Faculty Expectations
1.
DCCCD
Teaches students effectively in assigned classes and maintains office hours for student
consultation in accordance with procedures outlined in the Dallas County Community College
Board Policy Manual and/or agreed upon with immediate supervisor. Provides students with a
written course syllabus that should include items specified by the college and/or Dallas County
Community College System. Participates in the evaluation of the instructional process and uses
innovative strategies to continually improve learning. Participates in development and support
of their discipline by recommending books and materials, revising curricula, and recommending
teaching assignments when appropriate. Maintains accurate and complete course records as
required by law and the Board of Trustees Policies and Procedures Manual. Performs
professional activities and assumes professional responsibilities as agreed upon with the
division dean, and works with colleagues to achieve shared goals and visions. Values the
collaborative process. Uses knowledge of diverse communities and learning styles and has the
ability to incorporate diversity of delivery of such learning styles in instruction. Participates in
student advising and registration. Utilizes technology to facilitate learning and to access data,
maintain records, generate reports, and communicate with others. Institutional Service
Responsibilities (College and Dallas County Community College System): Meets professional
assignments in accordance with the System’s calendar and contractual obligations. Complies
with DALLAS COUNTY COMMUNITY COLLEGE SYSTEM board policy, state and federal policy,
and the student code of conduct as appropriate. Commits to college mission and goals through
participating in planning division objectives and budget requests. Serves on and attends college
and/or system committees as assigned. Participates in campus commencement exercise(s) as
required by Board Policy and attends other required college meetings and activities.
Participates in his/her own performance appraisal. Demonstrates ability to work effectively
with persons from diverse backgrounds. Student Services Responsibilities: May work with
student clubs and/or organizations. Community: Consistent with other DCCC job descriptions
demonstrates verbal and written communication skills to support and enhance effective
interaction between Dallas County Community College System and other organizations,
businesses and community groups as well as faculty, staff\and students from diverse
socioeconomic backgrounds. Promotes the college in the community by participating in a
variety of marketing activities. Professional Growth Responsibilities: Participates in professional
development activities.
Minimum Qualifications
Master’s degree or higher in (program area or discipline). Demonstrated skills in successfully
working with diverse populations through experiences such as formal training and past work
experiences. The ability to provide quality customer service.
2.
Edmonds Community College
http://www.edcc.edu/hr/Recruitment/typical-expect-ft-fac-pos.html
1) Facilitate a learning centered environment by:










Providing instruction to students through various delivery methods, including
classroom/laboratory instruction, eLearning, and learning community activities.
Utilizing teaching strategies that facilitate student learning and student success.
Preparing clear and measurable objectives, course syllabi, course materials and learning
experiences for each course.
Maintaining appropriate course records and documentation.
Designing, developing, assessing, and overseeing program curricula.
Implementing assessment measures that achieve course, program, and college learning
outcomes, and using the results to strengthen the curricula.
Maintaining office hours.
Providing academic advising and mentoring students.
Participating in outreach for student recruitment and access to services.
Maintaining current knowledge within the appropriate discipline and within the
teaching profession.
2) Support the goals and objectives of the college through:










Meeting requirements for specific programs and for accreditation.
Participating in college-sponsored professional development activities, college wide
meetings and department/division/faculty meetings.
Supporting articulation initiatives with regional schools and colleges.
Promoting student recruitment, retention, and successful completion of programs.
Maintaining ongoing communications with community organizations, other local
colleges, and public agencies in support of student learning.
Participating in college leadership, governance, and operational activities.
Working collaboratively with colleagues, staff, and community members.
Serving on college committees.
Complying with college policies, rules, and procedures.
Performing other duties as assigned.
3.
Sandhills Community College
http://www.sandhills.edu/faculty-staff/syllabus/jobdescription.php
The faculty teaching criteria are stated in the numbered items. The lettered items are examples
of how the requirements will be met, although other items may be added, where appropriate,
for individual departments. These criteria are also used in faculty and student evaluation forms.
During the evaluation process, emphasis is placed on improving faculty performance through
professional development activities. Sandhill' Community College recognizes that scholarship is
an important aspect of the faculty mission. Participation in formal research activity, however, is
not a contractual expectation for faculty members.
Faculty members should do the following:
1. Provide appropriate and effective instruction.
a. Provide each student with a course syllabus that includes course objectives that
are stated in terms of student learning outcomes, learning activities to achieve
those objectives, method of evaluation, and an attendance policy that provides
for reasonable absences in case of emergencies and illness.
b. Provide learning activities that stimulate student involvement, encourage
reflection and critical thinking, and take into consideration different learning
styles.
c. Evaluate students' work according to departmental standards.
d. Meet scheduled classes or provide appropriate activities approved by the
department chair according to the terms stated in the faculty contract.
2. Stay current in the scholarship of their discipline and teaching methodology.
a. Maintain active membership in at least one professional organization in the
teaching discipline or otherwise read journals in the teaching field.
b. Attend at least one conference or workshop when appropriate and funds permit.
c. Attend on-campus workshops related to the teaching field or to learning in
general when scheduling permits.
Sandhill' Community College recognizes that scholarship is an important aspect of the
faculty mission. Participation in formal research activity, however, is not a contractual
expectation for faculty members.
3. Support student learning outside of class.
a. Advertise and maintain office hours.
b. Encourage students to visit with you during office hours.
c. Provide information about available resources outside of class: Internet, library,
or others.
4. Be an effective and helpful advisor.
a. Be available to assist advisees during course planning and orientation periods or
arrange for another faculty member to substitute for you when other college
meetings or approved faculty leave may interfere.
b. Be informed about the degree requirements of programs of the students you
advise.
c. Be informed about the transfer requirements of programs of the students you
advise.
d. Provide accurate records concerning each advisee's progress toward meeting his
or her educational goal.
e. Be able to explain to students how to make contact with college resources such
as tutoring, financial aid, and counseling.
5. Support the department and the college.
a. Actively engage in textbook selections and turn in book orders on time.
b. Actively engage in course schedule requests and turn in course schedule
requests on time.
c. Participate in department meetings.
d. Participate in college-sponsored staff development as related to your discipline
or teaching in general as your teaching schedule permits.
6. Maintain a collegial relationship with others at the college.
a. Respect the work of other staff members of the college who provide support
through administration, clerical, maintenance, library, audiovisual, food service,
and other services, especially in planning requests for services or in responding
in a timely manner for requests for information or services from you.
b. Maintain and support an encouraging attitude toward other members of your
department and colleagues in other departments.
Distance Learning Faculty Job Description and Evaluation Criteria
In addition to the above criteria for classroom courses, faculty members who teach distance
learning courses will be evaluated according to the following criteria. Distance learning faculty
should do the following:
1. Demonstrate knowledge of basic computer operations.
a. Be able to use Internet Explorer or other browser that is compatible with
Blackboard and maintain the current version on your computer.
b. Be able to use search engines to locate relevant Internet activities and sources
for your students.
c. Be able to use email to respond to your students' questions. Also maintain
records of your email correspondence.
d. Be able to locate, use, and refer students to online support and resources
provided in your course via the "Help" button.
e. Be able to use the Discussion Board and the assessments area of the Control
Panel to provide students with appropriate interactive assignments in your
course.
2. Maintain contact with students, provide support, and make appropriate assignments.
a. Provide an orientation to your course. If it is on-campus, also provide an
orientation through your course itself for students who cannot attend on
campus.
b. Make contact with distance learning students in a timely fashion via email,
course announcements, and assignments posted in your course.
c. Be available via electronic means for assistance, for responding to questions, or
otherwise assisting the students enrolled.
d. Develop assignments that make the course an interactive experience with other
students rather than a correspondence course between one teacher and one
student.
3. Respond to assignments and concerns.
a. Respond to assignments and students concerns in a timely manner.
b. Provide study guides or other support materials within the course.
4. Be able to use and explain Internet research materials and other college resources.
a. Be able to use and explain to students how to locate and use reference materials
available via electronic means through Boyd Library's online databases.
b. Be able to explain to students how to make contact with college resources such
as tutoring, financial aid, and counseling through their course site.
5.
Southern West Virginia
http://www.southernwv.edu/?q=jobs/faculty-requirements
All faculty positions are full-time “term” faculty appointments with excellent fringe benefits.
Faculty will: utilize various technologies in the classroom and for distance delivery of
instruction; have all other duties of a full-time instructor such as committee assignments and
advising students; have ability to work effectively with supervisors, colleagues, staff and
students as part of an education team; and, write and update curricula including course
outlines and syllabi as required by the institution or industry trends.
All faculty should be team players with the ability to work well with others.
Hours: 30 credit hour teaching load per academic year; 7.5 office hours per week, in addition to
other related assignments. (Teaching assignments may involve some evening, weekend and/or
off-campus classes).
Function: One of Southern's highest priorities is meeting the current and future educational
needs of the communities it serves. We are strategically positioned to set and surpass new
standards of excellence in our primary teaching and learning mission. Guided by principles that
emphasize educational programs and student success especially in learning and continuous
improvement, we envision Southern as a premier learning organization that is in the forefront
of community college technical education. Faculty should:

Integrate learning outcome assessment techniques in their instructional planning,
curriculum design, & teaching activities.
 Apply technology to the teaching & learning process.
 Deliver instruction in a variety of formats.
 Understand & apply organization theory.
 Thrive in cross-functional roles.
 Collaborate in flexible, imaginative problem solving.
 Make Data-driven decisions.
 Integrate interdisciplinary & global perspectives into their methodology.
Expectations: While a faculty teaching load of 30 credit hours in an academic year will include
primary responsibilities for teaching and assessing learning; institutional service; advising; and
professional development, the college seeks to break the frame that traditionally surrounds
faculty assignments, especially since academic needs vary. As such, faculty should expect to
integrate with their primary responsibilities some combination of the following:
Creating experiential learning opportunities and assessment techniques, i.e., work-based &
service learning; portfolio assessment, including developing and evaluating learning portfolios;
etc.
Mentoring:



students from target groups
new full-time faculty
adjunct faculty
Designing, formatting and delivering curriculum for synchronous and asynchronous learning.
Training & consulting for workforce initiatives, i.e. for public and corporate partners, etc.
Developing & implementing community education and extended learning programs.
Partnering with colleagues to enhance services to students and the community:
recruiting & marketing
advising with
expanded responsibilities
devising retention
strategies & activities
Strengthening relations and
collaborative activities with K-12 & baccalaureate-granting colleagues, i.e. Tech-Prep, School-toWork, 2+2 Programs.
Faculty Minimum Requirements
The State of Arizona no longer requires a certificate to teach at the community college level.
However, the State has asked each County to establish its own minimum qualifications.
6.
Maricopa Community College District has adopted the following minimum qualifications for
faculty:
Minimum Requirements for Academic Areas
The Academic Teaching Fields require the following from an accredited college or university:

a masters degree in the teaching field, or

a master's in any teaching field with 24 upper division and/or graduate semester
hours in the teaching field, or

master's in any teaching field with 18 graduate semester hours in the teaching field.

EDU 250 - Teaching and Learning in the Community College -- or equivalent must be
completed within two years of date of hire.
Minimum Requirements for Occupational Areas
The Occupational Teaching Fields require the following from an accredited college or university:

the same qualifications as those listed for Academic Teaching Fields, or

a bachelor's degree plus 3 years work experience in field to be taught, or

an associate's degree or 64 semester hours and 5 years work experience in the field
to be taught, or · 5 years work experience in the field to be taught.

EDU 250 - Teaching and Learning in the Community College-or equivalent must be
completed within two years of date of hire.
Please note that disciplines may have minimum requirements exceptions.
7.
Sinclair Community College
http://careers.insidehighered.com/sinclair-community-college/fire-science-tenure-trackposition/jobs/489095?utm_source=Indeed&utm_medium=organic&utm_campaign=Indeed
(See printed copy if position filled)
Principle Accountabilities: Satisfactory performance of the six Critical Performance areas
required for all full-time faculty: *Scholarship and Professional Growth: Maintain and seek to
improve currency and competence in the discipline and as a teacher. *Teaching and Learning
Facilitation: Participate in the continuing development and implementation of the department's
curriculum through teaching that reflects a strong commitment to fostering student success.
*Assessment and Evaluation: Implement evaluations according to established standards and
use assessment data to continuously improve teaching and learning. *Student Development:
Through in-class and out-of-class initiatives, actively seek to advance the development of
individual students and their capacity to meet their educational goals. *Curriculum Design: In
collaboration with colleagues, actively contribute to the continuous review and revision of the
department's curriculum. *Workplace and Community Service: Contribute to the operation and
advancement of the college through committee service and other activities. Extend
professional expertise to the community served by the college. * Compliance with the terms
and conditions set forth in the Full-Time Faculty Handbook and the Full-Time Employee
Handbook * Teaching a minimum of 30 semester hours annually during the academic year
8.
Collin College Preston Ridge
Faculty
Essential Job Functions
Teach assigned courses in accordance with the course syllabus and college policy.
Continue to update and revise course content and teaching methodology in order to maintain
currency and relevance.
Maintain familiarity with current texts, materials, teaching aids and techniques relative to
courses within the discipline and recommend their adoption when appropriate.
Actively seek ways to improve instruction.
Provide advice and/or assistance to associate faculty in regard to course content and
instructional materials.
Post and observe a minimum of six office hours per week for purposes of academic advising
and student consultation. Hold office hours at times which will be most convenient for
students. Meet with students as needed by appointment.
Advise and assist students during the ongoing registration process.
Actively participate in discipline, division and college-wide task forces and committees for an
average of two hours per week.
Attend scheduled discipline, division and college-wide meetings.
Actively participate in assisting the college to maintain standards required for accreditation.
Perform registration tasks determined in consultation with the division dean.
Participate in full regalia in official graduation ceremonies.
Work with Library staff in the selection of print and non-print materials in the overall collection
development of the Library.
Perform other duties as determined in consultation with the division dean.
Establish annual objectives mutually determined with the division dean, including personal and
professional growth plans.
Maintain state-of-the-art knowledge and competence in the appropriate academic disciplines.
Contribute to and participate in staff development programs.
Participate in community activities and services.
Teaching assignments may be on one or more of the college's campuses or offsite locations and
may include concurrent enrollment, distance education, evening and weekend programs,
online instruction and other instructional modalities. Non-teaching assignments include
instructional development, academic advising and assisting students, registration assignments,
participating in college-wide activities and task forces, and other appropriate responsibilities.
These responsibilities may be scheduled within the flexible 170-day faculty calendar.
Other duties as assigned.
9.
Austin Community College
Faculty Evaluation procedures
http://www.austincc.edu/hr/eval/faculty.php
Includes professional development, student evaluation, evaluation of testing material, as well as other
criteria.
10.
Tarrant County
http://pol.tasb.org/Policy/Code/1097?filter=DJ
All part time instructors shall be ranked as adjunct instructors. An adjunct instructor shall only be
employed to teach and shall not be required to perform the additional duties of a full-time instructor.
For example, the adjunct instructor shall not be required to report to campus during registration
periods, participate in the same amount of in-service training as the full-time instructor, or participate in
committee assignments and other duties assigned by the vice president for academic affairs. Adjunct
instructors shall be paid to attend a campus orientation the first semester they are hired to teach. The
basis of compensation for adjunct instructors shall be the contact hour rate. Adjunct instructors shall be
required to use the College District’s e-mail system for internal communication (WebAdvisor,
Blackboard, and the like) for grade reporting and conducting class. The College District shall provide
training for e-mail use. All adjuncts shall be required to attend this training and shall be paid for the time
spent in training. Adjunct instructors shall be required to be available for at least 30 minutes of
scheduled time per week for each course taught in or-der to assist students who need extra help with
the course. The instructor’s salary shall include compensation for this time. The divisional dean shall
provide prior approval for any exception to this provision. Office hours and training required of an
adjunct faculty member shall not be included in the maximum number of contact hours. The teaching
load of an adjunct faculty member shall be limited to 144 contact hours for either long semester (spring
or fall).
11.
Patrick Henry Community College
Full time and adjunct faculty
http://www.ph.vccs.edu/phfacstaff/facstaffhr
Today, all full-time faculty members must complete a two-day training in cooperative learning, and the
college has incorporated the use of cooperative learning into the full-time faculty job description and
evaluation process. Although adjunct faculty members do not have to complete the training, doing so
improves their chances of being invited to return to teach—at least 80% have done so, administrators
estimate. By 2009—just five years after beginning the reforms—the three-year graduation/transfer rate at
Patrick Henry had nearly doubled, rising from 19% to 35%.
12.
Valencia College
Faculty
Valencia College
http://search2.valenciacollege.edu/search?q=Department+Chair+Responsibilities&submitMe=se
ek&site=default_collection&client=default_frontend&proxystylesheet=default_frontend&output
=xml_no_dtd&ie=UTF8&ulang=en&ip=144.162.23.155&access=p&sort=date:D:L:d1&entqr=3&entqrm=0&oe=UTF8&ud=1&start=20
Valencia has two components to its tenure process which run concurrently. One component, the
successful completion of which is a prerequisite to be eligible for consideration for tenure at the
Tenure Review Committee stage and beyond, is the candidate’s Individualized Learning Plan (ILP).
The ILP is primarily formative and developmental, is supervised by the candidate’s dean and is
supported by the Teaching/Learning Academy (TLA). The other component entails the assessment of
the candidate’s ongoing professional practice and is supervised by the candidate’s dean. Over the
three year pre-tenure period, the candidates receive feedback from their dean and ILP Review
Panelists on their progress toward completing their Individualized Learning Plan (ILP) and from their
dean on other aspects of conduct and performance, as appropriate. When warranted by successful
completion of the ILP and responsible professional performance, both components culminate in the
evaluation of the candidate’s completed pre-tenure work by the Tenure Review Committee (TRC),
followed by appropriate recommendations from the dean to the Provost/VP, from the Provost/VP to
the President, and from the President to the District Board of Trustees.
Starting with the fall cohort of 2013/14, Valencia's tenure process will be 5-years. The College
will post changes to the process as they are determined. Those candidates currently in the process
will be allowed to complete the process within the 3-year time frame.
The dean, after initiating division elections among tenured faculty, forms the Tenure Review
Committee.
In each campus division, two tenured faculty members will be elected annually by the division's
tenured faculty to serve in an advisory role to the dean in making that year’s tenure
recommendations.
Adjunct Faculty
1.
Concorde Career Colleges, Inc.
JOB FUNCTIONS:
1.
2.
3.
4.
5.
6.
7.
8.
Prepare for class starts by organizing student material and texts to be distributed.
Prepare lesson/unit plans and submit to the Academic Dean.
Organize and present subject matter in a meaningful way to students.
Develop course material and evaluation tools as needed, with approval of the Academic
Dean.
Instruct classes as assigned.
Evaluate student progress.
Advise students at mid-term and term end with documentation.
Evaluate students on professionalism (appearance/dress code, attitude, cooperation)
9. Maintain student records, grades, and attendance. Post on permanent record sheets
daily.
2.
Johnston Community College
Summary
Provide instruction in assigned class(es) in coordination with your Director of Programs and
established course model syllabus/syllabi. Create a learning and teaching environment for
students in accordance with the educational objectives of the college. Associated
administrative tasks include attendance tracking, scholastic recordkeeping, student
conferences, generating and submitting reports as necessary, and other duties as assigned.
Knowledge & Responsibilities:
Essential Duties and Responsibilities:














Teach assigned classes
Create an effective learning environment
Meet classes as assigned
Present instruction based on the competencies and performance levels of the course
Maintain accurate attendance and scholastic records of students
Use teaching methods designed for a variety of learning styles
Use course text, outlines, syllabi and other curriculum materials in accordance with
college and departmental guidelines
Assist with maintaining a classroom environment emphasizing safety, good
housekeeping, and equipment security
Serve as an academic advisor to student
Participate in communications with the college and department and meet deadlines as
required
Submit required reports
Participate in the college's assessment process
Fulfill all contract provisions
Maintain a high level of professionalism as a representative of the college
Supervisory Responsibilities:
This job has no supervisory responsibilities.
Minimum & Preferred Qualifications:
Qualifications: To perform this job successfully, an individual must be able to perform each
essential duty satisfactorily. The requirements listed below are representative of the
knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable
individuals with disabilities to perform the essential functions.




Ability to demonstrate competence in areas expected to teach
Ability to plan, organize and instruct quality educational programs
Ability to communicate effectively with adult learners and to maintain good
relationships with staff and students.
Ability to exercise individual initiative, independent actions, and sound judgment
3.
City Colleges of Chicago – Malcolm X College
Duties and Responsibilities:




You must demonstrate excellence in teaching, commitment to integrating new
technologies in the learning process and the ability to inspire, motivate and empower
students to succeed.
Maintain office hours for advising, mentoring and coaching students.
Development and revision of courses and instructional materials as necessary.
Post syllabi and grades on Blackboard.
Qualifications:





Must have a Bachelor s degree.
Current State Licensure and ARRT certification.
Must be a licensed Radiologic Technologists with appropriate work experience.
We prefer candidates with knowledge of Blackboard Learning Management System and
teaching experience.
Must be able to work in a multicultural environment that reflects our student body and
embraces our vision and mission.
4.
Valencia college
http://valenciacollege.edu/faculty/development/programs/adjunct/certificateProgram.cfm
Adjunct & Associate Faculty
Associate Faculty Certification Program
This program is Valencia's way of annually recognizing and rewarding part-time and full-time non-tenure
earning faculty members who take advantage of Valencia's professional development activities. The
Certification program supports faculty members' in their ongoing commitment to the enhancement of
their knowledge, skills and abilities that lead to student learning or academic success.
Be a part of a professional development program designed specifically for part-time and full-time, nontenured faculty members. It provides an opportunity to enhance your teaching practice and student
learning, while also becoming a part of a collaborative, innovative teaching community.
Benefits





Earn the designation of Associate Faculty member.
Become part of a collaborative community made up of faculty members from your campus and
college-wide.
Get tools and training to help you meet the expectations for being a great teacher at Valencia.
Take advantage of support and resources.
Receive a pay raise (see Compensation below).
FREQUENTLY ASKED QUESTIONS
1. When do I receive the compensation?


Annual Associate Faculty Certification compensation is effective for the Fall, Spring, and Summer
terms in the academic year after which certification is awarded.
To continue earning the Associate Faculty Certification compensation, annual renewal is
required.
2. What is a “qualifying” faculty development activity?


Any seminar, workshop or course listed in
Please note that Valencia EDGE workshops:
o Do NOT appear on your Atlas professional development transcript
o Do NOT count towards Associate Faculty Certification3. How do I apply for my initial
Associate Faculty Certificate?


Complete the required 60 hours of qualifying faculty development activities by June 15.
Complete the online Associate Faculty Certification Application by June 15.
4. When should I complete the online application for the initial Associate Faculty Certificate?

Faculty members should complete the online application AFTER the required hours have been
completed.
5. How do I keep track of my professional development hours?

As of Fall 2005, a transcript of professional development activities has been available to faculty
members through the Atlas system.
COURSE REQUIREMENTS
To earn the Associate Faculty Certificate, you will need to complete 60 hours of Faculty Development
courses (see below). Earned hours are verified through Atlas Professional Development transcripts. After
attaining the required 60 hours, complete the online Associate Faculty Certification Application by June
15th. Qualification in this program is not automatic.
1. Required Course (30 Hours)
LCTS1110: Teaching in Our Learning College (Previously LCTS1111) - 30 PD Hours
This scenarios-based course introduces the Essential Competencies of a Valencia Educator and provides
faculty with tools and resources to become more effective, learning-centered instructors. Participants
will develop a "My Development Plan" and learning-centered syllabus. *It is recommended to
successfully complete this course before completing optional courses.
2. Optional Courses (30 Hours)
Successfully complete 30 faculty development hours by taking any combination of courses within the
Faculty Development Catalog of Courses.