WHERE BUSINESS MEETS FASHION Standard 10: Successful Strategies for Adjunct and Non-Traditional Faculty.

WHERE BUSINESS MEETS FASHION

Standard 10: Successful Strategies

for Adjunct andNon-Traditional Faculty

Presenters

• Jacqueline LeBlanc, Ph.D., Associate Vice President for Academic Affairs

• Rick A. Lester, Ph.D., Dean of Academic Affairs

• Adam Rosen, M.S., Director of Academic Administration

LIM COLLEGE

• Founded in 1939• 1500 Undergraduates/70 Graduate

Students• Located in Mid-town Manhattan• Focus on the Business of Fashion• Adjunct Driven

What are we Covering Today?

Preparing for Self Study in Regards to Adjunct Faculty

• Laying the Groundwork• Context for Success• Assessing, Measuring and Reporting

1970 1975 1980 1985 1991 1997 2001 2003 2005 20070%

1000%

2000%

3000%

4000%

5000%

6000%

7000%

8000%

9000%

National Average - Faculty Employment Status

% Full-Time % Part-Time

SOURCE: U.S. Department of Education, National Center for Education Statistics, Higher Education General Information Survey (HEGIS) - June 2009

Research

Success

Support Integration

Standard 10: Faculty

The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Within some institutions, functions previously assumed to be a part of traditional faculty roles are now the responsibility of other qualified professionals. A professional is qualified by virtue of education, training, experience or appropriate skills. Designatedshould be consistent with the expected academic outcome, reflecting both appropriate standards of quality and the institutional mission.

professional qualifications

Professional Qualifications

• Expected Academic Outcomes

• Institutional Mission

LIM College Mission

LIM College educates and prepares students in the businesses of fashion merchandising, visual merchandising, marketing and management through an integrated, experiential and creative approach utilizing the classroom, internships, and the fashion industry at large.

Laying the Groundwork

For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts,

employment policies and practices

orientationevaluation professional development

into the life of theopportunities for integration

should be as carefully developed and communicated as those for full-time faculty. The greater the dependence on such employees, the greater is the institutional responsibility to provide , oversight,

, and

institution.

Employment Policies & Practices

• Adjunct Handbook– Policies– Responsibilities– Salary Structure– Rank– Teaching Load

• Space & Resources• Assurance of Future Employment• Availability to Students

Laying the Groundwork

For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts,

employment policies and practices

orientationevaluation professional development

into the life of theopportunities for integration

should be as carefully developed and communicated as those for full-time faculty. The greater the dependence on such employees, the greater is the institutional responsibility to provide , oversight,

, and

institution.

Orientation

• New Faculty Orientation• “Kick-off” Department Meetings• Convocation

Laying the Groundwork

For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts,

employment policies and practices

orientationevaluation professional development

into the life of theopportunities for integration

should be as carefully developed and communicated as those for full-time faculty. The greater the dependence on such employees, the greater is the institutional responsibility to provide , oversight,

, and

institution.

Oversight & Evaluation

• Student Progress Reports• Observation• Course Evaluation• Communication

Laying the Groundwork

For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts,

employment policies and practices

orientationevaluation professional development

into the life of theopportunities for integration

should be as carefully developed and communicated as those for full-time faculty. The greater the dependence on such employees, the greater is the institutional responsibility to provide , oversight,

, and

institution.

Professional Development

• Mentoring• CAP• Faculty Development Seminars• Support for Research & Scholarship

Laying the Groundwork

For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts,

employment policies and practices

orientationevaluation professional development

into the life of theopportunities for integration

should be as carefully developed and communicated as those for full-time faculty. The greater the dependence on such employees, the greater is the institutional responsibility to provide , oversight,

, and

institution.

Integration

• Curriculum Development• Governance• Involvement in Campus Life• Recognition

Assessing, Measuring & Reporting

• Factbook• End of Semester Reports• National Surveys• Homegrown Surveys and Focus

Groups• Faculty/Course Evaluations

Assessing, Measuring & Reporting

• Connect to Institutional Strategic Plan

• Analyze Relationship of Faculty Characteristics to…– Retention– Outcomes– Grading– Rigor

• Measuring Outcomes

NSSE report of faculty/student interaction.

Questions??