the institution as well as the learning goals of academic programs and objectives of individual courses. Teaching methodologies are diverse and appropriate to the level of the learner and content being taught. For example, virtually all science courses have both lecture and lab components; major field courses in the allied health programs incorporate both classroom and clinical experiences to complement one another; introductory level math courses are scheduled over several days. In the classroom, faculty utilize such techniques as lecture, group discussions, and student and group presentations. In addition to the traditional classroom activities, delivery systems include hybrid, totally online, and intensive one-week courses.
Methods of instruction are appropriate to student capabilities and learning needs. For example, through the Office of Academic Affairs, a series of Honors courses has been developed, notably in English, Psychology, and Sociology, which allows students who qualify to participate in smaller classes with a stimulating and creative environment that promotes active engagement with subject matter and encourages a rigorous and individualized approach to learning. For students who need remedial assistance, courses are offered in pre-college level work in math, English, and sciences; these courses provide a slower-paced learning environment and more individual instructor attention and bear institutional credit only. Assessment which is appropriate to the capabilities and learning needs of the student takes place in all courses through a variety of approaches.
All academic programs are supported by a variety of faculty in order to ensure exposure to various viewpoints. No program has its major courses taught by only one faculty member; full-time faculty serve as the foundation for teaching these courses but student exposure to different viewpoints and methods of instruction is also enhanced by part-time instructors as well. In addition, the general education requirements provide different disciplines and other viewpoints.
Scholarly achievement is also encouraged and recognized through academic achievement awards presented to students annually at Awards Day and Commencement.
The Institute encourages a collective effort to improve instructional effectiveness through a variety of methods. For example, the Academic Success Council looks at assessment of student learning and makes recommendations to enhance the quality of instruction on campus. The placement testing program was a result of the Council's examination of how best to meet the needs of the entering student. A current initiative is to incorporate study strategies in all courses and support pedagogy which helps students to learn. In addition, the Teaching and Learning Team has the strong support of the administration in its efforts to promote exploring best practices and teaching effectiveness. In support of faculty use of current technology, all campus classrooms are Internet-accessible with the addition of computers and projectors.
Students receive academic advising in both formal and informal ways. There is a part-time advisor in Sweeney Hall who advises day non-matriculated students and walk-ins who want course information. This academic advisor is available in this office 29 hours a week, over day/evening hours. The Department of Continuing Education employs two full-time and one part-time advisor who are available day/evenings to meet with students. This office is also in Sweeney Hall.
Program departments use several different approaches to advising students, from the formal conferencing to informal meetings. Some departmental faculty discuss the student's goals and progress at course registration or during informal meetings with faculty. Other departments assign students to faculty members and schedule several mandatory meetings during the semester; others post notices and expect the student to make an appointment.
Registration by Department Heads (or their representatives) may ensure a face-to-face meeting with students. However, NHTI currently makes available on-line registration for returning matriculated students; first-time students must register with Department Heads or other advisors. Also, messages appear on the Student Information System strongly urging students to meet with advisors before registering on-line.
The faculty work systematically to ensure an environment supportive of academic integrity through performing all duties and responsibilities normally associated with teaching a course, such as course preparation, instruction, maintaining student contact, and adhering to department standards. Some departments assign faculty mentors to help with these tasks and to maintain connectedness. Faculty show their support of academic integrity by adhering to policies and procedures that ensure that the following occur in their classrooms: respect for students and student voices; fair and equitable student assessment; consistent, appropriate grading and grade reporting; etc. A system of checks and balances is in place to verify that academic integrity is maintained: written student evaluations of instructors; classroom observations and performance evaluations by department heads; and students' academic performance, both in prerequisite and subsequent classes.
In keeping with its mission and the charge from the State of New Hampshire to provide associate degree-level education, the Institute endeavors to provide scholarship opportunities to ensure that faculty are current in the theory, knowledge, skills, and pedagogy of their discipline or profession. These opportunities include on-campus workshops and symposia that address teaching strategies and pedagogical skills. Additionally, funds are available for faculty to attend workshops, conferences, and classes off-campus or to pursue additional degrees. These opportunities allow faculty to remain current in their field and gain valuable information related to improvement of instruction.
As stated in the NHTI Mission/Values/Vision Statement, the Institute strives for excellence and academic integrity and effectiveness by periodically evaluating faculty and the courses they provide. This information is gathered through student evaluations of faculty, student satisfaction surveys, and classroom observation by individual department heads. Department heads meet with the faculty to discuss performance appraisal and make recommendations for improvement in course planning, preparation, methodology, and assessment of learning outcomes. The results of these evaluations enhance fulfillment of the Institute's mission statement.
Appraisal
New Hampshire Technical Institute [NHTI] employs highly qualified faculty members who are committed to the consistent professional delivery of the mission of the college in all areas of academic and student life and community outreach efforts. Members of the faculty, full-time and adjunct, hold appropriate academic degrees and credentials related to their disciplines as well as to their specialized accrediting agencies. Contributions in areas of institutional governance and policy-making, curriculum development, student advising, student activities and enrichment, as well as cultural and community involvement, are strongly represented throughout the faculty at NHTI.
Each semester, all new and returning faculty at NHTI are encouraged to enhance their educational effectiveness in the classroom by engaging in activities that reflect all aspects of the Mission/Values/Vision statement, which is readily available through college publications, campus displays, etc. Full-time and adjunct faculty engage in a variety of student activities which enhance student life at NHTI. All faculty, whether full-time or adjunct, uphold the same responsibilities regarding classroom procedures and students rights and responsibilities.
The New Hampshire Division of Personnel Administrative Rules, regional demographics, budget constraints related to advertising, and lower salaries than the national average all limit the college's ability to attract a more diverse faculty. Whenever possible, the college makes every effort to hire faculty with diverse backgrounds.
The hiring of new faculty and staff is guided by the New Hampshire Division of Personnel Administrative Rules, which dictate salary and benefits levels, making it sometimes difficult to compete for new hires in some areas where private sector salaries are significantly higher. In addition, an analysis comparing NHTI's salary data with that found in The Chronicle of Higher Education shows that the average salary for all full-time faculty at NHTI is 10-20% lower than the national average for public community colleges (depending on which figures are used).
Full professors, who constitute the majority of full-time faculty at NHTI and who are at their top pay grade and level, are not eligible to receive additional pay raises unless the state legislature approves across-the-board pay increases for state employees, which occur as part of contract renegotiations between the State of New Hampshire and the State Employees Association [SEA].
The current sub-unit agreement (part of the Collective Bargaining Sub-Unit Agreement between SEA, NHCTC System, and the State of New Hampshire) clarifies workload expectations for faculty. It was well-accepted by the college when approved in 2001. The Collective Bargaining Sub-Unit Agreement for 2005-2007 was recently passed by the membership, but awaits the Governor's approval. It is anticipated that this new agreement will be equally well-accepted.
In the past five years, the number of student Full Time Equivalents has increased almost 45%, from 2119 (Fall 2000) to 3069 (Fall 2005); the number of full-time faculty has not kept pace, having increased by only 27%, from 86 in 2001 to the current 109. However, the number of adjuncts increased 40% over the same period, from 154 to 259 (not including full-time faculty who teach DCE courses beyond their full-time load).
A large percentage of adjunct faculty routinely teach courses on a continuous basis throughout the academic year. Although this continuity builds a strong sense of community within the college, the fact that many adjuncts are not available to students outside the classroom on a regular basis can detract from the student's overall experience. However, adjuncts bring their own strengths to the overall educational experience, including direct workplace experience, professional contacts, and networking opportunities. There is no evidence to suggest that the increase in the numbers of adjunct faculty has had an adverse effect on student learning. However, the non-teaching workload of full-time faculty and academic administrators would be reduced by proportional additions to the permanent faculty.
Evaluations from adjuncts at the Faculty Fair in August 2005 indicate that the Adjunct Faculty Manual, the fair, and the Listserv have succeeded in making adjuncts feel more integrated into the campus as a whole. Adjunct faculty are evaluated via student evaluations, but other formal evaluation of adjuncts is done inconsistently across academic departments. However, most Department Heads maintain informal contact with adjunct faculty throughout the semester.
NHTI faculty remain current in generally accepted methods of practice/education by participating in workshops, conferences, maintaining certifications within their specialties, and responding to outside agency evaluations. The Professional Development Team provides clear information concerning the access and allocation of professional development funds. Due to personnel rules, adjunct faculty are unable to receive assistance from the Professional Development funding; however, the college would benefit by assisting part-time faculty in their professional goals, and actively encourages them to participate in on-campus professional development activities.
Faculty are appreciative of the level of professional development funding and find the process equitable and reasonably straightforward and well-facilitated by the Professional Development Team. Faculty typically share what they have learned at off-campus workshops and conferences with their colleagues at on-campus events.
NHTI's administration and faculty ensure an environment of academic integrity. The Institute has mechanisms in place to ensure that faculty act responsibly and ethically. When brought to the attention of the college, alleged ethical violations are handled promptly and in accordance with published policies.
The college has no formal requirements in the pursuit of scholarly research, because it is not a research institution. However, many faculty undertake scholarly and creative activities appropriate to the mission of the college. The NHTI research protocols, which include obtaining permission from the ILT, are available to those faculty members who wish engage in research. The college actively encourages and supports the faculty in pursuit and classroom creativity. Risk-taking in designing classroom learning experiences is encouraged.
The Commissioner's Award is presented annually at Commencement to an outstanding faculty member who has been nominated and selected by faculty. A Positive Influence Award is given annually to a member of the faculty or staff nominated and selected by students. However, there is no specific mechanism to applaud the everyday efforts of faculty in general.
The college continuously experiments with ways to improve academic advising. The new Academic Advising Office for non-matriculated students located in Sweeney Hall is one example. The Vice President of Academic Affairs is actively exploring means by which this position, which has evolved from ongoing Perkins-funded initiatives, can be made full-time. Available, consistent advising remains a challenge as the college grows. Many students do not always access the advising available to them through the campus. For example, on-line registration allows matriculated students to register without consulting an advisor, despite on-line messages urging them to do so. While NHTI has the Curriculum and Advising Program Planning [CAPP] program available that allows students to see their progress toward graduation and to evaluate course selections against appropriateness for the major, students can still make errors in registration that adversely affect their academic progress. Likewise, advising for evening students continues to be a problem, despite direct outreach by Department Heads and the Institute Counselors in the Division of Continuing Education.
A new NHCTC System faculty evaluation form, which meets the needs of the academic setting, was implemented in the fall of 2001. The procedures for faculty evaluation are consistent with the college's mission, and faculty are evaluated with regard to effective instruction, completion of assigned responsibilities, and professional behavior. This form replaced the generic state employee evaluation form that was of little benefit in an academic setting.
Projection
The Institute will continue to maintain a qualified and diverse faculty that fulfills the integrity and standards of the mission statement. The college will continue its efforts to recruit and employ faculty who are suited to the field and level of their assignment and who hold appropriate degrees and credentials and to recruit and hire a diverse faculty population to reflect the spirit of this mission statement.
Faculty, Department Heads, and the Office of Academic Affairs will continue to review course syllabi to ensure that all required syllabus elements, including course outcomes and assessments, are published.
NHTI views academic advising as crucial to students' education, and a concentrated effort toward consistent advising practices will be made. The college will endeavor to ensure that appropriate academic advising is available to all students regardless of program, status, or mode of instructional delivery. The college will review the current advising processes and revise them creatively in order to encourage and ensure that more full-time faculty are informed and trained to fulfill advising responsibilities, especially as enrollment increases.
To ensure that faculty salaries and benefits will be increased to become competitive, the faculty and administration will encourage the System administration and the Board of Trustees to request reclassification of faculty positions to higher labor grades within the existing State framework. Alternatively, faculty and administrators will consider advocating that the NHCTC System become autonomous within the State structure, comparable to the University System of New Hampshire.
NHTI will respond to the increasing enrollment needs by adding more full-time faculty as resources permit. Adjunct faculty will continue to add strength to the college experience, and the college will continue to employ adjunct faculty and create ways to acknowledge their contributions.
The college will continue to revise, publish, and disseminate (both in hard copy and on the NHTI website) the Employee Handbook and other appropriate documents related to faculty employment.
A shared understanding of student learning and considerations for program improvement will continue to be fostered at regularly scheduled department and faculty meetings.
The administration at NHTI will continue to make funding professional development a high priority and will continue to actively encourage and support faculty in their continuing education.
The administration will continue to support and protect faculty's rights relative to academic freedom. Documents concerning professional behavior and guidelines will continue to be available to all faculty.
The college will continue to support faculty in their efforts to utilize a variety of teaching methodologies, to be creative in the classroom, and to undertake scholarly research. Faculty will continue to encourage and appropriately assess scholarly and creative achievement.