final version of the self-study document - Keuka College's Middle ...

More documents

Recommendations

Info

priorities. In keeping with Keuka’s student-centered mission, the faculty reward system has strongly supported teaching but has not supported research or scholarship in equal measure although scholarship is recognized and valued both in initial hiring and in tenure decisions. With the expansion of its graduate programs, Keuka finds itself looking toward implementing higher expectations for professional and scholarly work. The Vice President for Academic Affairs has requested that the appropriate faculty committees address the following areas: Adoption of a college-wide definition of scholarship; under consideration is Ernest Boyer’s seminal work, Scholarship Reconsidered: Priorities of the Professoriate Revision of the current reappointment, promotion, and tenure policies to reflect enhanced scholarship expectations Preliminary analysis of the impact of enhanced scholarship expectations on advising, service, and participation in institutional governance Adoption of a policy outlining scholarship expectations for faculty holding graduate status Review of comparable institutions to identify evidence-based working models for determination of faculty load to support graduate programs Preliminary budget analysis to determine the fiscal implications of reductions of faculty load for graduate teaching Preliminary analysis of the impact of course reductions in terms of the need for new faculty positions to offset load reductions Preliminary analysis of the resources needed to support increased faculty and student research activities, including library resources Preliminary analysis of the adequacy of professional development funds (travel, participation in professional associations) Any modifications to the promotion and tenure process will require the involvement of the entire academic community as well as the support of institutional leadership in order for the college to implement multiple pathways to tenure. As indicated above, faculty workload and compensation will be important components of this change process. Whereas the faculty benefitted from a 35% increase in faculty salaries over a five-year parity plan which was concluded in 2008 with an additional 2% in 2010-2011, 3.5% in 2011-2012, and budgeted for 3.5% in 2012-2013, a new compensation plan has yet to be developed; the College leadership anticipates this new compensation plan will be within the context of the long-range strategic planning process. Two new elements of this dialogue are the Carnegie reclassification of Keuka as a Master’s College (Smaller Programs) and the development of a new peer list by the collaborative efforts of the administration, faculty, and staff which was finalized in February 2012. Additionally, we have identified the need for determining a process or mechanism for ensuring greater equity in workloads, taking into account the service role of division chairs, committee chairs, assessment coordinators, and the differences between the traditional and ASAP models. For instance, points of difference between faculty teaching in the ASAP model and faculty teaching in the traditional program are number of contact hours, average number of students per calendar year, number of courses assigned, average number of advisees, travel expectations, 12-month versus 10-month contracts, and expectations for service. With regard to the latter, as was noted in a Professional Standards Page 13 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Committee review of faculty files, many of the ASAP faculty are expected to and maintain a professional practice in their field, which it makes it difficult for them to participate in shared governance. As Keuka is a service-heavy institution, this difficulty raises concerns as the ASAP faculty move through the tenure and promotion process. Additional challenges regarding faculty compensation at Keuka are the need to attract faculty in high-demand or specialized areas, and salary compression. The faculty leadership observes that certain programs face a shortage of qualified faculty in the academic marketplace, leading to aggressive recruiting and higher starting salaries, with the consequence that market-driven salary inequities exist between academic programs. Moreover, across programs, inequities exist between newly recruited persons and existing faculty. Although the College has been largely successful in retaining its faculty, with most faculty departures due to retirement or non-renewal of contract (see Table 6.8), faculty leadership has voiced concerns about a possible “brain drain” should salaries stagnate and faculty seek more lucrative employment elsewhere. Table 6.8 Reasons for Faculty Leave-Taking 2006-2012 # of Full-time Faculty who Contract not Retired Left for other Died while in left KC 2006-2012 renewed college active service 36 11 (31%) 15 (42%) 9 (24 %) 1 (3 %) Accordingly, we recommend that the administration and faculty leadership conduct a comprehensive faculty workload analysis and compensation study that will address both equity and market issues. Curriculum Development and Assessment At Keuka College, the faculty Curriculum Committee and Graduate Program Committee establish and maintain standards, policies, and procedures that ensure that all college programs and curricula, i.e., on-campus, off-campus, and online, comply with the stated mission and goals of the College. The Curriculum Committee and Graduate Program Committee also review, evaluate, and recommend all new courses, programs, and degrees and proposed changes in existing courses, programs, and degrees to ensure congruence with Keuka’s context for learning. The Professional Standards Committee ensures that qualified professionals design, develop, deliver, monitor, and support instruction, research, and service programs. Given the College’s small size and mission, the full-time faculty teach a wide range of courses within their field at both introductory and advanced levels. Accordingly, they are heavily invested in designing, maintaining, and updating the curriculum. Faculty define expected student learning outcomes and create the strategies to determine whether those outcomes are achieved. Assessment of student learning outcomes is supported in numerous ways. One is in setting faculty expectations: academic programs must submit annual reports that include intended student outcomes, discussion of the activities to achieve these outcomes, the results and conclusions drawn from assessment activities, and discussion of how results will be used to improve student learning. As described in the Assessment Handbook (Appendix 6.11 Assessment Handbook), academic programs also participate in a cyclical program review, a review which includes discussion of student achievement of program learning outcomes. Additional College Page 14 of 39 Chapter 6: Faculty, Ed Offerings & GenEd
Page 2 and 3:
Table of Contents Table of Contents
Page 4 and 5:
Appendix Document Title Middle Stat
Page 6 and 7:
Appendix Document Middle States Sel
Page 8 and 9:
4.41 Business China Program 2011-20
Page 10:
Middle States Self Study Chapter 6
Page 13 and 14:
esponses to open-ended questions ab
Page 15 and 16:
Chapter 5: Admissions, Retention an
Page 17 and 18:
esponse to their recommendations, t
Page 19 and 20:
TURNAROUND 20 STRESS FACTORS Stress
Page 21 and 22:
administration identified three gro
Page 23 and 24:
courses, Field Periods, practica, e
Page 25 and 26:
possess the knowledge and experienc
Page 27 and 28:
As this Self-Study documents, Keuka
Page 29 and 30:
offer online course and accelerated
Page 31 and 32:
The Student Code of Conduct, as pro
Page 33 and 34:
Handbook, but policies governing fa
Page 35 and 36:
The Taskforce on Academic Program P
Page 37 and 38:
The Strategic Planning Committee (r
Page 39 and 40:
future through expanding programs a
Page 41 and 42:
process, and associated timeline, r
Page 43 and 44:
times per year for the Vice Preside
Page 45 and 46:
was retained in early Fall 2012 to
Page 47 and 48:
full-time and two part-time employe
Page 49 and 50:
Table 2.4 Distance Education Enroll
Page 51 and 52:
Interfund loan of approximately $1.
Page 53 and 54:
A systems management component that
Page 55 and 56:
2010-11 Actual 2.0% 2.0% 2011-12 Ac
Page 57 and 58:
Chapter 3 Leadership, Governance, a
Page 59 and 60:
President for Center for Profession
Page 61 and 62:
The Committee on Trustees has been
Page 63 and 64:
Range Strategic Planning Committee
Page 65 and 66:
the transition process. He was full
Page 67 and 68:
provides advice, recommendations an
Page 69 and 70:
committee work and are brought to t
Page 71 and 72:
Staff The Staff of Keuka College pa
Page 73 and 74:
At this time, students in the overs
Page 75 and 76:
greater opportunities than ever bef
Page 77 and 78:
Data-Driven Strategic Planning As n
Page 79 and 80:
as well, such as continuing to inve
Page 81 and 82:
along with members of the Student S
Page 83 and 84:
4,000 students (1,000 FTE) in China
Page 85 and 86:
esult, our analysis of non-academic
Page 87 and 88:
Effective learning assessment start
Page 89 and 90:
assessment cycle have been schedule
Page 91 and 92:
own work effectively. Future assess
Page 93 and 94:
documents provided each program wit
Page 95 and 96:
make oral presentations and partici
Page 97 and 98:
meet the criteria to allow faculty
Page 99 and 100:
The lead faculty member reviews ass
Page 101 and 102:
outcomes. The Center for Experienti
Page 103 and 104:
assessment data for improvement acr
Page 105 and 106:
Beyond assessment that channels up
Page 107 and 108: Standard 8: Student Admissions and
Page 109 and 110: Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121 and 122: Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
Page 155 and 156: Faculty members seeking to attend a
Page 157: Likert Scale, from “strongly disa
Page 161 and 162: Educational Offerings The Mission o
Page 163 and 164: Presentation 47 39.2% Case Study 17
Page 165 and 166: 2. “Coursework emphasized: synthe
Page 167 and 168: To support student learning at each
Page 169 and 170: Organizational Management, and Crim
Page 171 and 172: Keuka enrolls international student
Page 173 and 174: Rubric). The learning goal is pract
Page 175 and 176: College Writing, and/or MAT 095, De
Page 177 and 178: • The Dean provides ongoing suppo
Page 179 and 180: policies and procedures, a copy of
Page 181 and 182: Credit for Prior Learning Keuka Col
Page 183 and 184: outcomes are evaluated throughout t
Page 185 and 186: GLOSSARY January 2013 Middle States
Page 187 and 188: DRIVE Diversity, Responsibility, In
Page 189 and 190: NS,M&PE Natural Sciences, Mathemati
show all

final version of the self-study document - Keuka College's Middle ...

Create successful ePaper yourself

Delete template?

Save as template?