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.

Compliance Judgment: In compliance

Narrative

At East Carolina University (hereafter, ECU or the institution), the number of full-time faculty members is adequate to support the ECU mission statement and to ensure the quality and integrity of its academic programs.  The number of faculty at ECU is determined by a UNC-GA mandated student credit hour funding change model that projects the number of derived faculty.  Discussions with the deans and the ECU Academic Council (the provost, vice chancellor for health sciences, and vice chancellor for research and graduate studies) are held in order to distribute these positions based on three criteria: institutional priorities, criticality justifications, and enrollment demands. Although there are long-term and short-term factors affecting decisions for allocating faculty positions, the type of faculty (tenured, tenure-track, or non-tenure track) hired for new positions is determined by the Academic Council with respect to current and anticipated budgetary considerations, operational flexibility, and academic needs. For existing position vacancies, the decision is made by the respective vice chancellor of the division where the position resides.

Total Number of Full-Time Faculty

For the most recently reported academic year, 2010-2011, ECU’s instructional faculty totaled 1,651. Of those 1,651 faculty members, 83% are full-time as shown in the most recent Integrated Postsecondary Education Data System (IPEDS) release (IPEDS Report).  All faculty are fully qualified to teach assigned courses as documented in Comprehensive Standard 3.7.1. Program directors and unit administrators are qualified to lead their respective academic programs as documented in Comprehensive Standard 3.4.11.

Definitions of Faculty

Full-time faculty are those whose employment is 1.0 Full-Time Equivalent (FTE) and whose primary responsibilities are academic instruction, research and creative activity, and service. Part-time faculty are those whose appointment is less than 1.0 FTE or whose primary appointment is not instructional but who may occasionally teach one or more classes.

Graduate Teaching Assistants

During a regular fall or spring semester, ECU employs graduate students as graduate teaching assistants who serve as instructors of record for undergraduate courses and are considered part-time faculty. The Graduate Assistantship Contract contains the Terms and Conditions of Appointment that describes the requirements and procedures for employing these part-time instructors as well as required academic qualifications (an undergraduate degree and at least 18 hours of graduate-level course work appropriate for the class being taught), supervision and evaluation. All graduate teaching assistants are given instructional training and are supervised and evaluated by a faculty member. Graduate teaching assistants are included in the faculty credentials roster in the report for Comprehensive Standard 3.7.1.

Adequacy of Full-Time Faculty - Instruction

Evidence of the adequacy of full-time faculty to support ECU’s instructional mission is shown in the percentage of total credit hours taught by full-time faculty in each department and reported in the Full-Time/Part-Time Faculty Roster. Although this percentage varies among departments due to unique pedagogical needs, full-time faculty teach 50% or more of the total credit hours in each area. Only two undergraduate degrees and four certificate programs have less than 50% full-time faculty. For these two undergraduate degrees and four certificate programs where full-time faculty teach less than 50% of the total credit hours, a detailed set of explanations is provided in the list of explanations.

Adequacy of full-time faculty to support instruction is commonly measured in the academy by a comparison of the student FTE to faculty FTE in order to calculate a ratio. Using this method, the ratio of FTE students to FTE faculty for ECU’s peer institutions ranges from 28:1 to 13:1 with the average of our peers being 20:1 (IPEDS Report). ECU’s ratio of 17:1 is well within the range of values for this peer group of universities, and is better than the 19:1 peer institutional average. The Guidelines for Using the Peer Selection Tool describes the process and criteria for selecting ECU’s peer group.  ECU ranks first in percentage of expenditures on instruction, second in total instructional faculty, third in lowest student faculty ratio, and fourth in percentage of full-time instructional faculty as compared to peer institutions (IPEDS Report).

For each of East Carolina University’s undergraduate and graduate academic programs delivered through distance education, 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.  As shown in FT/PT Faculty for DE Programs for the 2011-12 academic year, 74% of undergraduate course hours were delivered online by full-time faculty; 26% of undergraduate course hours were delivered by part-time faculty.  For online graduate programs in the 2011-2012 academic year, 87% of course hours were delivered by full-time faculty; 13% of course hours were delivered by part-time faculty.

In unit annual reports, academic deans report significant accomplishments in teaching. The 2011-12 Annual Report Summary:  Teaching provides evidence that East Carolina University faculty ensure the quality and integrity of academic programs.  

National Survey of Student Engagement

Another indicator of the adequacy of ECU’s full-time faculty is overall student satisfaction with the frequency of faculty interactions. The National Survey of Student Engagement results show that both first-year and senior students at East Carolina University are as satisfied with faculty interactions as students who participated in the survey at institutions in the same Carnegie Class and in the Southeast Public peer group.

Faculty Workload Survey

Adequacy of full-time faculty to support instruction is also demonstrated by the institution’s responses on the Faculty Workload Survey that was conducted during October 2011. Responses from all 17 UNC institutions are documented in the April 13, 2012 report to the Board of Governors by the Faculty Workload Advisory Group.

While there is no standard workload assignment across the institution, full-time faculty members are generally not required to teach more than 12 credit hours per semester or 6 credit hours per summer session, with the exception of faculty members who voluntarily teach directed readings and similar courses. 

UNC Instructional Faculty Teaching Load Fall Term Data for Tenure/Tenure Track Faculty Only

 

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Avg Sec per FTE Faculty

Avg SCHs per FTE Faculty

Avg Sec per FTE Faculty

Avg SCHs per FTE Faculty

Avg Sec per FTE Faculty

Avg SCHs per FTE Faculty

Avg Sec per FTE Faculty

Avg SCHs per FTE Faculty

ECU

2.8

166

3.5

187

3.5

176

3.6

186

 
Academic advising, which is integral to student success, is a primary responsibility of faculty (Faculty Manual, Part V, V).  To assist full-time faculty in this important contribution to the quality and integrity of academic programs and further enhance the effectiveness of faculty in the classroom, several units have established student advising centers (College of Business; College of Nursing; College of Education). Other academic support personnel and a number of programs designed to enhance teaching and learning are described more fully in 2.10 and 3.4.9.

Adequacy of Full-Time Faculty Research and Creative Activity

Faculty Manual, Part VIII contains policies governing: the selection and appointment of faculty; assignment of responsibilities including teaching, scholarly activities, clinical and professional service; public service; evaluation; professional advancement; salary; and maintenance of faculty personnel files.

Full-time faculty are engaged in various activities including teaching, research and creative activity, and service. As reported in ECU’s Economic Impact on the Region and the State, in the past 10 years, in response to increased enrollment and the corresponding need for more classes, ECU has increased the number of faculty by about 3 percent per year. This increase was also partially fueled by the need for building a critical mass of research faculty in some areas identified as vital to meeting the strategic directions of the institution. Contributions to the research and service missions of the University are prepared by the Division of Research and Graduate Studies. As shown in the Research and Graduate Studies Annual Report 2010-2011, faculty had obtained $43,724,723 in external grants and contracts, which included $24,485,845 (56%) in research, $9,182,192 (21%) in service, $5,684,212 (13%) in instruction, and $4,372,472 (10%) in other or institutional support. Sixty-two continuing and twenty-two new faculty members received $3,559,088 in start-up funds in 2010-2011.

ECU faculty members have illustrated their capacity for high levels of scholarly and creative productivity.   For consecutive academic years 2007-08 to 2010-11, ECU faculty members collectively have averaged (per year) well over 1000 refereed articles, 150 book chapters, 50 books, 160 exhibitions, 450 performances, and 1800 presentations.

ECU faculty members illustrate their capacity for research with a high level of both internally and externally funded activity.  For example, the total number of proposals submitted to funding agencies was 968 in fiscal year 2010-11. These resulted in 452 awards with a success rate of just under 47 percent.  Furthermore, the share of total awards that is devoted directly to research projects grew from 49 percent to 56 percent between 2007-08 and 2010-11.  One of the most effective measures of ECU’s growing research stature is the increase of highly competitive federal grants within the institution’s portfolio.   This is reflected in the rapid growth of Facilities and Administrative Cost (F&A or Overhead) recoveries.  In 2007-08, F&A recoveries amounted to roughly $4.5 million and by 2010-11 they had surpassed $5.5 million, a 24 percent increase in just four years.

A growing portion of faculty research activity is being aligned with ECU’s strategic directions.   For example, in the key area of Health Care and Medical Innovation, the Brody School of Medicine has generated over $60 million in external funding since July 1, 2009.  More targeted health issues, such as diabetes and obesity, are addressed in an organized manner with the recent creation of the East Carolina Diabetes and Obesity Institute, involving faculty from many disciplines and yielding nearly $4 million of external research funding in just two years.  ECU’s concern for health disparities is illustrated with the creation of the Center for Health Disparities Research, and that center’s affiliate faculty have secured nearly $5 million in external funding in just two years.  Concern for development issues in the North Carolina coastal plain (Prosperity in the East) is organized with the Institute for Coastal Science and Policy, with faculty members engaged in a number of issues ranging from sea-level rise to water resources.  Involved faculty members have earned nearly $3.5 million in external funding to address these important regional issues.

With awards and its Research and Creative Activities week, ECU recognizes, on an annual basis, the accomplishments of its faculty within the realm of research and creative activities.  In 2010-11, Dr. Joel Meggs was recipient of ECU’s Lifetime Achievement Award for his work on anti-venoms, while Dr. Chris Riley-Tilman received ECU’s 5-year Achievement Award for Excellence in Research and Creative Activity.  Dr. Lisa Clough, a program director for the National Science Foundation (NSF), Dr. Jeff Johnson, a program manager for the Army Research Office, and Dr. Jamie Kruse, former Chief Economist for the National Oceanic and Atmospheric Administration (NOAA), were on loan to federal agencies during 2010-11 to provide research leadership in key areas.  These examples of faculty excellence are highlighted in the April/May 2011 issue of the University’s Research Newsletter, Exploration and Discovery.

In unit annual reports, academic deans report significant accomplishments in research. The 2011-12 Annual Reports Summary:  Research provides evidence that East Carolina University faculty carry out the research mission of the institution.

Adequacy of Full-Time Faculty - Service

Since 2003, East Carolina University has been a member of the North Carolina Campus Compact and is recognized for its work in civic engagement. In 2008 the Carnegie Foundation awarded ECU the Community Engagement Classification in recognition of ECU’s public service accomplishments identified in the institution’s Carnegie application. In 2010 ECU was invited to join the National Outreach Scholarship Conference (NOSC), the first non-land grant institution to become a NOSC member

ECU faculty, staff, and students perform community service through continuing education, co-curricular service, extra-curricular service, and volunteerism. Programs relating to continuing education, co-curricular service, and extracurricular service are described in ComprehensiveStandard3.4.2. ECU faculty community service data are reported in Sedona Data Service (the database faculty use to report annually on their activities)

The university acknowledges the work of faculty in the area of the scholarship of engagement through the University Scholarship of Engagement Award. This award recognizes achievement in the scholarship of engagement and demonstrates ECU’s commitment to partnered scholarly endeavors with communities. The state of North Carolina recognized ECU faculty with the University of North Carolina Board of Governors Public Service Award in both 2008 and 2011. This award serves to identify, encourage, recognize, and reward distinguished public service and outreach by faculty. The Lucille W. Gorham Intergenerational Community Center’s C. Peter Magrath Application was reviewed by the Association of Public and Land-grant Universities (APLU), and in May of 2012, ECU received a Magrath notification that the partnership between the Lucille W. Gorham Intergenerational Community Center and ECU was a regional finalist for the C. Peter Magrath Award. This award recognizes the outreach and engagement partnership efforts of four-year public universities.

ECU’s Servire Society recognizes faculty, staff, and students who have committed 100 or more hours of volunteer service to the community external to ECU during the period January through December.  From 2008-2012, Servire Society: Student Members inductees totaled 203.

In unit annual reports, academic deans report significant accomplishments in service. The 2011-2012 Annual Report Summary:  Service provides evidence that East Carolina University faculty carry out the service mission of the institution.

Processes to Continually Assure Adequacy of Full-Time Faculty

Ongoing processes at East Carolina University continually assess the adequacy of faculty to support the mission of the institution and to ensure the quality and integrity of each of its academic programs.

Program Review

Each unit program is reviewed every seven years (for programs with professional accreditation, program reviews will follow the accreditation cycle). The details of this cycle (month and year of site visit) are determined following consultation between the coordinator, the deans, and vice chancellors for Academic Affairs and/or Research and Graduate Studies and Health Sciences.

A major purpose of the seven-year review is to engage unit program faculty, other faculty inside and outside the university, the divisions, and the graduate school in thoughtful and creative examination and evaluation of the overall program quality in relation to ECU’s mission and strategic directions and to the program’s own mission and vision. Data evaluated in each review may include trends in number of faculty as well as trends in faculty workload allocations. Each unit review includes an analysis of:

  1. The unit program's purposes and faculty activities to achieve these purposes within East Carolina University, including the program’s outcomes (faculty expectations for students and for the program)
  2. The unit program's effectiveness in achieving these purposes and outcomes
  3. The unit program's overall quality
  4. The faculty’s vision for the unit program, i.e., future aims for the program and any changes necessary to achieve those aims
 
New Program Approval Process

In order to ensure that the number of faculty is adequate to support new programs, ECU has a curriculum approval process that requires faculty to complete a Curriculum Committee Course Proposal Form. This form contains a statement that current faculty are adequate.  The college dean must sign the form and acknowledge agreement with the statement before the proposal form can be submitted.

Specialized Accreditations

All ECU programs are encouraged to seek and to maintain disciplinary accreditation where such accreditation bodies exist (ECU accredited programs), The adequacy of full-time faculty is typically an important criterion for these accrediting agencies. The cyclical process of renewal ensures that adequate full-time faculty are available to offer these programs at the high level of quality typically expected by these professional and specialized agencies.


Yearly Performance Appraisal


The yearly performance appraisal of faculty as described in the Faculty Manual, Part VIII  Personnel Policies and Procedures for ECU Faculty” ensures ongoing assessment of teaching, research and creative activity, and service. The relative weight given to teaching, scholarship, and service is determined by each unit code.

Conclusion

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

Documentation

Reference Title

Location

2011-12 Annual Report Summary:  Research

2011-2012 Annual Report Summary -Research

 

2011-12 Annual Report Summary:  Service

2011-2012 Annual Report Summary -Service

 

2011-12 Annual Report Summary:  Teaching

2011-2012 Annual Report Summary -Teaching

 

2008 Higher Education Price Index

2.8 Higher-Education-Price-Index

2008 Public Service Award

2008

2011 Public Service Award

2011

Accreditation Cycle

Accreditation Cycle 7-24-12

Board of Governors Public Service Award

Board of Governors Public Service Award

C. Peter Magrath Award

C. Peter Magrath_Kellogg Award

Campus Peers Selection Process and Recommendations for the UNC Institutions

Campus Peers Selection Process and Recommendations

Carnegie Application

Carnegie Application

Carnegie Class

ECU NSSE 2012 Carnegie Class

College of Business

College of Business Academic Advising

College of Education

College of EducationAdvising Center

College of Nursing

College of Nusing Advising Center

Community Engagement Classification

Carnegie Application

Comprehensive Standard 3.4.2

ComprehensiveStandard3.4.2

Curriculum Committee Course Proposal Form

courseproposalformWord

ECU Accredited Programs

Accreditations

ECU’s Economic Impact on the Region and the State

ECU's economic impact on the ragion and state

ECU Mission Statement

ECU Mission Statement

Exploration and Discovery

XD_AprMay11

Faculty Manual, Part VI, Section I.III

Faculty Manual, Part V, V

Faculty Manual, Part VIII

Faculty Manual Appendix C

Faculty Salaries

2.8 Faculty Salaries

Faculty Workload Survey

Faculty Workload Survey

Full-Time/Part-Time Faculty Roster

SACS_Number_of_Faculty_Members_2_8

Full-Time/Part-Time Faculty for Distance Education Programs

DE FT_PT Faculty by Program 07_30_2012

 

Guidelines for Using the Peer Selection Tool

UNC Peer Selection Tool Guidelines

IPEDS Report

SACS2_8 Data

List of Explanations

2 8 report on less than 50percent Full-time Faculty

Magrath Application

Magrath Application 2012 FINAL

Magrath Notification

Magrath notification

National Survey of Student Engagement

NSSE Student-Faculty Engagement

National Outreach Scholarship Conference

NOSC MOU

North Carolina Campus Compact

North Carolina Campus Compact

NOSC Member

National Outreach Scholarship Conference Membership

Peer Group

2011 BOG Peers ECU

Research and Graduate Studies 2010-2011

ECU RGS Annual Report 2010-11

Sedona Data Service

Sedona Service_Data Service Activity x College

Servire Society

Servire

Servire Society: Student Members

Servire Society Inductees

Southeast Public Peer Group

ECU NSSE 2012 Southeast Public

UNC 2009-2011 Budget Priorities

2.8 2009-11-Budget-Priorities-Appendix-I(pg8)

University Scholarship of Engagement Award

Scholarship of Engagement Award