Personal tools
Log in
You are here: Home Compliance Certification Section 2 - Core Requirements 2.8 - Faculty

2.8 - Faculty

The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs.

Judgment of Compliance

The College certifies compliance.

Narrative

Cleveland Community College (CCC) employs an adequate number of full-time faculty members to support the college’s mission of providing diverse and accessible learning opportunities to meet the educational and training needs of our community. (1.2 Mission Statement) The data provided in the following narrative demonstrate the number of full-time faculty members is adequate to support its mission and to ensure the quality and integrity of each of its academic programs.

Aggregate Data

Cleveland Community College currently has a student to faculty ratio of 11:1.

The number of full-time and adjunct faculty for the most recently completed academic year are provided in the table below:

Number of full-time and adjunct faculty, 2016-2017 Academic Year

 Academic Term # of FT Faculty # of Adjunct Faculty
 2016 Fall 88 148
 2017 Spring 88 148

In reviewing the data included throughout this response, please note that you will encounter percentages that total slightly greater than 100%, and that is due to rounding in order to report the data in whole numbers for simplicity. In the fall of 2016, the College had a vacancy in Business due to the passing of a full-time faculty member. In the spring of 2017, we had full-time faculty vacancies in Sociology, Esthetics, Nurse Aide, Business, and Accounting. While the number of adjunct faculty may seem disproportionate, keep in mind that adjuncts can teach no more than 3 course sections per semester, which consequently requires a greater number of them to cover the total number of sections offered.

The majority of credit hours taught for the past three years have been done so by full-time faculty and full-time administrative personnel who teach, as illustrated in the table below. Combined, full-time faculty and full-time other (full-time administrative personnel who also teach) account for an average of 56% of the credit hours taught, whereas adjunct faculty account for an average of 44% of the credit hours over the past six fall and spring semesters.

Number and Percentage of Credit Hours Taught by Full-time, Full-time Other, and Adjunct Faculty by Academic Term

Number and Percentage of Credit Hours Taught by Full-time, Full-time Other, and Adjunct Faculty by Academic Term

The following table represents the sum of all sections taught by Full-time, Full-time Other, and adjunct faculty, by term. The number of sections taught by full-time and full-time other averages out to 50%, equaling those taught by adjuncts when averaged over the past six fall and spring semesters.

All Course Sections Taught by Full-Time, Full-Time Other, and Adjunct Faculty, by Term

All Course Sections Taught by Full-Time, Full-Time Other, and Adjunct Faculty, by Term

CCC has a number of full-time administrative personnel who also teach and they comprise the FT-Other* figures in each table. The administrative personnel who teach are academically qualified in a variety of teaching disciplines and extend their commitment to the College’s mission through service in the classroom. Among these are Dr. Shannon Kennedy (Executive Vice President), Dr. Becky Sain (Vice President of Academic Programs), Dr. Andy Gardner (Vice President of Student Services), Ken Mooney (Vice President of Continuing Education), Dr. John Lattimore (Dean of Business and Allied Health), Bruce Mack (Dean of Advanced Manufacturing and Public Services), Betty Stack (Dean of Arts and Sciences), Barbara McKibbin (Dean of Learning Resources), Amy Davis (Dean of Student Success), Kendra Haneline (Success Coach/Advisor), Amy Dulin (Advanced Manufacturing and Work-Based Learning Coordinator), Pam Collins (Distance Learning Coordinator), Athena Smith (Instructional Development Coordinator) and others.

Disaggregated Data

The following table provides data on all courses taught on the main campus, by term. For the sake of simplicity, it is easier to look at totals taught by adjunct faculty, rather than adding the total taught by full-time faculty to the total taught by FT – Other, and the narrative reflects this approach throughout this response. While courses taught on campus by adjunct faculty from 2014 fall through 2017 spring on campus have ranged from 47% to 57%, the average is 52%. Thus, an average of 48% were taught by full-time or full-time other.

Courses Taught on Campus by Term

Courses Taught on Campus by Term

Courses Taught by Program/Discipline

Data in the following tables reflect the number and percentage of course sections taught by full-time faculty, full-time other, and adjunct faculty, by program/discipline. During the 2016 fall semester, there were 25 course sections taught 100% by adjunct faculty, and there were 38 course sections taught 100% by full-time faculty in the same semester. Many of the sections taught 100% by adjuncts are in disciplines where we cannot justify hiring full-time faculty to teach those courses. Also, many of those sections taught 100% by adjunct faculty represent a small number of actual sections taught. For example, in the 2016 fall semester, 100% of the sections taught by adjuncts in the Associate in General Education program only represents two course sections.

Course Sections Taught by Full-Time and Adjunct Faculty, Disaggregated by Program/Discipline for 2016 fall

 

Column Labels

 

 

 

 

 

 

 

 

FT Faculty

 

 

 

PT Faculty

 

 

 

Row Labels

# of Courses Taught by FT Faculty

% of Sections Taught by FT Faculty

Total            Credit Hrs

Total           Cntct Hrs

# of Courses Taught by PT Faculty

% of Sections Taught by PT Faculty

Total            Credit Hrs

Total           Contct Hrs

1010 (Associate in Arts)

2

9%

6

12

20

91%

42

50

ART

2

67%

6

12

1

33%

3

6

HEA

 

0%

 

 

10

100%

26

24

MUS

 

0%

 

 

1

100%

3

3

PED

 

0%

 

 

8

100%

10

17

1020 (Associate in Fine Arts)

2

50%

6

12

2

50%

6

12

ART

2

50%

6

12

2

50%

6

12

1030 (Associate in General Education)

 

0%

 

 

2

100%

2

2

HSC

 

0%

 

 

2

100%

2

2

1040D (Pre-Engineering)

2

100%

6

5

 

0%

 

 

CSC

2

100%

6

5

 

0%

 

 

2010 (Biotechnology)

2

100%

8

6

 

0%

 

 

BTC

2

100%

8

6

 

0%

 

 

2510 (Accounting)

14

100%

48

33

 

0%

 

 

ACC

13

100%

45

30

 

0%

 

 

BUS

1

100%

3

3

 

0%

 

 

2512 (Business Administration)

13

65%

40

40

7

35%

21

21

AIB

2

67%

6

6

1

33%

3

3

BUS

8

80%

25

25

2

20%

6

6

ETR

 

0%

 

 

3

100%

9

9

MKT

3

75%

9

9

1

25%

3

3

2512F (Bus Admin/Marketing & Retailing)

2

100%

8

5

 

0%

 

 

ACC

2

100%

8

5

 

0%

 

 

2526 (Computer Information Technology)

24

57%

72

53

18

43%

54

36

CIS

10

71%

30

20

4

29%

12

8

CTS

2

33%

6

5

4

67%

12

8

DBA

2

100%

6

5

 

0%

 

 

MIT

 

0%

 

 

2

100%

6

4

NET

6

100%

18

15

 

0%

 

 

NOS

 

0%

 

 

6

100%

18

12

SEC

2

50%

6

4

2

50%

6

4

WEB

2

100%

6

4

 

0%

 

 

2527 (Information Systems Security)

2

100%

6

4

 

0%

 

 

SEC

2

100%

6

4

 

0%

 

 

2529 (Web Technologies)

6

75%

18

12

2

25%

6

4

WEB

6

75%

18

12

2

25%

6

4

2531 (Medical Office Administration)

6

60%

20

17

4

40%

12

12

MED

4

50%

12

12

4

50%

12

12

OST

2

100%

8

5

 

0%

 

 

2532 (Medical Transcription)

2

50%

4

3

2

50%

4

3

OST

2

50%

4

3

2

50%

4

3

2534 (Networking Technology)

10

100%

30

23

 

0%

 

 

CTI

4

100%

12

10

 

0%

 

 

NET

2

100%

6

5

 

0%

 

 

NOS

4

100%

12

8

 

0%

 

 

2536 (Office Systems Technology)

10

28%

28

21

26

72%

77

53

OST

10

28%

28

21

26

72%

77

53

2536A (Office Systems Technology/Legal)

 

0%

 

 

2

100%

6

4

OST

 

0%

 

 

2

100%

6

4

2550 (Computer Technology Integration)

4

100%

12

8

 

0%

 

 

CTI

2

100%

6

4

 

0%

 

 

SEC

2

100%

6

4

 

0%

 

 

3012 (Broadcasting and Production Technology)

2

17%

8

8

10

83%

34

32

BPT

2

20%

8

8

8

80%

28

28

DME

 

0%

 

 

2

100%

6

4

3510 (A/C, Heating, and Refrigeration)

10

63%

32

24

6

38%

18

14

AHR

10

63%

32

24

6

38%

18

14

3513 (Electrical System Technology)

4

100%

12

9

 

0%

 

 

BAT

4

100%

12

9

 

0%

 

 

3518 (Carpentry)

 

0%

 

 

6

100%

16

17

CAR

 

0%

 

 

4

100%

10

12

WOL

 

0%

 

 

2

100%

6

5

3522 (Electrical/Electronics Technology)

12

75%

44

40

4

25%

16

16

ELC

8

67%

30

29

4

33%

16

16

ELN

2

100%

8

6

 

0%

 

 

HYD

2

100%

6

5

 

0%

 

 

3530 (Plumbing)

8

100%

26

25

 

0%

 

 

PLU

8

100%

26

25

 

0%

 

 

4012 (Automation/Robotics Technology)

12

100%

40

30

 

0%

 

 

ATR

4

100%

12

10

 

0%

 

 

BAT

4

100%

12

8

 

0%

 

 

ELC

4

100%

16

12

 

0%

 

 

4020 (Electronics Engineering Technology)

16

80%

58

45

4

20%

10

7

EGR

2

33%

4

3

4

67%

10

7

ELN

10

100%

38

30

 

0%

 

 

PCI

4

100%

16

12

 

0%

 

 

4511 (Associate Degree Nursing)

17

100%

98

82

 

0%

 

 

NUR

17

100%

98

82

 

0%

 

 

4534 (Emergency Medical Science)

 

0%

 

 

4

100%

10

8

EMS

 

0%

 

 

4

100%

10

8

4540 (Medical Assisting)

8

67%

19

27

4

33%

20

14

MED

8

67%

19

27

4

33%

20

14

4560 (Phlebotomy)

 

0%

 

 

3

100%

15

16

PBT

 

0%

 

 

3

100%

15

16

4566 (Practical Nursing)

4

100%

48

40

 

0%

 

 

NUR

4

100%

48

40

 

0%

 

 

4570 (Radiography)

19

100%

79

172

 

0%

 

 

RAD

19

100%

79

172

 

0%

 

 

4574 (Surgical Technology)

3

100%

19

29

 

0%

 

 

SUR

3

100%

19

29

 

0%

 

 

4597 (Nurse Aide)

12

44%

72

41

15

56%

90

51

NAS

12

44%

72

41

15

56%

90

51

5021 (Computer-Integrated Machining)

4

100%

8

6

 

0%

 

 

MAC

4

100%

8

6

 

0%

 

 

5024 (Industrial Systems Technology)

13

81%

37

28

3

19%

8

8

ELC

4

100%

16

10

 

0%

 

 

ISC

5

63%

13

12

3

38%

8

8

MNT

4

100%

8

6

 

0%

 

 

5030 (Machining Technology)

7

37%

38

44

12

63%

32

36

MAC

7

37%

38

44

12

63%

32

36

5034 (Mechanical Drafting Technology)

14

50%

33

28

14

50%

37

30

BPR

7

70%

15

12

3

30%

7

6

DFT

5

36%

12

11

9

64%

26

21

MEC

2

50%

6

5

2

50%

4

3

5042 (Welding Technology)

20

71%

70

69

8

29%

18

19

WLD

20

71%

70

69

8

29%

18

19

5512 (Basic Law Enforcement Training)

2

100%

38

39

 

0%

 

 

CJC

2

100%

38

39

 

0%

 

 

5514 (Cosmetology)

28

55%

140

310

23

45%

110

230

COS

28

55%

140

310

23

45%

110

230

5518 (Criminal Justice Technology)

15

39%

45

45

23

61%

71

68

CJC

15

39%

45

45

23

61%

71

68

5522 (Early Childhood Education)

23

59%

72

70

16

41%

53

53

EDU

23

59%

72

70

16

41%

53

53

5524 (Fire Protection Technology)

7

70%

23

20

3

30%

9

9

FIP

7

70%

23

20

3

30%

9

9

6013 (Collision Repair & Refinishing)

6

38%

24

24

10

63%

28

25

AUB

6

43%

24

24

8

57%

24

22

TRN

 

0%

 

 

2

100%

4

3

DART (Art)

1

100%

3

6

 

0%

 

 

ART

1

100%

3

6

 

0%

 

 

DCTS (Developmental Computer)

2

33%

4

3

4

67%

8

6

CTS

2

33%

4

3

4

67%

8

6

DHUM (Humanities Department)

3

20%

9

12

12

80%

21

36

ART

1

25%

3

6

3

75%

8

16

ASL

 

0%

 

 

4

100%

4

8

HUM

 

0%

 

 

2

100%

6

6

SPA

 

0%

 

 

3

100%

3

6

SPI

2

100%

6

6

 

0%

 

 

DMAT (Mathematics)

102

33%

112

70

205

67%

223

139.5

DMA

102

33%

112

70

205

67%

223

139.5

DRED (Reading)

 

0%

 

 

34

100%

102

59.5

DRE

 

0%

 

 

34

100%

102

59.5

DSCI (Science Department)

18

41%

73

54

26

59%

105

78

BIO

18

41%

73

54

26

59%

105

78

DWBL (Work-Based Learning)

 

0%

 

 

2

100%

3

30

WBL

 

0%

 

 

2

100%

3

30

GACA (Success & Study Skills)

 

0%

 

 

15

100%

14

28

ACA

 

0%

 

 

15

100%

14

28

GENG (English)

16

55%

48

48

13

45%

39

39

ENG

16

55%

48

48

13

45%

39

39

GHUM (Humanities/Fine Arts)

27

51%

81

79

26

49%

78

78

ART

8

89%

24

24

1

11%

3

3

ASL

 

0%

 

 

4

100%

12

12

COM

10

56%

30

30

8

44%

24

24

HUM

4

80%

12

10

1

20%

3

3

MUS

 

0%

 

 

4

100%

12

12

PHI

 

0%

 

 

2

100%

6

6

REL

5

56%

15

15

4

44%

12

12

SPA

 

0%

 

 

2

100%

6

6

GMAT (Mathematics)

34

63%

130

82

20

37%

76

48

MAT

34

63%

130

82

20

37%

76

48

GSCI (Sciences)

21

43%

72

63

28

57%

105

80

BIO

13

46%

52

39

15

54%

56

45

CHM

8

62%

20

24

5

38%

17

15

GEL

 

0%

 

 

2

100%

8

5

PHY

 

0%

 

 

6

100%

24

15

GSOC (Social/Behavioral Science)

46

85%

138

138

8

15%

24

24

ANT

 

0%

 

 

1

100%

3

3

ECO

4

100%

12

12

 

0%

 

 

GEO

2

100%

6

6

 

0%

 

 

HIS

12

86%

36

36

2

14%

6

6

POL

3

100%

9

9

 

0%

 

 

PSY

12

71%

36

36

5

29%

15

15

SOC

13

100%

39

39

 

0%

 

 

Grand Total

638

50%

2068

2067

646

50%

1623

1496

For the 2016 fall term, the averages for courses taught by full-time faculty and adjunct faculty were split evenly at 50% each.

Courses Taught at Approved Off-Campus Instructional Sites

The data in the following table reflect the number and percentage of courses taught by full-time faculty, full-time other, and adjunct faculty at the Cleveland Early College High School on the College’s campus. While courses taught at Cleveland Early College High School on the College’s campus by adjunct faculty from 2014 fall through 2017 spring campus have ranged from 33% to 68%, the average is 50%.

Courses Taught at Cleveland Early College High School on College Campus by Term

Courses Taught at Cleveland Early College High School on College Campus by Term

The data in the following table reflect the number and percentage of courses taught by full-time faculty, full-time other, and adjunct faculty at the Burns High School approved off-campus instructional site. While the range of courses taught by adjunct faculty at the site span from 7% to 53%, the average is 29%.

Courses Taught at Burns High School Approved Off-Campus Instructional Site

Courses Taught at Burns High School Approved Off-Campus Instructional Site

The data in the following table reflect the number and percentage of courses taught by full-time faculty, full-time other, and adjunct faculty at the Crest High School approved off-campus instructional site. While the range of courses taught by adjunct faculty at the site span from 29% to 68%, the average is 45%.

Courses Taught at Crest High School Approved Off-Campus Instructional Site

Courses Taught at Crest High School Approved Off-Campus Instructional Site

The data in the following table reflect the number and percentage of courses taught by full-time faculty, full-time other, and adjunct faculty at the Kings Mountain High School approved off-campus instructional site. While the range of courses taught by adjunct faculty at the site span from 31% to 65%, the average is 42%.

Courses Taught at Kings Mountain High School Approved Off-Campus Instructional Site

Courses Taught at Kings Mountain High School Approved Off-Campus Instructional Site

The data in the following table reflect the number and percentage of courses taught by full-time faculty, full-time other, and adjunct faculty at the Shelby High School approved off-campus instructional site. While the range of courses taught by adjunct faculty at the site span from 8% to 28%, the average is 17%.

Courses Taught at Shelby High School Off-Campus Instructional Site

Courses Taught at Shelby High School Off-Campus Instructional Site

Courses Taught By Delivery Method – Main Campus

The following table reflects the number and percentage of course sections taught on the main campus by full-time faculty, full-time other, and adjunct faculty, by delivery method. While courses taught by adjuncts range from 15% to 66%, the average is 51%. The average was calculated by adding the total percentage taught by adjuncts for each term and dividing that total by the number of terms. Note that the totals for each term are found in the rows corresponding with the term (E.g. for the 2014FA term, 47% is the average percentage of sections taught by adjunct faculty).

Courses Taught on Main Campus by Delivery Method

Courses Taught on Main Campus by Delivery Method

Courses Taught at Approved Off-Campus Instructional Sites

The following section illustrates the number and percentage of course sections taught at each of the College’s approved off-campus instructional sites.

The data in the following table reflect the number and percentage of course sections taught by full-time faculty, full-time other, and adjunct faculty at Cleveland Early College High School, on the College’s main campus. While the range of courses taught at the site spans from 9% to 100%, the average percentage of courses taught by adjuncts is 45%. While several of the totals reflect large percentages of courses taught by adjuncts, keep in mind that those only represent very small numbers of actual course sections taught.

Courses Taught at Cleveland Early College High School Off-Campus Instructional Site, by Delivery Method

Courses Taught at Cleveland Early College High School Off-Campus Instructional Site, by Delivery Method

The data in the following table reflect the number and percentage of course sections taught by full-time faculty, full-time other, and adjunct faculty at Burns High School. While the range of courses taught at the site spans from 7% to 100%, the average percentage of courses taught by adjuncts is 29%. While several of the percentage totals reflect large percentages of courses taught by adjuncts, keep in mind that those only represent very small numbers of actual course sections taught. (E.g., 100% of courses taught in the 2015 spring semester were taught by adjuncts, but that only represents one course section taught there that semester.)

Courses Taught at Burns High School Off-Campus Instructional Site, by Delivery Method

Courses Taught at Burns High School Off-Campus Instructional Site, by Delivery Method

The data in the following table reflect the number and percentage of course sections taught by full-time faculty, full-time other, and adjunct faculty at Crest High School. While the range of courses taught at the site spans from 20% to 100%, the average percentage of courses taught by adjuncts is 45%. While several of the percentage totals reflect large percentages of courses taught by adjuncts, keep in mind that those only represent very small numbers of actual course sections taught. (E.g., 100% of courses taught in the 2014 fall semester were taught by adjuncts, but that only represents six courses taught in traditional format there that semester.)

Courses Taught at Crest High School Off-Campus Instructional Site, by Delivery Method

Courses Taught at Crest High School Off-Campus Instructional Site, by Delivery Method

The data in the following table reflect the number and percentage of course sections taught by full-time faculty, full-time other, and adjunct faculty at Kings Mountain High School. While the range of courses taught at the site spans from 19% to 100%, the average percentage of courses taught by adjuncts is 42%. While several of the percentage totals reflect large percentages of courses taught by adjuncts, keep in mind that those only represent very small numbers of actual course sections taught. (E.g., 100% of courses taught in the 2015 fall semester were taught by adjuncts, but that only represents fifteen courses taught in traditional format there that semester.)

Courses Taught at Kings Mountain High School Off-Campus Instructional Site, by Delivery Method

Courses Taught at Kings Mountain High School Off-Campus Instructional Site, by Delivery Method

The data in the following table reflect the number and percentage of course sections taught by full-time faculty, full-time - Other, and adjunct faculty at Shelby High School. While the range of courses taught at the site spans from 8% to 100%, the average percentage of courses taught by adjuncts at the site is 17%. While one of the percentage totals reflects 100% of courses taught by adjuncts, keep in mind that those only represent two actual course sections taught.

Courses Taught at Shelby High School Off-Campus Instructional Site, by Delivery Method

Courses Taught at Shelby High School Off-Campus Instructional Site, by Delivery Method

As the data provided in this response shows, CCC has been diligent in ensuring a sufficient number of full-time faculty are teaching the courses offered at each location, regardless of delivery method. While there are instances where full-time faculty teach fewer sections than adjuncts, given the additional responsibilities of full-time faculty, Cleveland Community College has a sufficient number of full-time faculty to fulfill its mission and the College works hard to ensure the quality and integrity of each of its academic programs, as evidenced by additional information provided hereafter.

Teaching Loads:

CCC’s teaching load for full-time faculty is 15 semester credit hours or 16 contact hours in Associate degree programs, and 22 semester contact hours in Diploma and Certificate programs or clinical settings during fall and spring semesters.

Load Comparison Table: Several of our neighboring colleges require full-time faculty to teach a higher load, as illustrated in the following load comparison table:

load comparison table

Overload Policy:

If there is a necessity for any full-time faculty to teach overloads during a given academic year, the designated rules located in the College’s Policies and Procedures Manual apply.

A. The teaching overload for faculty members earning annual leave is generally defined as (a) more than fifteen (15) credit hours per week or sixteen (16) contact hours per week for Associate Degree faculty members and (b) more than twenty-two contact hours for Diploma faculty members.
B. The teaching overload for nine-month faculty members hired prior to August 1, 2001, is defined as more than 18 credit/contact hours per week. (for additional information reference 3.5.8 P&P)

According to the 2015 Estimated Faculty Workload Report provided by NCCCS, Cleveland Community College full-time faculty taught 5 course sections on average, which compares favorably to the system average of 5.3. The average number of sections taught by adjunct faculty was 2.5.

CCC focuses on the quality of instruction provided, as evidenced by several performance metrics provided in the 2017 Performance Measures for Student Success Report:

  • CCC exceeded the statewide goal of 75% by three points for first year progression, where students attempted at least 12 non-developmental credit hours and completed at least 12 of those hours with a grade of “C” or higher in their first academic year.
  • Further, the College ranked 11th out of 58 in the Curriculum Completion measure, where our students either graduated, transferred, or were still enrolled with at least 36 non-developmental credit hours within six years of their first term of enrollment.
  • The College also exceeded the statewide goal by almost 6 points for the percentage of first-time Associate degree seeking and transfer pathway students who pass a credit-bearing math course with a “C” or higher in the their first two years of enrollment.
  • Licensure and Certification exam passing rates also reflect CCC’s commitment to quality instruction, illustrated by 90% or higher passing rates on licensure or certification exams on the first attempt in Cosmetology Apprentice, Cosmetology, Practical Nursing, and Registered Nursing.

Another indication of providing quality instruction while maintaining a sufficient number of full-time faculty is evidenced by our most recent Community College Survey of Student Engagement (CCSSE) results, which indicate that, of the 408 participants who took the survey, 95.6% indicated they would recommend CCC college to a friend or family member.

Distance Education

Cleveland Community College makes certain faculty who develop, design, and teach distance learning courses are qualified to do so. Before teaching an online course, faculty (regardless of full-time or adjunct status) must complete the MIT-110 (Introduction to Distance Learning) Media Integration course in Blackboard. This course covers the principles of distance learning and an introduction to using an interactive distance learning classroom. The course emphasizes the technologies utilized in providing distance learning and provides a foundation of distance learning principles to ensure faculty who teach distance courses are equipped and prepared to provide students a quality learning experience equivalent to that of a face-to-face learning environment.

Quality Practices of Instruction:

To promote quality instruction and program consistency, Department Chairs and Discipline Coordinators monitor teaching assignments and verify with the Deans and Academic Vice-President that the proper number of sections are available to support all programs being offered. The following practices are utilized at Cleveland Community College to ensure all full-time faculty maintain high quality standards with respect to instructional practices:

A. The faculty member shall be responsible for teaching appropriate course content and distribute current course syllabi/course outline during the first week of class by posting the proper syllabus on the College’s course management system. The syllabus or outline includes the appropriate course description and contains information about the goals and requirements of each course including student outcomes, nature of course content, methods of evaluation, specific topics to be covered, make-up work policies, and the method for determining final grades. A copy of each current course syllabus is to be maintained on file electronically in the Academic Programs Office. The appropriate academic Dean reviews and approves proposed course syllabi for use by full-time and adjunct faculty members. Duties of full-time and adjunct faculty are evidenced in the Policies and Procedures Manual, 3.5.4.1.
B. Faculty members should utilize a variety of instructional strategies to meet the various needs of the community college student population. This has been evidenced and documented through Cleveland Community College’s Quality Enhancement Plan (QEP) with the implementation of Active Learning Strategies in the Social Sciences Department. In addition, all strategies should be deemed course appropriate.
C. Faculty members schedule a 35-hour workweek which includes assigned teaching hours, shop, laboratory, and/or clinical responsibilities, as well as instructional assessments, time for class preparation, and scheduled campus office hours. Committee assignments and other college projects are part of the 35-hour workweek. Annual College convocations and spring graduation are also required.
D. All full-time faculty members shall serve as academic advisors in partnership with the Advising Center (established in spring 2016) and attend regularly scheduled meetings, convocations and graduation services.
E. All full-time faculty are expected to complete a minimum of 10 hours of professional development per academic year. A designated Professional Development Day is provided once every two years to assist faculty in the completion of these hours. In addition, professional development opportunities have been enhanced at CCC through a variety of classroom enhancement workshops such as interactive instruction, classroom management and a variety of technology-related workshops for both the physical classroom and online instruction.
F. The New Faculty Academy is an annual initiative to help new full-time faculty become acclimated to the duties and responsibilities of being a full time faculty member. The New Faculty Academy is led by the Social Science Department Chair and two veteran faculty members.
G. Student Evaluation of Instruction is electronically administered during the fall and spring semesters of each academic year. The Academic Programs Office works with academic Deans and the Office of Planning and Institutional Effectiveness to coordinate the evaluations. Evaluation results are available to faculty and used in the faculty member’s annual Comprehensive Evaluation per policy 3.8.1.3.
H. Comprehensive Annual Performance Evaluations are conducted by the appropriate divisional Dean for all full-time faculty members. Evaluations are conducted over a two-year cycle. The first year of the evaluation process consists of a checklist of college policies and expectations, as well as a proposed Performance Enhancement Plan. The second year of the evaluation process consists of individual teaching portfolios which highlight methods of instruction and focus on success in the classroom, as well as providing written evidence from the previous year’s outlined PEP. The purpose of the Comprehensive Evaluation is to establish quality instruction.

The Advising Center

To allow faculty more time devoted to teaching and student learning, the College opened an Advising Center in fall, 2016. The Advising Center employs six professional staff whose primary responsibility is advising.

All students with less than 24 credit hours are required to see a professional advisor, with the exception of high school students and students enrolled in Basic Law Enforcement Training and Cosmetology. Students with 24 or more credit hours see their faculty advisor. This has greatly reduced the advisement burden for full-time faculty.