3. C.1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.
Classroom Roles:
Miller College has sufficient numbers to deliver the curriculum of each school. Eight full time faculty members and four percentage time constitute an instructional core. The College continues to expand, and as each semester increases in enrollment (28% increase between Spring 2010 and Spring 2011), adjunct faculty have been hired to complement the instructional demand. Fourteen adjunct faculty were in place for the 2012 spring semester. The College has been able to maintain small class sizes to more effectively meet the needs of the students. Establishment of academic credentials for the instructional staff is overseen by the Vice President.
Non-Classroom Roles:
Committees:
Non-classroom roles of the faculty and staff are addressed and organized within a committee and council framework established in the College’s beginnings and described in the Miller College Policy Manual: “The College President may directly, or by delegation, establish or provide for the establishment of committees, councils, cabinets or other academic administrative groups to encourage recommendations in the planning, advising, developing, and implementing of programs to improve the operation and instructional programs of the College. The Culture of Miller College is one of collaboration and service. All faculty and staff serve on multiple committees. This often constitutes a challenge given the numbers of faculty and the number of necessary committees required to address college needs. Some of the committees are high priority and can operate effectively only with full attendance, one example of which is the Academic Affairs committee. This group meets to approve all new courses and textbooks as well as serves as a forum for all curricular and instructional concerns. It is composed of all faculty, the Vice President and Deans of Schools, an adjunct professor representative, student services representative, and other voices from the non-teaching staff where necessary. A list of additional committees and their specific purposes are described fully in the Miller College Policy Manual. These committees provide oversight of the curriculum and expectations for student performance, and involvement in assessment of student learning.
Evidence:
A reality—and a challenge, is that with the small staff of a small but growing college (28% growth during the 2010-2011 calendar year) there are not enough people to meet as regularly as would be ideal, and therefore, a student-focused system of prioritization is necessary, with faculty and staff attending committees as their teaching and support roles allow.
Volunteer Service:
Volunteering within the community is a non-teaching role and part of the Miller College belief that this involvement is highly important and is part of the mission of the College. All faculty participate in volunteer activities. Many faculty members serve on boards within the College and in the community. An example of the latter is the Dean of the School of Business serving on the Hospital Board and the board of a local bank within his community.
Academic Advising:
Faculty members in each school serve as academic advisors to students.
Evidence:
Participation in College Events:
Additional non-teaching roles include participation in professional development, and in events planned by the College, i.e. Back to School Bash activities and fund-raisers for the Miller College Alumni Association, faculty and staff presentations, and leadership within community forums and meetings.
Curriculum Development:
Course development comes from the faculty and is an on-going practice. Faculty and staff also organize and invite community members to fact-finding meetings to collect information on emphases in curriculum development to insure Miller College course offerings align with the needs of the business and community, as well as reflect real world applications. Faculty members are involved in hiring adjunct faculty, and adjuncts themselves become further voices in the continuing conversations around program development. A recent example of this is the new Aging Service Management Program in which faculty, staff, and additional community members were assembled to collect information.
Student Recruitment:
Student recruitment is a non-teaching role in which all faculty and staff are involved—either informally through initial introductions during building tours, and/or in the promotion of Miller College and through the encouragement to participate as students or voices on committees. Brochures involve faculty input extensively. The President of Miller College involved faculty in conversations about first the concept and later the operational features about offering a Weekend College. That idea is now a reality and is part of a marketing brochure that is being distributed to businesses and community organizations.
Publication:
Publication is not a required component of faculty work load; however, individual members do engage in scholarship and publication
Evidence:
Self-Study:
Faculty and staff involvement in the Higher Learning Commission Self-Study for Accreditation is a noteworthy example of intensive collaboration involving all staff.
Evidence:
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