Faculty-Credentials.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Southern Association of Colleges and Schools Commission on Colleges 1866 Southern Lane Decatur, Georgia 30033-4097 FACULTY CREDENTIALS - Guidelines - Standard 6.2.a (Faculty qualifications) of the Principles of Accreditation reads as follows: For each of its educational programs, the institution justifies and documents the qualifications of its faculty members. When an institution defines faculty qualifications using faculty credentials, institutions should use the following as credential guidelines: a. Faculty teaching general education courses at the undergraduate level: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). b. Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). c. Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: bachelor’s degree in the teaching discipline, or associate’s degree and demonstrated competencies in the teaching discipline. d. Faculty teaching baccalaureate courses: doctorate or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline). e. Faculty teaching graduate and post-baccalaureate course work: earned doctorate/terminal degree in the teaching discipline or a related discipline. f. Graduate teaching assistants: master’s in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned and periodic evaluations. Approved: College Delegate Assembly, December 2006 Updated for Revised Principles: April 2018 .

Copy Link

Recommended publications

The Impact of Earning an Associate Degree Prior to Transfer on Bachelor’S Degree Completion: a Look at Recent High School Graduates
The Impact of Earning an Associate Degree Prior to Transfer on Bachelor’s Degree Completion: A Look at Recent High School Graduates Jonathan M. Turk, Ph.D. Senior Policy Research Analyst, Center for Policy Research and Strategy, American Council on Education Center for Policy Research and Strategy The American Council on Education’s Center for Policy Research and Strategy (CPRS) pursues thought leadership at the intersection of public policy and institutional strategy. CPRS provides senior postsecondary leaders and public policymakers with an evidence base to responsibly promote emergent practices in higher education with an emphasis on long-term and systemic solutions for an evolving higher education landscape and changing American demographic. Founded in 1918, ACE is the major coordinating body for all the nation’s higher education institutions, representing more than 1,600 college and university presidents and related associations. It provides leadership on key higher education issues and influences public policy through advocacy. Hobsons Hobsons is a leading education technology company that supports K-12 schools, systems, and higher education institutions to ensure that students finish what they start. Hobsons’ solutions promote self-discovery and interest exploration; academic and career planning; college preparation, best-fit admissions and enrollment; predictive analytics, advising and holistic student support. To learn more about Hobsons, visit its website at www.hobsons.com. Acknowledgements I would like to thank the multiple people who made this work possible. First, thank you to my partners at Hobsons for funding this project. I look forward to working with you all in disseminating the results of this and future work.
[Show full text]
General Occupational Technology (GOT)
CURRICULUM PROCEDURES REFERENCE MANUAL SECTION 12 General Occupational Technology (GOT) Approved by the State Board of Community Colleges on November 13, 1996. Revised by SBCC on 11/19/04. Revised by SBCC on 10/19/07. Editorial Revision 07/17/13 General Occupational Technology (GOT) (A55280) PROGRAM DESCRIPTION The General Occupational Technology (GOT) curriculum provides individuals with an opportunity to upgrade their skills and earn an associate degree, diploma, or certificate by taking courses that offer specific job knowledge and skills. The curriculum content will be individualized for students according to their occupational interests and needs. A program of study for each student will be developed from any non-developmental level courses from approved curriculum programs of study offered by the College. Graduates will become more effective workers, better qualified for advancements within their field of employment, and better qualified for a wide range of entry-level employment opportunities. All courses included in the GOT must be taken from approved associate of applied science, diploma or certificate programs. Career and College Promise Students may not be enrolled in General Occupational Technology programs. GENERAL GUIDELINES Approval to offer the General Occupational Technology program is granted by the System President. To gain program approval, the college president must submit a request in writing to the System President [Reference: 1D SBCCC 400.6 (3)]. Colleges are not required to file programs of study for the GOT with the System Office (CC-96-22 and 1D SBCCC 400.10 (d)) due to the unique nature of the program. A diploma or certificate may be pulled from the General Occupational Technology Associate of Applied Science degree to meet the needs of local industry.
[Show full text]
Legal Studies A.B. Curriculum Code: 0101 Effective: Fall 2021 – Summer 2026
Legal Studies A.B. Curriculum Code: 0101 Effective: Fall 2021 – Summer 2026 Description Pursue your path to studying law or train to be a paralegal. Paralegals generally work under the supervision of an attorney as authorized by law and adhere to recognized ethical standards and rules of professional responsibility. Paralegals investigate the facts; conduct interviews; perform legal research; analyze substantive and procedural laws; draft appropriate documents including: briefs, pleadings, and other forms. Paralegals possess strong technology and case management skills. A Legal Studies degree will prepare you for a variety of career opportunities in private law firms, governmental agencies, corporations, financial institutions, courts systems, legal aid organizations, and other industries. This program is approved by the American Bar Association (ABA). Paralegals are not authorized to engage in the unauthorized practice of law. Not all courses in this program transfer to all colleges. Students planning to transfer should see an academic advisor before enrolling in any course. Additional Information Legal Studies Program Legal Specialty Courses Transfer Credit Policy* The Lansing Community College Legal Studies Program may award transfer credit for designated, legal specialty courses on a case-by-case basis determined by the Legal Studies Program Director, subject to approval of the Dean of the Technical Careers Division. The current Legal Studies specialty courses are LEGL 115, LEGL 125, LEGL 211, LEGL 212, LEGL 218, LEGL 222, LEGL 223, LEGL 225, LEGL 228, LEGL 229 and LEGL 270. The following conditions apply to the transfer of these legal specialty courses: 1. Transfer credit may be awarded for substantially similar courses completed with a grade of “C” or higher in an ABA approved, or other post-secondary academically accredited academic Legal Studies program.
[Show full text]
LFCC Associate of Arts and Science in Psychology to Bachelors Degree
Psychology BS Suggested Transfer Pathway Lord Fairfax Community College Associate of Arts and Science degree in: General Studies Shenandoah University Bachelor of Science degree in: Psychology All coursework and requirements are based on the 2017-2018 Catalog Year. Year One – LFCC Fall Semester Cr Spring Semester Cr ENG 111 College Composition I 3 ENG 112 College Composition II 3 HIS 111 World Civilizations I 3 Social Sciences Elective: PSY 230 3 Math Elective: MTH 151, MTH 120, MTH 158 3 Math Elective MTH 157 or MTH 240 3 SDV 100 College Success Skills 1 Foreign Language/ Minor Elective 3 ITE 119 Information Lit Elective 3 Foreign Language/ Minor Elective 3 Approved Transfer Elective: Recommended PSY 3 Total Credits 15 200 Total Credits 16 All Year Two – LFCC Fall Semester Cr Spring Semester Cr ENG 241, 242, 243, 244, 251, or 252 3 CST 110 Intro. to Speech Communication 3 Social Sciences Elective: PSY 215 3 Science w/ Lab Elective: BIO 102 4 Foreign Language/ Minor Elective 3 Humanities Elective PHI 100, PHI 220, or PHI 3 227 PED/HLT -Physical Ed/ Health Elective 1 Approved Transfer Elective: PSY 216 3 Science w/ Lab Elective: BIO 101 4 Foreign Language/ Minor Elective 3 Total Credits 14 Total Credits 16 Total Credits for Associates of Arts and Science Degree in General Studies: 61 Apply to graduate from Lord Fairfax Community College with an Associate of Arts and Science in General Studies * Courses are listed in a suggested sequence. Students must work with their academic advisers to verify that all requirements for the Associates of Arts and Science degree in General Studies are met.
[Show full text]
Associate Degree Or Advanced Diploma? a Case Study
A NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH OCCASIONAL PAPER Associate degree or advanced diploma? A case study Tom Karmel Tham Lu NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Associate degree or advanced diploma? A case study Tom Karmel Tham Lu NCVER NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH OCCASIONAL PAPER The views and opinions expressed in this document are those of the authors/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER. Publisher’s note To find other material of interest, search VOCED (the UNESCO/NCVER international database <http://www.voced.edu.au>) vocational education and training; higher education; tertiary education; training markets; higher-level qualifications; government; private providers; TAFE; articulation; labour market. Acknowledgment The authors would like to thank Francesca Beddie for her contribution and input to this paper. © National Centre for Vocational Education Research, 2012 With the exception of cover design, artwork, photographs, all logos, and any other material where copyright is owned by a third party, all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia <http://creativecommons.org/licenses/by/3.0/au>. This document should be attributed as Karmel, T & Lu, T 2012, Associate degree or advanced diploma? A case study , NCVER, Adelaide . The National Centre for Vocational Education Research (NCVER) is an independent body responsible for collecting, managing and analysing, evaluating and communicating research and statistics about vocational education and training (VET). NCVER’s in-house research and evaluation program undertakes projects which are strategic to the VET sector. These projects are developed and conducted by NCVER’s research staff and are funded by NCVER.
[Show full text]
Pioneering Approach for Offering the Convergence MS Degree in Mechatronics and Associated Graduate Certificate
1 Session XXXX Pioneering Approach for Offering the Convergence MS Degree in Mechatronics and Associated Graduate Certificate Aleksandr Sergeyev Mechatronics, Electrical, and Robotics Engineering Technology, College of Computing, Michigan Technological University Houghton, Michigan Adrienne Minerick College of Computing, Michigan Technological University Houghton, Michigan John L. Irwin, Manufacturing and Mechanical Engineering Technology College of Engineering, Michigan Technological University Houghton, Michigan Abstract Mechatronics is an essential foundation for the expected growth in automation and manufacturing. There is a demand for graduate education in Mechatronics as the landscape of engineering programs has changed in the past decade, shifting from traditional degrees leading directly to closely aligned positions in industry, to preparing individuals with advanced technical competencies capable of engaging in interdisciplinary research and industry applications. The proposed MS degree in Mechatronics and Associated Graduate Certificate at Michigan Tech have a flexible structure. The MS degree consists of five distinct pathways allowing students from technology, traditional engineering, community colleges, other institutions, and industry representatives to pursue an advanced degree in this emerging field. Students enrolled in the program have three graduation options: coursework, research with thesis, and internship with industry and report options. Existing graduate certificates (~15 credits) are designed around advanced controls,
[Show full text]
Associates Degree in Criminal Justice Requirements
Associates Degree In Criminal Justice Requirements Headiest Sherlock always capturing his deoxidisers if Ezechiel is ablated or knuckles finest. Eventful Jess cotising anatomically, he suck-in his researchers very natch. Balkiest Lemar apotheosises past. Berkeley college jobs have questions If the pa department. Criminal Justice North Idaho College. Criminal Justice SWCCD. A contemporary school diploma or its equivalent is generally required for admission Associate life Science nor in local Justice. The 65 Most Affordable Associate Degree and Criminal Justice. The space Justice program gives students the harbor to grim and learn. Criminal Justice AA Tulsa Community College. In the criminal justice degree in requirements of quantitative skills, juvenile justice system under forensics. Criminal Justice business Degree massbay. Graduation Requirements A Minimum of 60 Credits Criminal Justice AA Associate of Arts Degree This program has been designed for those students. The disdain in Applied Science AAS degree program's Criminal Justice nor is designed to muscle the needs of. Learn upon the requirements curriculum and features of available associate's early in equal justice Plus see selected schools offering online. More advanced criminal justice classes will spike be disabled at the university level Non-transfer AA degree students take more premises a greater. Accredited Criminal justice Degree Programs Keiser University. The health Justice vocations have evolved from jobs with minimal requirements to. Degree requirements for the Associates Degree in Criminal report from Rosemont College. Students interested in college jobs, a convenient online associates degree in criminal justice requirements of this course selections. Upon graduation students will fulfill the necessary educational requirements to.
[Show full text]
Degrees Conferred in Oklahoma Higher Education 1996-97
DEGREES CONFERRED IN OKLAHOMA HIGHER EDUCATION 1996-97 EXECUTIVE SUMMARY • During the 1996-97 academic year, Oklahoma higher education institutions conferred a total of 29,396 certificates and degrees: 24,551 at public institutions and 4,845 at private institutions. Compared to 1995-96, the number of certificates and degrees conferred increased 13.9 percent at all institutions (25,816), 9.7 percent at public institutions (22,385), and 41.2 percent at private institutions (3,431). • The number of bachelor’s degrees conferred per person in the Oklahoma State System increased nearly 4 times from 1941-42 to 1996-97, from one in 1,027 to one in 259. The number of master’s degrees awarded per person increased nearly 14 times, from one in 12,698 to one in 910. The number of doctoral degrees conferred per person increased almost 94 times, from one in 778,811 to one in 8,325. • During the last 15 years from 1982-83 to 1996-97, the largest number of degrees conferred at public institutions was bachelor's, followed by associate, master's, first-professional, and doctoral. • The number of degrees conferred increased from 1982-83 to 1996-97 for associate degree (from 4,646 to 6,547), bachelor's degree (from 10,459 to 12,840), master's degree (from 2,912 to 3,649), and doctoral degree (from 383 to 399). The number of degrees conferred decreased for first- professional degree (from 622 to 587). • From 1982-83 to 1993-94, the largest number of bachelor’s degrees was awarded in business and management followed by education.
[Show full text]
Program Brochure: Associate of Applied Science in Legal Support
ASSOCIATE OF APPLIED SCIENCE IN LEGAL SUPPORT AND SERVICES MEET THE DEMAND FOR SKILLED LEGAL PROFESSIONALS IN A WIDE RANGE OF FIELDS Today’s legal professionals are thinking outside the law firm. Increasingly, companies and organizations are bringing their legal support and regulatory affairs services in-house. Purdue University Global’s associate’s degree helps you gain the knowledge, credentials, and skills to advance your career in a variety of settings, including courts, government agencies, corporations, health care providers, nonprofits, and more. Purdue University Global | Associate of Applied Science in Legal Support and Services WHY STUDY LAW AT PURDUE GLOBAL? ONLINE FLEXIBILITY FOR WORKING ADULTS Earn your degree 100% online, on your schedule. You can also visit one of our regional NATIONALLY RANKED locations to take advantage of local, onsite support and services. AND RESPECTED Purdue Global is part of the respected TRANSFER CREDITS Purdue University system. One of the Transfer up to 75% of your degree requirements to accelerate completion of your degree most prestigious research universities 1 and save on tuition. in the world, Purdue University is ranked in the top 10 best public AFFORDABLE TUITION universities in the U.S. by The Wall Street 5 Lower the cost of your education through military discounts, employer reimbursement Journal/Times Higher Education. options, transfer credit, and more.2 Our average associate’s graduate saves 47% on tuition with credit for prior learning.3 Purdue Global is the largest provider FACULTY EXPERTISE of legal support services programs Learn from legal practitioners with extensive experience in the field. All faculty possess in the U.S.,6 with more than 6,500 advanced academic degrees and relevant industry credentials.
[Show full text]
Direct Support Professional Direct Support Careers in the Occupationaldevelopmental Profile Disabilities Field
DIRECT SUPPORT PROFESSIONAL DIRECT SUPPORT CAREERS IN THE OCCUPATIONALDEVELOPMENTAL PROFILE DISABILITIES FIELD What is a direct support professional? activities. They may take people to a park, a library, or a museum. They may administer medication. They are Direct support professionals (DSPs), also known teachers and companions to the people they support. as Community Support Workers or Habilitation The exact tasks depend on where they work and the Specialists, are the backbone of the developmental needs of the people they support. This field is 24/7, so disabilities field. They have daily contact with people jobs may be during the day, in the evening, overnight, with developmental disabilities and build relationships or on weekends. with them. Direct Support Professionals may work in small community residences, day programs or “without walls” in the community. They may also What qualifications do they need? provide services to people who live with their families, At a minimum, candidates must have a high school or who are in their own apartments. They may work in diploma or equivalent. For the jobs providing services State facilities operated by the New York State Office in the community, more education is usually required. for People with Developmental Disabilities (OPWDD). DSPs must undergo extensive screening. Some What do they do? agencies require or prefer a valid Driver’s License and a good driving record. Employers prefer candidates with Depending on where they work, DSPs may feed or postsecondary education. Some employers look for cook for people with developmental disabilities. They people with certain certifications, including Strategies may help people bathe or toilet.
[Show full text]
Number of Degree Programs Offered by Degree Category and Degree Type Pittsburgh Campus, Regional Campuses, and University Total Fall Term, 2002
Number of Degree Programs Offered by Degree Category and Degree Type Pittsburgh Campus, Regional Campuses, and University Total Fall Term, 2002 UNIVERSITY DEGREE PROGRAM TOTAL 392 PITTSBURGH CAMPUS DEGREE PROGRAM TOTAL 299 Baccalaureate Degree Program Total . .101 Bachelor of Arts BA 47 Bachelor of Arts in Social Work BASW 1 Bachelor of Philosophy1 BPhil 1 Bachelor of Science BS 35 Bachelor of Science in Business Administration BSBA 4 Bachelor of Science in Engineering BSE 10 Bachelor of Science in Nursing BSN 3 Master's Degree Program Total . 120 Master of Arts MA 30 Master of Arts in Teaching MAT 1 Master of Business Administration MBA 3 Master of Dental Science MDS 5 Master of Education MEd 3 Master of Fine Arts MFA 2 Master of Health Administration MHA 2 Master of Health Promotion and Education MHPE 1 Master of International Business MIB 1 Master of International Development MID 2 Master of Library and Information Science MLIS 1 Master of Occupational Therapy MOT 1 Master of Physical Therapy MPT 1 Master of Public Administration MPA 3 Master of Public Health MPH 7 Master of Public and International Affairs MPIA 2 Master of Public Policy and Management MPPM 1 Master of Science2 MS 36 Master of Science in Bioengineering MSBENG 1 Master of Science in Chemical Engineering MSChE 1 Master of Science in Civil Engineering MSCE 1 Master of Science in Electrical Engineering MSEE 1 Master of Science in Industrial Engineering MSIE 1 Master of Science in Information Science MSIS 1 Master of Science in Manufacturing Systems Engineering MSMfSE 1 Master of Science in Materials Science and Engineering MSMSE 1 Master of Science in Mechanical Engineering MSME 1 Master of Science in Metallurgical Engineering MSMetE 1 Master of Science in Nursing MSN 4 Master of Science in Petroleum Engineering MSPE 1 Master of Science in Telecommunications MST 1 Master of Social Work MSW 1 Master of Studies in Law MSL 1 Doctorate Degree Program Total .
[Show full text]
Habilitation Assistant
NC 09806 OSP Rev. 3/92 HABILITATION ASSISTANT This is paraprofessional work in providing direct residential or in-home services to developmentally disabled clients. Primary responsibilities include the implementation of individual habilitation plans which involve instructing clients in daily living skills, socialization, leisure and/or recreational activities. Employees provide input into goal planning as a part of the team and are responsible for progress notes which are typically limited to include observation and reporting basic data such as participation in activities and behavior changes. Employees dispense medications, supervise clients in general housekeeping activities, meal preparation and other household duties, and may also provide client transportation on a limited basis. Employees receive administrative and technical supervision from Habilitation Technician or Habilitation Specialist. I. DIFFICULTY OF WORK: Complexity - Work assignments are routine in nature and primarily involve carrying out pre-planned programming or leisure activities with minimal responsibility for documentation in client records and minimal input into planning activities and goal setting. Basic assignments such as transportation, routine personal care, feeding and light housekeeping are present and may be used to integrate client programming with daily care. Guidelines - Work is performed according to daily schedules, habilitation plans, internal policies and procedures, and oral instructions. Situations which are not covered by guidelines are referred to the supervisor. II. RESPONSIBILITY: Accountability - Employees' work in-group home setting may be limited to internal impact except for transportation and field trips in which case it may reflect on public's view of services being provided. In an in-home service role, employees provide services to the clients in their home.
[Show full text]