Faculty Reports

These data reports are provided to you by the Office of Accreditation, Assessment, and Research. If you need any edits to the report, please contact us immediately. In the spirit of the PBA value of integrity, please do not extract the data and use it in another form without written acknowledgement of the source.

Purpose and Method

The following reports related to faculty are pulled annually as evidence of compliance with multiple SACSCOC standards.

The information in the report documentation is compiled using the academic advising trees located in the PBA student information system (Jenzabar). Using all courses required for the major, the total number of student credit hours attempted is calculated for each course by multiplying the credit hours of the course with the course enrollment.

For the FT/PT reports, determination was made as to the instructor’s full-time or part-time status and the percentages were calculated. Full-time status was determined using the following criteria: those marked FT were those full-time faculty who hold a Letter of Agreement as a full-time faculty member. Deans and Associate Deans who teach were also considered full-time since they attend all faculty meetings, are directly involved in the workings of the programs, and have advising responsibilities. Other staff members who teach (either required as a part of their employment agreement or as adjuncts) were not counted as full-time faculty.

For the terminal degree reports, determination was made as to the faculty's attainment of a terminal degree in the discipline, only. This does not include faculty holding a terminal degree and 18 graduate credit hours in the discipline.

25% Reports

Comprehensive Standard 3.5.4 Terminal degrees of faculty

At least 25 percent of the course hours in each major at the baccalaureate level are taught by faculty members holding an appropriate terminal degree, usually the earned doctorate, or the equivalent of a terminal degree.

The quality of a degree program relies in part on the quality and credentials of faculty members providing instruction in the program. This standard establishes a minimum acceptable threshold for determining the acceptable portion of coursework for a major that ought to be provided by faculty members holding a terminal degree. Such credentials provide adequate experience and a knowledge base to provide the necessary depth and breadth in the program.

(Excerpted from the SACSCOC Resource Manual for the Principles of Accreditation: Foundations for Quality Enhancement)

2014-2015 25% Reports

2014-2015 Terminal Degrees of Faculty

2013-2014 25% Reports

2013-2014 Terminal Degrees of Faculty

FT/PT Reports

Core Requirement 2.8 Faculty

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. Upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard for faculty qualifications.

Adequacy of faculty resources is necessary to ensure the quality and the integrity of an institution's academic programs. Moreover, the mission of the institution will govern the type of faculty employed, including the number and distribution of full-time faculty members. The achievement of the institution's mission with respect to teaching, research, and/or service will require a critical mass of permanent, full-time, qualified faculty to provide direction and oversight of the academic programs. The number of such faculty will need to be sufficient to fulfill basic faculty functions of curriculum design, development, and evaluation; teaching; identification, and assessment of appropriate student learning outcomes; student advising; research and creative activity; and institutional and professional service. The work of the core faculty may be supplemented and enhanced by judicious assignment of part-time faculty and graduate teaching assistants whose qualifications broaden and enrich the curriculum, increase learning opportunities for students, and enhance the mission of the institution.

Note: This requirement addresses faculty personnel, not academic support staff. In addition, it includes the number of full-time faculty, disaggregation by academic program and mode of delivery, and location of full-time faculty, not the qualifications of faculty. Finally, it also considers the number of full-time faculty involved in research and service, for institutions that have specified those missions.

(Excerpted from the SACSCOC Resource Manual for the Principles of Accreditation: Foundations for Quality Enhancement)

Faculty Rosters

Comprehensive Standard 3.7.1 Faculty competence

The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty.

This standard asserts that fundamental principle that qualified, effective faculty members are essential to carrying out the goals of the mission of the institution and ensuring the quality and integrity of the academic programs of the institution. The emphasis is on overall qualifications rather than simply academic credentials and, that while academic credentials are primary and in most cases will be the standard qualification for faculty members, other types of qualifications may prove to be appropriate. It is also important to note that the documentation and justification of qualifications for each member of the faculty are the responsibility of the institution. This includes faculty teaching outside their discipline.

(Excerpted from the SACSCOC Resource Manual for the Principles of Accreditation: Foundations for Quality Enhancement)

2015-2016 Faculty Rosters

2014-2015 Faculty Rosters

School of Arts and Sciences

Fall 2014
Spring 2015

Rinker School of Business

Fall 2014
Spring 2015

School of Communication and Media

Fall 2014
Spring 2015

School of Education and Behavioral Studies

Fall 2014
Spring 2015

MacArthur School of Leadership

Fall 2014
Spring 2015

School of Ministry

Fall 2014
Spring 2015

School of Music and Fine Arts

Fall 2014
Spring 2015

School of Nursing

Fall 2014
Spring 2015

Orlando Campus

Fall 2014
Spring 2015

Student Development

Fall 2014
Spring 2015

Faculty Reports Description

Disclaimer