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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.

 

_X_  Compliance           ___  Partial Compliance          ___  Non-Compliance

 

Narrative

 

Mid-America Baptist Theological Seminary’s (MABTS) mission influences the selection and qualifications of its faculty in that it employs those who best can instruct students in  “undergraduate and graduate theological training for effective service in church-related and missions vocations” [1]. Through a detailed faculty roster, the institution documents and justifies the qualifications for each member of the faculty [2]. 

 

The Mission of MABTS Influences the Selection and Qualification of Faculty

 

Each faculty member must be an active member of a cooperating Southern Baptist church, hold an earned doctorate from an acceptable institution of higher learning, must be a faithful witness to the Gospel of our Lord Jesus Christ, must accept the plenary verbal inspiration of the Bible, must be available for counseling with students, and must be committed to scholarly pursuits. The seminary also desires that faculty members have a background of fieldwork in the pastorate and/or evangelism and mission service [3].

 

Institutional Determination of Faculty Competencies

 

The seminary employs, reviews, and retains faculty members qualified to accomplish its mission in accordance with the criteria as outlined in the 2014-15 Employee Handbook based upon the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) guidelines [4]. The seminary’s faculty credentials meet SACSCOC criteria as can be examined in the 2014-15 Faculty Roster of all instructional faculty for the 2014-15 academic year. The 2014-15 Faculty Roster also provides evidence of compliance for all instructors, their assigned courses, their college/university degree(s), diplomas, and/or certifications, as well as, where appropriate, coursework, and related work experience. All 20 full time faculty members have terminal degrees in the appropriate areas. Table 1 below demonstrates that full time faculty taught 80% of credit hours on the Cordova Campus for the 2014-15 academic fall semester and taught 72.5% of credit hours in the spring semester of the 2014-15 academic year.

 

 

Academic Year

 

Percentage of Hours

Taught by Full Time Faculty

2014-15

(Fall Semester)

80%

2014-15

(Spring Semester)

72.5%

Table 1. Percentage of Teaching Hours by Full Time Faculty

 

From time to time, due to the uniqueness of the seminary’s mission, the institution utilizes qualified professionals who have demonstrated unusual expertise and experience in ministry praxis. Since these individuals display abilities, knowledge, and skills that have a unique contribution to the seminary’s stated goals and mission, they are used in limited capacities to teach and lead only in their area of proficiency. These few exceptions are well documented through transcripts, vitae, and other work related experience on the 2014-15 Faculty Roster of all instructional faculty for the 2014-15 academic year and the fall/spring 2014-15 Faculty Roster.

 

Adherence to SACSCOC Guidelines:

 

A.   Faculty teaching general education courses at the undergraduate level: doctorate or master degree in the teaching discipline or master 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 degree in the teaching discipline or master 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 degree in the teaching discipline, or associate’s degree and demonstrated competencies in the teaching discipline.

 

D.   Faculty teaching baccalaureate courses: doctorate or master degree in the teaching discipline or master 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 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.

 

Documentation and Justification of Faculty Qualifications

 

As indicated by the completed SACSCOC faculty roster for 2014-15 below insert full roster, all faculty members possess appropriate qualifications for the courses to which they are assigned [2].

 

Documentation

 

1. 2014-15 MABTS Catalog, p. 8

2. 2014-15 MABTS Faculty Roster

3. 2014-15 MABTS Catalog, p. 15

4. 2014-15 Employee Handbook, p. 53-54

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