New England Association of Schools and Colleges:
Commission on Institutions of Higher Education

Below are the standards set forth by the New England Association of Schools and Colleges that relate to academic staffing.  References for New England refer to their Standards for Accreditation.

Faculty categories (e.g., full-time, part-time, adjunct) are clearly defined by the institution as  is the role of each category in fulfilling the institution’s mission and purposes. Should part-time or adjunct faculty be utilized, the institution has in place polices governing their role compatible with its mission and purposes and the Standards of the Commission. (Standard 5.1)

There are an adequate number of faculty whose time commitment to the institution is sufficient to assure the accomplishment of class and out-of-class responsibilities essential for the fulfillment of institutional mission and purposes. (Standard 5.3)

The institution avoids undue dependence on part-time faculty, adjuncts, and graduate assistants to conduct classroom instruction. Institutions that employ a significant proportion of part-time, adjunct, clinical or temporary faculty assure their appropriate integration into the department and institution and provide opportunities for faculty development. (Standard 5.8)

Additionally, a demand for an adequate staff of full-time faculty is clearly articulated for those institutions offering graduate degrees:

Institutions offering graduate degrees have an adequate staff of full-time faculty in areas appropriate to the degree offered. Faculty responsible for graduate programs are sufficient by credentials, experience, number, and time commitment for the successful accomplishment of program objectives and program improvement. The scholarly expectations of faculty exceed those expected for faculty working at the undergraduate level. Research-oriented graduate programs have a preponderance of active research scholars on their faculties. Professionally-oriented programs include faculty who are experienced professionals making scholarly contributions to the development of the field. (Standard 4.22)

New England recognizes that heavy reliance on contingent faculty is not an ideal situation for higher education, particularly when those faculty members and graduate assistants are not integrated into the life of the department and institution.  However, it leaves it to the institution to determine what is considered a "significant portion" and "undue dependence" as well as what is "appropriate integration" of faculty serving in contingent positions.

Standards for working conditions and professional development opportunities for contingent faculty.

Faculty are accorded reasonable contractual security for appropriate periods consistent with the institution’s ability to fulfill its mission. (Standard 5.6)

Faculty assignments and workloads are consistent with the institution’s mission and purposes. They are equitably determined to allow faculty adequate time to provide effective instruction, advise and evaluate students, contribute to program and institutional assessment and improvement, continue professional growth, and participate in scholarship, research, creative activities and service compatible with the mission and purposes of the institution. Faculty workloads are reappraised periodically and adjusted as institutional conditions change. (Standard 5.7)

The institution protects and fosters academic freedom of all faculty regardless of rank or term of appointment. (Standard 5.13)

New England does not provide separate standards specific to contingent faculty for working conditions and professional development opportunities.

Standards for hiring practices and evaluation of contingent faculty's performance.

New England does not make a distinction between full-time, tenure-track faculty and contingent faculty in these areas; however, clear standards for hiring practices are outlined and ensure that all faculty have a role in the hiring process.

The institution employs an open and orderly process for recruiting and appointing its faculty.  Faculty participate in the search process for new members of the instructional staff. The institution ensures equal employment opportunity consistent with legal requirements and any other dimensions of its own choosing; compatible with its mission and purposes, it addresses its own goals for the achievement of diversity of race, gender, and ethnicity. Faculty selection reflects the effectiveness of this process and results in a variety of intellectual backgrounds and training. Each prospective faculty member is provided with a written contract that states explicitly the nature and term of the initial appointment and, when applicable, institutional considerations that might preclude or limit future appointments. (Standard 5.4)

Salaries and benefits are set at levels that ensure the institution’s continued ability to attract and maintain an appropriately qualified instructional staff whose profile is consistent with the institution’s mission and purposes. (Standard 5.6)

Faculty have a substantive voice in matters of educational programs, faculty personnel, and other aspects of institutional policy… [emphasis added] (Standard 3.10)

On evaluation, New England recommends that "all faculty pursue scholarship designed to ensure they are current in the theory, knowledge, skills, and pedagogy of their discipline or profession." (Standard 5.19) However, there is no distinction between contingent and full-time faculty. Further, it is stated that the institution has equitable and broad-based procedures for...evaluation applying to both full- and part-time faculty, in which its expectations are stated clearly and weighted appropriately for use in the evaluative process. (Standard 2.10)

Standards for the employment of graduate employees.

New England makes mention of graduate employees, but articulates no standards with regard to benefits or ceilings on the amount of instructional time for which they are responsible.

Where graduate teaching assistants are employed, the institution carefully selects, trains, supervises, and evaluates them. (Standard 5.5)

Do you have experience with the New England Association of Schools and College regarding the implementation of these standards?  We would like to hear about your experience.