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Among full-time faculty, five have industry certifications (less than an associate), five have
AAS degrees, 8 have Bachelor’s degrees, 11 have Master’s degrees, and one has an Ed.S.
(2016 data). All full-time general education faculty who teach transferrable classes have a
minimum of a master’s degree in their subject area. Faculty degrees are also published in
the EITC catalog.
2.B.5 Faculty Responsibilities and Workload
Policy 300, “Faculty Workload, “provides guidance for each division to establish workloads
equitable and unique to their divisions. In general, full-time faculty are expected to carry an
equitable course load within their divisions, maintain office hours, and participate in
committees and other activities related to their positions. Each division posts their annual
workload on the shared drive.
2.B.6 Faculty Evaluations
Faculty members are evaluated using multiple methods in a regular, systematic,
substantive, and collegial manner in accordance with Policy 111 in the
Policy and
Procedures Manual
. Full time faculty members are given a performance evaluation yearly
by immediate supervisors. This instrument highlights instruction, outcomes development
and assessment, service to the college and the community, professional development, and
fulfillment of goals set the previous year.
Students also evaluate full-time faculty each semester. Additionally, every three years
faculty are evaluated by a peer who has been trained and held accountable for the
assignments they are given. This evaluation is intended to be educator-to-educator and not
part of the administrative evaluation.
Finally, division managers regularly observe and critique classroom instruction for both full-
time and adjunct faculty. If areas for improvement are identified, the division manager
works with the faculty member to develop and implement a plan to address them.
2.C Education Resources
2.C.1 Appropriate Content and Rigor
Associate of Applied Science (AAS) and Certificate programs have content and rigor
consistent with EITC’s mission to “provide superior educational services in a positive
learning environment that champions student success and regional workforce needs.”
Professional-technical programs meet community and job-market needs. Learning
outcomes for programs and courses are developed by instructors in conjunction with
advisory boards.
For example, the nursing program has criteria from the State Board of
Nursing that all graduates must meet in order to take the NCLEX exam. These criteria have
been integrated into both the course learning outcomes and program outcomes.
The Automotive and Diesel programs base their outcomes on the Automotive Service
Excellence (ASE) standards. Learning outcomes that support national industry standards can
be seen throughout EITC’s programs and contribute to the content and rigor of curriculum.
Many disciplines use Technical Skill Assessments (TSA) to validate learning.
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