6c.1. What are the institution's and unit's workload policies? What is included in the workloads of faculty (e.g., hours of teaching, advising of candidates, supervising student teachers, work in P-12 schools, independent study, research, administrative duties, and dissertation advisement)?

Unit policies for faculty workload encourage professional productivity. Part-time and clinical faculty, a skilled support staff, and professional development activities expand unit teaching and service capabilities. The unit enjoys relatively generous allocations for graduate assistants.

Unit workload policies and practices are within state (Exhibit 6c1.1 Teaching Workloads; State Guidelines) and NCATE guidelines. The ULM Faculty Handbook establishes full time teaching loads at 12 hours for undergraduate and 9 hours for graduate courses, though department heads may reduce loads for research or special projects (Exhibit. 6c1.2 Faculty Teaching Loads Exceptions for Research and Special Projects; Excerpts from University Faculty Handbook). ULM, like many institutions across the country is currently faced with reduced state funding next year, which will impact all academic programs. Due to budget cuts, faculty will be asked to teach one additional course for 2008-2009. Also, the CEHD plans to fill 4 vacant positions (Kinesiology 1, Curriculum and Instruction 2, Educational Leadership 1) for the 2008-2009 academic year (Exhibit 6c1.3 Advertisement for Open Faculty Positions).

Faculty workloads are further articulated in the CEHD Faculty Handbook and are designed to encourage faculty to engage in a wide range of professional activities including teaching excellence, work in P-12 schools, grant writing, publications, and professional service (Exhibit 6c1.4 Faculty Teaching Loads; Excerpts from the CEHD Faculty Handbook). Prior to the Fall 2009, faculty were compensated if they taught a class above their load. Department heads, with approval of the Dean, assign workloads generally based upon this criteria:

• Undergraduate Faculty: 12 hour teaching load – figured within the 12 hours is student teaching, student advisement, scholarly activities and service.

• Supervisors of student teachers and interns, and an average of 4.5 student teachers is equivalent to an academic load of 3 semester hours.

• Graduate Faculty: 9 hour teaching load – figured within the 9 hours is internship supervision, thesis, dissertation, directed studies, laboratory/clinical instruction, scholarly activities and service.

• Graduate/Undergraduate appointments – typically these faculty are expected to teach 21 hours for the academic year; including internship supervision, thesis, dissertation, directed studies, laboratory and/or clinical instruction, scholarly activities and service.

6c.2. What are the faculty workloads for teaching and the supervision of clinical practice?

Faculty members are assigned course loads in their areas of expertise as determined by degrees, work experience, and/or demonstrated skills. During the 2008-2009 academic year, two faculty positions were vacated due to a death and sudden departure. Dean Lemoine has received the necessary funding to hire 4 new faculty members: Kinesiology-1, Curriculum and Instruction-2, and Educational Leadership and Counseling-1. These open positions have been advertised in the Chronicle of Higher Education with plans to fill them by Spring 2010.  (Exhibit 6c2.1 Faculty Workloads)

6c.3. To what extent do workloads and class size allow faculty to be engaged effectively in teaching, scholarship, and service (including time for such responsibilities as advisement, developing assessments, and online courses)?

The administration strives to keep faculty workloads within the parameters set by NCATE. Class sizes for Professional and Block courses range from 25-35 for the larger education course, and 12-30 for upper educational courses, making it possible to interact directly with all candidates. All unit faculty members are assigned candidates for advisement. (Exhibit 6c3.1 Undergraduate Advising Materials by Departments) Undergraduate faculty members are assigned candidates by the department head and remain with advisees from entry through graduation. At the graduate level, advisement is determined by the candidate’s major area of emphasis. (Exhibit 6c3.2 Graduate Advising Forms by Department). Where possible, full-time college faculty members act as supervisors of student teachers and interns, and an average of 4.5 student teachers is equivalent to an academic load of 3 semester hours.

Faculty in the Departments of Kinesiology and C&I continue to display engagement in effective teaching and scholarly activities. During the past four years, the Department of Kinesiology has collaborated with five school districts in north Louisiana to submit and receive funding for four Carol M. White Physical Education grants totaling $2.7 million dollars. (Exhibit 6c3.3 Collaboration) C&I faculty have been remarkably effective in availing themselves of professional development opportunities while engaged in grant-writing, publications, and service. Faculty in C&I have been awarded multiple grants in the area of technology, service learning, and funding for alternative certification programs. Faculty have also collaborated with partner schools to make a positive impact through shared equipment and expertise. Candidates and faculty participate in mentoring programs and building relationships to positively impact the community through Big Brother/Big Sisters of Northeast Louisiana.

6c.4. How does the unit ensure that the use of part-time faculty contributes to the integrity, coherence, and quality of the unit and its programs?

Department heads make recommendations to the Dean of part-time adjunct faculty members with appropriate credentials to provide quality instruction. Qualifications of part-time faculty are equivalent to those of full time faculty. (Exhibit 6c4.1 Part-Time Faculty Qualifications) Each prospective adjunct faculty member must submit credentials and references for review before going through a personal interview. (Exhibit 6c4.2 Part-Time Faculty Degree, Years of Experience and Professional Area) The CEHD Dean gives final approval for the hiring of all part-time faculty at the undergraduate and graduate levels. Department heads and the Director of Field Experiences provide orientation, training, mentoring, and evaluation for part-time faculty. (Exhibit. 6c4.3 Orientation, Training and Mentoring of Part-Time Faculty) For example, the Coordinator of Field and Clinical Experience meets with university mentors and field experience supervisors at the beginning of the semester to review handbooks, requirement for supervision, technology tutoring, and changes that have been made. If it is the first time a person is serving as an adjunct, they are provided one on one mentoring. Student teaching supervisors are required to attend the monthly seminars on campus in which student teachers and interns attend.

Clinical part-time faculty participating in the supervision of student teachers and interns are required to attend a training session each semester provided by the Office of Field Experiences. The CEHD selects only fully qualified clinical faculty; they are evaluated each semester by the candidates, classroom supervisors, and the Director of Field Experiences. (Exhibit 6c4.4 Part-Time Clinical Faculty Qualifications Table) Evaluation results and feedback are provided back to the adjunct faculty. If evaluation is positive they are retained for the following semester. 

6c.5. What personnel provide support for the unit? How does the unit ensure that it has an adequate number of support personnel?

CEHD has support personnel for departments and faculty through graduate assistants, student workers, clerical staff, and technology personnel. Full time staff, graduate assistants/graduate work study candidates provide research support for faculty, teaching support for departments, and support for the 5 CEHD computer labs. Graduate assistant (GA) support for the CEHD is relatively generous; for example, the ‘08-‘09 GA allocation was $265,000 for 56 positions, exclusive of tuition waivers. Student workers are available in each departmental office and technology labs and assist in general clerical duties. Full time clerical staff members are located in each administrative office. The CEHD-Library Liaison provides expert assistance for unit faculty and candidates as does the CEHD technology specialist assigned by the ULM Computing Center (Exhibit 6c5.1 Support Personnel by Department Table).

The unit also has a Business and Facilities Manager who helps make sure faculty have up to date computer equipment with the latest programs and technology which helps support their research and work. Additional responsibilities include: maintenance of all CEHD facilities to ensure a proper, safe, and clean working environment.  The manager also works in collaboration with department heads in maintaining budgets throughout the year for assurance of adequate funds for things such as faculty development and equipment refresh. The Coordinator of Grants and Development is the internal support person for the CEHD and liaison for the Office of Sponsored Programs and Research and other related offices at ULM.  The coordinator works alongside faculty in assisting with internal and external submission processes for grants and contracts as well as assists with the maintenance of awarded grants and contracts. Other key components of the position are professional development along with the application, award, and maintenance of endowed professorships and assistance with specialty programs and accounts operated by faculty. 

6c.6. What financial support is available for professional development activities for faculty?

Each department has a material/ supplies budget and travel budget used for professional development, clinical supervision, and to support faculty members in their endeavors to secure grant funding, make presentations, and become more knowledgeable in program accreditation. Faculty members are allocated a dollar amount that various each year to be used for professional development. Unused funds are reallocated back into faculty travel and professional development funds. Unit faculty generated grant money to supplement the budget and to enhance faculty development and program initiatives.

Additionally, in 2005 an Operation Services component was added to the budget to help enhance the quality of the program. The funding for Education Operations has significantly increased each year since 2005 (Table 6b.3 in section 6b1).

The College Professional Development Fund is a designated line budget category that the CEHD utilizes for faculty development. The Garden of Learning Fund is a private donation account that is utilized to promote faculty development. Faculty within the college has secured grant funding, which has provided additional sources of revenue for faculty to attend conferences and workshops. Several courses offered each semester have a fee (KINS 201, KINS 435, CURR 456, etc.) which provides department heads with financial resources for faculty development. (Exhibit 6c6.1 College Professional Development Fund). The college also hosts/sponsors several conferences each year for area P-12 educators, and is an opportunity for the CEHD faculty to present research and best practices in a professional venue (Exhibit 6c6.2 International Education Tools for Success Conference).

For the past 2 years the unit has implemented a computer refresh program, to purchase new computers for faculty members. The Digital Media Lab, Continuing Education, and Teaching and Learning Resource Center provide faculty with opportunity to attend professional development seminars.

6c.7. (Optional Upload for Online IR) Tables, figures, and a list of links to key exhibits related to personnel may be attached here. [Because BOE members should be able to access many exhibits electronically, a limited number of attachments (0-3) should be uploaded.]