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Faculty Adequacy – Methods to Meet the Standard. Diane Hills, Ph.D. Associate Dean Academic Affairs, COM Des Moines University Mary Pat Wohlford-Wessels Vice President for Institutional Research and Effectiveness KCUMB. Background.

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Diane Hills, Ph.D.

Associate Dean Academic Affairs, COM

Des Moines University

  • Mary Pat Wohlford-Wessels

Vice President for Institutional Research

and Effectiveness


  • For years, accrediting agencies have asked Colleges and Universities to articulate the adequacy of faculty in support of the mission
  • Institutional responses have often been framed within faculty workload policies and faculty/student ratios
coca standard
COCA Standard
  • Colleges of Osteopathic Medicine must be responsible for addressing Standard Four: Faculty
  • This presentation is about Standard 4.1.1 and its interpretive guideline.
standard four faculty
Standard Four: Faculty
  • 4.1 The COM must have sufficient and appropriately trained faculty at the COM and at its affiliated and educational teaching sites to meet its mission and objectives.
      • 4.1.1 Faculty must include osteopathic physicians, basic scientists, and other qualified faculty to carry out the COM’s mission and objectives
4 1 1 interpretive guideline
4.1.1 Interpretive Guideline
  • The COM should develop a faculty adequacy model appropriate to the COM’s mission and objectives and curricular delivery model. The method used by the COM to calculate the model should be fully described and documented.
coca glossary definition
COCA Glossary Definition
  • A faculty adequacy model compares the total number of faculty hours necessary and the number of total hours available to deliver the curriculum. COMs determine the number of hours available for teaching, class preparation, research,scholarly activity, committee work, advisement, clinical service, and other activities deemed critical to fulfillment of the COM mission. The distribution across these activities may vary among individual faculty members.
  • COMs which have more available hours than necessary hours are deemed to have adequate faculty.
questions academic administrators might ask related to the faculty adequacy definition
Questions Academic Administrators Might Ask Related to the Faculty Adequacy Definition
  • What is faculty adequacy?
  • How are faculty counted?
  • Are the needs of the preclinical curriculum being met by existing faculty?
  • Are the needs of the clinical curriculum being met by existing faculty?
  • How do initiatives outlined in strategic plans and quality improvement programs affect both the size and discipline mix of the faculty?
questions academic administrators might ask related to the faculty adequacy definition1
Questions Academic Administrators might ask related to the Faculty Adequacy Definition
  • How is reported faculty effort used in adequacy assessment and planning?
  • Does the workload of faculty appear to be equitable within each major portion of the curriculum and across the curriculum at large?
  • How does the faculty evaluation process affect or support workload?
  • And ultimately, are there adequate faculty to produce the desired outcomes related to teaching, student achievement, research, clinical practice and service?
who do we count definition of faculty
Who Do We Count - Definition of Faculty
  • AACOM Data Definition:
    • Faculty are those staff members with the title of Department Chair, Professor, Associate Professor, Assistant Professor, or Instructor, or other professional staff as well as non-paid volunteers associated with a basic or clinical sciences department whose duties are primarily instruction, research or patient care.
    • See also COCA definitions for Faculty, full time & Faculty, part time
traditional workload policies
Traditional Workload Policies
  • Traditional workload policies describe faculty work in terms of expectations – typically time under contract.
    • For example:
      • 33% Teaching
      • 33% Service
      • 33% Research
beyond workload
Beyond Workload
  • Adequacy requires that workload be measured and weighted.
  • For example:
    • One hour of Lecture equals 7 hours of time (six hours of prep & one hour of delivery)
    • One hour of problem based learning requires two hours of time (one hour of prep and one hour of delivery)
our assumptions
Our Assumptions
  • 33 % of faculty time is spent in teaching-related activities.
  • Guest lecturers were not included in the calculations.
  • Multipliers (preparation time) are shown on the following table.
  • A full-time load = 1800 hours

(45 weeks X 40 hours/week)

  • If a faculty member has 1800 hours in a year, and if 33% of their time is available for teaching (600 hours), their scheduled lecture hour threshold is 86 lectures annually.
  • A faculty adequacy model can be built upon existing data that is reported by the faculty
  • Adequacy data should be utilized when identifying new initiatives – assessing the availability of human resources in advance of project launch is always a good idea
  • Teaching is easier to define and measure than service and research.
  • Faculty adequacy definitions and measures should be consistent with Rank and Promotion definitions and should be consistent with language in faculty contracts.
  • A workload policy is not an adequacy model – workload policies usually define expectations, but typically do not address capacity.
  • Workload policies typically address workload in terms of an individual faculty member, not what is required to deliver an entire curriculum.
  • Begin at the beginning, and develop the model over a couple years – multipliers may need to be refined over several years.