In preparation for SACS reaffirmation, every department is required to submit a faculty roster form as evidence of compliance with Core Requirement 2.8 and Comprehensive Standard 3.7 as defined in the Principles of Accreditation.
Instructions on how to complete the form may be found here or by visiting the SACS Institutional Information and Forms site.
SACS Principles of Accreditation
Section 2: Core Requirements
2.8 The number of full-time faculty members is adequate to support the mission of the institution. The institution has adequate faculty resources to ensure the quality and integrity of its academic programs. In addition, upon application for candidacy, an applicant institution demonstrates that it meets Comprehensive Standard 3.7.1 for faculty qualifications.
Note: This requirement addresses the adequacy of faculty personnel, not the adequacy of academic support services and resources.
Sample Documentation:
- Definitions of terms such as full-time faculty, regular/permanant faculty, student-faculty ratio
- Data such as number of faculty; student-faculty ratios; faculty loads; proportion of courses taught by full-time faculty, part-time faculty and graduate assistants; comparisons of peer institutions; etc.
- A narrative describing the relation of the type and number of faculty to the mission of the institution
- Policies describing the role of full-time faculty (and others) in the carrying out of the basic functions of the faculty as described in the rationale
- Policies governing the employment of part-time faculty and graduate assistants
Section 3: Comprehensive Standards
Institutional Mission, Governance, and Effectiveness
3.7 Faculty
3.7.1 The institution employs competent faculty members qualified to accomplish
the mission and goals of the institution. When determining acceptable
qualifications of its faculty, an institution gives primary consideration
to the highest earned degree in the discipline in accordance with
the guidelines listed below. The institution also considers competence,
effectiveness, and capacity, including, as appropriate, undergraduate and
graduate degrees, related work experiences in the field, professional
licensure and certifications, honors and awards, continuous documented
excellence in teaching, or other demonstrated competencies and
achievements that contribute to effective teaching and student learning
outcomes. For all cases, the institution is responsible for justifying and
documenting the qualifications of its faculty.
Credential Guidelines:
a. Faculty teaching general education courses at the undergraduate
level: doctor’s or master’s degree in the teaching discipline
or master’s degree with a concentration in the teaching discipline
(a minimum of 18 graduate semester hours in the teaching
discipline).
b. Faculty teaching associate degree courses designed for transfer
to a baccalaureate degree: doctor’s or master’s degree in
the teaching discipline or master’s degree with a concentration
in the teaching discipline (a minimum of 18 graduate semester
hours in the teaching discipline).
c. Faculty teaching associate degree courses not designed for
transfer to the baccalaureate degree: bachelor’s degree in the
teaching discipline, or associate’s degree and demonstrated
competencies in the teaching discipline.
d. Faculty teaching baccalaureate courses: doctor’s or master’s
degree in the teaching discipline or master’s degree with a concentration
in the teaching discipline (minimum of 18 graduate
semester hours in the teaching discipline). At least 25 percent
of the discipline course hours in each undergraduate major are
taught by faculty members holding the terminal degree—usually
the earned doctorate—in the discipline.
e. Faculty teaching graduate and post-baccalaureate course
work: earned doctorate/ terminal degree in the teaching discipline
or a related discipline.
f. Graduate teaching assistants: master’s in the teaching discipline
or 18 graduate semester hours in the teaching discipline,
direct supervision by a faculty member experienced in the
teaching discipline, regular in-service training, and planned
and periodic evaluations.
Rationale and Notes
This standard asserts the fundamental principle that qualified, effective faculty members are essential to carrying out the goals of the mission of the institution and ensuring the quality and integrity of the academic programs of the institution. The emphasis is on overall qualifications rather than simply academic credentials and that, while academic credentials are primary and in most cases will be the standard qualification for faculty members, other types of qualifications may prove to be appropriate. It is also important to note that the documentation and justification of qualifications for each member of the faculty are the responsibility of the institution.
Relevant Questions for Consideration:
- How does the mission of the institution influence the determination of the qualifications of the faculty in order to meet its goals?
- How does the institution determine the competencies of members of the faculty and justify that the qualifications of the members of the faculty meet these competencies?
- How does the institution document and justify the qualifications for each member of the faculty?
Sample Documentation:
- A complete roster of faculty, qualifications, and teaching assignments (see the Commission's "Faculty Roster Form for Full-Time and Part-Time Faculty" and the Instructions for Completing the Roster)
- Policies governing the qualifications of members of teh faculty necessary to carry out the mission of the institution and the process for the selection of members of the faculty member, such as curriculum vitae, teaching evaluations, and institutional qualification justifications in nonstandard situations.
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