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

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Presentation on theme: "WHERE BUSINESS MEETS FASHION Standard 10: Successful Strategies for Adjunct and Non-Traditional Faculty."— Presentation transcript:

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

2 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

3 LIM COLLEGE Founded in Undergraduates/70 Graduate Students Located in Mid-town Manhattan Focus on the Business of Fashion Adjunct Driven

4 What are we Covering Today? Preparing for Self Study in Regards to Adjunct Faculty Laying the Groundwork Context for Success Assessing, Measuring and Reporting

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

6 Research Success SupportIntegration

7 Standard 10: Faculty The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

8 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. Designated should be consistent with the expected academic outcome, reflecting both appropriate standards of quality and the institutional mission. professional qualifications

9 Professional Qualifications Expected Academic Outcomes Institutional Mission

10 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.

11 Laying the Groundwork For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts, employment policies and practices orientation evaluationprofessional 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.

12 Employment Policies & Practices Adjunct Handbook – Policies – Responsibilities – Salary Structure – Rank – Teaching Load Space & Resources Assurance of Future Employment Availability to Students

13 Laying the Groundwork For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts, employment policies and practices orientation evaluationprofessional 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.

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

15 Laying the Groundwork For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts, employment policies and practices orientation evaluation 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.

16 Oversight & Evaluation Student Progress Reports Observation Course Evaluation Communication

17 Laying the Groundwork For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts, employment policies and practices orientation evaluation 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.

18 Professional Development Mentoring CAP Faculty Development Seminars Support for Research & Scholarship

19 Laying the Groundwork For institutions relying on part-time, adjunct, temporary, or other faculty on time-limited contracts, employment policies and practices orientation evaluationprofessional development into the life of the opportunities 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.

20 Integration Curriculum Development Governance Involvement in Campus Life Recognition

21

22 Assessing, Measuring & Reporting Factbook End of Semester Reports National Surveys Homegrown Surveys and Focus Groups Faculty/Course Evaluations

23 Assessing, Measuring & Reporting Connect to Institutional Strategic Plan Analyze Relationship of Faculty Characteristics to… – Retention – Outcomes – Grading – Rigor Measuring Outcomes

24 NSSE report of faculty/student interaction.

25

26 Questions??


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