Judgment of Compliance: The College certifies COMPLIANCE.

Narrative:

Wayne Community College employs a full-time faculty of adequate size to support its mission and to ensure the quality and oversight of the educational programs. A full-time division head oversees each curricular division, and all programs of study have a full-time department head and at least one full-time faculty member.

Statistics available through the Office of Planning and Research for the 2003-2004 academic year show that WCC employed 114 full-time faculty members (curriculum and continuing education) and 178 part-time faculty members for both curriculum and non-credit instruction. The number of full-time faculty represents 39% of the colleges total faculty. WCC's percentage of full-time faculty as a percentage of total faculty compares favorably to the national average of full-time to part-time faculty and to similar figures for the five cohort colleges with whom WCC benchmarks.

Community College	Full-Time		Part-Time		Total
Alamance	93	39%	145	61%	238
Johnston	124	39%	195	61%	319
Sandhills	171	65%	92	35%	263
Surry	104	33%	211	67%	315
Vance Granville	141	40%	212	60%	353
Wayne	114	39%	178	61%	292
National Average	110760	33%	221905	67%	332665
Source: National Center for Educational Statistics, Table 7, page 25. http://www.nces.ed.gov/pubs2004/2004159.pdf (Link requires internet connection.) *Includes curriculum and continuing education faculty

A more important data element when considering the appropriateness of faculty resources is the number of contact hours taught by full-time and part-time faculty members. WCC full-time faculty members teach significantly more contact hours than part-time instructors. The greater proportion of contact hours taught by full-time faculty ensures the quality and integrity of the colleges academic programs. Data compiled for the fall and spring semesters of 2003 - 2005 indicate that full-time instructors teach 6,420 out of 8,412 total contact hours, more than 76% of the contact hours taught at WCC. This percentage is about the same or higher than the percentage at cohort colleges.

Table 2 Comparison of Contact Hours Taught by Full-Time Faculty
at WCC and Similar Institutions Fall/Spring 2003-04, Fall/Spring 2004-05

Community College	Student:Faculty
Alamance	16:1
Johnston	18:1
Sandhills	18:1
Surry	17:1
Vance Granville	19:1
Wayne	18:1
Source: Petersons, September 27, 2004, www.petersons.com (Link requires internet connection.)

At WCC, individual faculty members, working with their department heads, determine the class size for each course they teach, thus substantiating faculty participation in setting appropriate class size.

On-line courses have a maximum of 20 students per section in order to ensure optimum teaching and learning. WCCs student maximum for on-line courses is lower than the NCCCS average of 25+ students as shown in the Enrollment Maximums for Online Courses at NC Community Colleges, a survey completed by NCCCS staff in 2002.

Faculty workload is another indicator of adequate faculty resources. WCCs curriculum faculty workloads vary within discipline area, but they compare favorably with the workload averages summarized in the NCCCS Planning and Research office. WCC's workload policy (CPM 03-0307 Faculty Workloads) states that full-time faculty members teach the following contact hour range per semester: vocational faculty members (AAS) teach between 20 and 25 contact hours with a combination of lecture/lab; most general education (AA, AS, AFA) and technical (AAS) faculty members teach between 17 and 20 contact hours. Faculty members are reimbursed accordingly for hours taught over these amounts (CPM 02-0207 Compensation for Additional Teaching Assignments). When compared to five other NC community colleges of like size and FTE, WCC's faculty workloads fell in the mean range. Average curriculum instructional credit hours taught per semester were 14.6, and instructional contact hours were 19.3. The average number of preparations per semester was four, with 5.2 course sections taught per semester.

Community College	Average Curriculum Instructional Credit Hours-Fall Semester (excluding extra pay courses)	Average Curriculum Instructional Contact Hours-Fall Semester (excluding extra pay courses)	Average Number of Different Preparations- Fall Semester (excluding extra pay courses)	Average Number of Sections Taught- Fall Semester	Average Number of Students Taught- Fall Semester
Alamance	14.7	N/A	3.5	5.2	88
Johnston	14.6	21.7	3.6	4.9	84
Sand Hills	14.2	18.5	3.7	4.8	64
Surry	Data Not Available
Vance Granville	15.2	20.9	3.9	5.5	86
Wayne	14.6	19.3	4	5.2	94
NCCCS	14.4	19.5	3.5	4.8	77
Source: NCCCS Research Brief #2000-03, Oct. 2000

In an effort to assure appropriate faculty resources, each department (or program area) develops annual planning objectives that may include requests for either replacement faculty positions or new faculty positions that will enable the academic programs to attain their goals and to support the colleges mission. WCCs Planning Council, at its annual retreat, prioritizes all of the objectives and forwards the list to the President and his Administrative Council, where the prioritized objectives are approved based upon available funding.

Finally, adequate faculty resources are demonstrated by WCCs performance on the North Carolina Community College System's twelve Performance Measures and Standards. Performance measures were established by the NCCCS to ensure public accountability of state monies spent. Chapter 1115D-31.3 of the North Carolina General Statute authorized the use of six performance measures to be tied to funding. An institution attaining five of the six measures is rated as a Superior Performing College . WCC has been a Superior Performing College for the past three years. WCC's success on four key performance measures further supports the adequacy of faculty resources. These measures include the following:

1) performance of college transfer students,
2) success of developmental students after completing developmental courses,
3) satisfaction of program completers, and
4) employer satisfaction.

Each of these measures reflects the facultys involvement in helping students to meet college and program outcomes that lead to their success. A thorough review of WCCs success in meeting these four performance measures is found in Comprehensive Standard 3.3.1.

The Rosters for Instructional Faculty for Summer 2004, Fall 2004, and Spring 2005 provide information on each full-time and part-time curriculum instructor, employment status, courses taught (transfer [T] or non-transfer [N]), educational background, credentials, and other qualifications.

Full-time faculty members are highly qualified and strive to stay knowledgeable within their field. Each full-time faculty member has an annual performance review as well as a student evaluation of faculty and instruction for at least two classes per year. A more comprehensive discussion of the college measures of faculty effectiveness can be found in Comprehensive Standard 3.7.2.