Faculty 3-5 to through 3-10

3-5

3-5 The number and distribution of faculty and staff must be sufficient to meet the dental hygiene program’s stated purpose, goals and objectives.

Intent:

Student contact loads should allow the faculty sufficient time for class preparation, student evaluation and counseling, development of subject content and appropriate evaluation criteria and methods, program development and review, and professional development.

A. Description

1. Specify the number of full-time equivalent positions allocated to the dental hygiene program (including distance sites). Are any faculty positions presently vacant? If so, please explain.

The dental hygiene program is allocated 3.2 FTE (full-time equivalent) positions. There are no faculty positions presently vacant.

2. As an exhibit, list full- and part-time faculty with the courses they teach.

Please refer to Exhibit M for full and part-time faculty and courses they teach.

3. What percentage of full-time equivalent positions assigned to the program are filled by part-time faculty? What is the rationale for hiring part-time faculty?

About 37% of the FTE positions assigned to the program are filled by part-time faculty. The dental hygiene program has two 1.0 FTE (full-time faculty positions); two .5 FTE (part-time faculty positions), and an adjunct faculty position assigned to the dental hygiene program. The faculty contracts dictate the number of full and part-time positions by the contact hours and credits required for these positions. The two .5 part-time positions can exceed the .5 assignment but can never fall below their .5 contract.

4. Using the format illustrated in example exhibit M, provide information requested for each dental hygiene faculty member for each term of the academic year. (Note: If two or more classes are enrolled concurrently, each table should reflect the faculty member’s total time commitment per term).

Please refer to Exhibit M for each dental hygiene faculty member and each term they have assignments during the academic year.

5. How many dental hygiene faculty have terminated employment at the institution in each of the past three years? What was the reason for each termination?

No dental hygiene faculty program members have terminated their employment at the institution in the last three years.

6. Indicate those individuals who have additional teaching and/or administrative responsibilities within the institution and describe the extent of these responsibilities.

None of the full or part-time dental hygiene faculty has additional teaching and/or administrative responsibilities within the college. There is opportunity for any of the program faculty to pick up continuing education courses which is outside of their teaching responsibility and this is compensated in addition to their regular contract.

Part-time dental hygiene program faculty has the opportunity to be considered to teach other courses at the college that they are qualified for, but to date, these opportunities have been minimal. If they are offered this opportunity, it is considered in addition to their dental hygiene contract.

7. For distance education sites: Provide credentials/job description for instruction and technology support at all distance education sites.

The dental hygiene program does not utilize distance education sites.

8. Define faculty responsibilities for didactic, laboratory and clinical faculty at all distance sites.

The dental hygiene program does not utilize distance education sites.

9. For distance education sites: Describe whether faculty numbers at the parent program have increased to accommodate the distance education portion of the program, and its students.

The dental hygiene program does not utilize distance education sites.

10. For distance education sites: Describe the faculty calibration plan for faculty at both the parent program and the distance education program, should the distance program include a clinical component.

The dental hygiene program does not utilize distance education sites.

B. Supportive Documentation

1. Exhibit M: Faculty contact hours

3-6

3-6 The faculty to student ratios must be adequate to ensure the development of competence and ensure the health and safety of the public. The faculty to student ratios in clinical and radiographic practice must allow for individualized instruction and evaluation of the process as well as the end result and allow students to progress at an individual pace.

Intent:

The adequacy of numbers of faculty should be determined by faculty to student ratios during laboratory, radiography and clinical practice sessions rather than by the number of full-time equivalent positions for the program. Faculty are responsible for both ensuring that the clinical and radiographic services delivered by students meet current standards for dental hygiene care and for the instruction and evaluation of students during their performance of those services.

The faculty to student ratios for preclinical, clinical and radiographic sessions should not exceed one to six, and laboratory sessions in the dental science courses should not exceed one to fifteen to ensure development of clinical competence and to ensure maximum protection of the patient.

A. Description

1. State the institution’s policy on teaching load and how it is calculated, e.g., number of credit hours taught, number of contact hours, type and level of instruction, number of different preparations and the number of students.

By collective bargaining agreement and MnSCU policy, all full-time faculty members are expected to teach 32 credits and/or 54 hours during the academic year. Part-time faculty is pro-rated to the percentage of their contract. The number of different preparations is determined within the MnSCU contact hours expected for full-time employment. The dental hygiene program faculty determined that each faculty would teach at least one didactic course per semester and be responsible for clinic coverage. This was to reduce the number of preparations expected of each faculty and allows for each faculty to cover the clinic. The number of students per class is determined by the department and is limited by the program facility, admission, and meeting the accreditation Standards.

2. If the teaching policy for the dental hygiene program is different from the institution’s general policy, please explain.

The dental hygiene teaching policy is not different from the institution’s general policy.

3. Describe the institution’s policy for release time for activities such as administrative duties, advising and counseling students, supervision of extramural (off-campus) clinical experiences and committee assignments.

The institution does not have a policy for release time. Faculty contract language specifies the number of student contact hours per week. There is no specific release time for student advising or counseling, these are considered part of the 40 hour work week. All full-time contracts are for 32 credits or 54 hours per year which allows time for activities such as advising students, committee assignments, course preparation, and faculty meetings. For a full-time faculty position, a semester expectation would be 16 credit hours or 27 contact hours which allows for 13 hours of unscheduled time for activities associated with the program and the college. The dental hygiene program faculty does not have administrative duties. The program administrator is provided some release time to carry out administrative responsibilities.

4. What are the current faculty/student instructional ratios during laboratory, preclinical and clinical sessions including those at distance sites, if applicable.

The current ratios are as follows:

Laboratory activities: 1:10

Preclinical activities: 1:10 in the classroom and 1:5 in the clinic setting

Clinical activities: 1:5

3-7

3-7 The dental hygiene program must be staffed by a core of well-qualified full-time faculty who possess a baccalaureate or higher degree. All dental hygiene program faculty members must have current knowledge of the specific subjects they are teaching and background in appropriate educational methodology.

Intent:

Faculty should have background in education theory and practice, current concepts relative to the specific subjects they are teaching, and current clinical practice experience and, if applicable, distance education techniques and delivery. Dentists and dental hygienists who supervise students’ clinical procedures should have qualifications which comply with the state dental or dental hygiene practice act. Personnel who teach and supervise dental hygiene students in clinical enrichment experiences should have qualifications comparable to faculty who teach in the dental hygiene clinic and are familiar with the program’s objectives, content, instructional methods and evaluation procedures.

A. Description

1. Describe the mechanism utilized to determine teaching assignments.

Teaching assignments are determined at program planning meetings. Faculty expertise, background and education are always taken into consideration when assigning courses to teach. Availability of part-time faculty must be factored into the teaching assignment. Once the teaching assignments are determined, a course schedule is determined which accommodates the students, faculty and facility. The course schedule is reviewed each year by the program administrator. Once the program staffing plan is finalized, it is sent to the Dean who in turn works with the college administrators to develop a college wide schedule of course offerings for each semester.

2. As an exhibit, provide the following information for all full- and part-time dental hygiene faculty members (excluding guest lecturers) teaching during the current academic year. Be sure to include this information for faculty providing instruction during summer sessions. For the purposes of this section, the program administrator should be considered a faculty member. For each faculty member, specify the following:

a. Full name;

b. Rank or title and date of initial appointment to the program;

c. Rank or title currently held and date of appointment to the rank or title;

d. States currently licensed in with license numbers and expiration dates (or note if faculty member is practicing under a temporary or special license)

e. Nature of appointment (full- or part-time faculty, salaried or non-salaried). If the appointment is “joint” or shared with another program(s), give the name of the other program(s). Specify the length of the term of appointment.

f. Educational background. State the institutions attended (beyond the secondary school level), degrees or certificates awarded, major field of study for each, dates awarded and/or credit earned toward a degree.

g. Course work in educational methods and content areas taught in the program must be highlighted.

h. Work experience in dental hygiene in both clinical practice and education. State job title, name and location of employer and dates of employment.

i. Areas of special competence, e.g., subject areas, clinical skills, or educational methodology. State the field of specialty relevant to dental hygiene for which the faculty member is uniquely or especially well prepared. Highlight the type of preparation, e.g., formal education,  continuing education or clinical experience.

j. CPR/BLS certification expiration date

Please refer to Exhibit SS: Curriculum Vitae

3. Describe the program’s efforts to assure that program faculty providing instruction in the clinical facility are familiar with the program’s goals, curricular content and methods of instruction and evaluation.

The Lake Superior College Dental Hygiene Program faculty all possesses a baccalaureate or higher degree, have current knowledge of the specific subjects they teach and have a background in appropriate educational methodology. Please refer to the curriculum vita found in Exhibit SS.

All program faculty members receive a copy of the Clinic Manual and Program Handbook at the start of each academic year. These documents contain the program’s mission, philosophy, outcomes, and competency statements. All methods of evaluation pertaining to clinical instruction and standards of progress are detailed in these documents. At the curriculum faculty meetings, the faculty discusses clinical grading, methods of instruction, the program goals, and assessment techniques used. At this time, the curriculum mapping is thoroughly discussed which includes curricular content, methods of instruction and evaluation.

Weekly dental hygiene faculty meetings are held with specific agenda items to insure issues of concern are addressed. Inherent in these meetings is time allowed to review program goals, curriculum content, budget, admission criteria, recruitment, facilities, clinical issues, and methods of instruction and evaluation. This open communication allows for greater success in achieving the program goals related to clinical instruction and evaluation. All of the dental hygiene program faculty teach in the clinical setting which allows for greater consistency in the instructional and evaluation process. Please refer to the dental hygiene program faculty meeting agenda and minutes. (Exhibit MM)

4. List the individual(s) who assume(s) responsibility for supervisory, diagnostic, consultative and referral services. Explain how those services are provided for patients during clinical sessions.

The dental hygiene program utilizes 8-12 supervising dentists/semester. Each supervising dentist covers a half day clinic. The following dentists are responsible for supervising, diagnostic, consultative and referral services:

Dr. David Bopp

Dr. Lynne Chilberg

Dr. Ken Sievers

Dr. Art Zehm

Dr. Whitney Hustad-Davidson

Dr. Wayne Gatlin

Dr. Tim Langguth

Dr. Jeff Bertani

Dr. Bill Kubiak

Dr. Melanie Meier

Dr. Joe Schneeweis

Dr. Grant Nelson

Dr. Gary Madison

Dr. Richard Kronzer

At the beginning of each clinic, the dentist reviews the patient’s medical history, which the student has just reviewed and updated, to determine if there are any medical considerations. If the patient has a medical consideration which requires premedication, or a condition which requires a decision prior to treatment, the dentist can choose to consult with the patients physician or make the decision to continue or discontinue treatment until a consult is obtained. If the patient has not taken the premedication, he or she will be given the prescription and rescheduled for another appointment. Once the medical history is checked the student proceeds with the assessment and paperwork.

At the time of the dental screening, radiographic needs are determined along with pain control and expanded functions. The student has all the necessary forms available at the unit to fill out and obtain proper authorization. The dentist supervises and approves all diagnostic decisions; prescribes and monitors the dental hygiene duties that require direct or indirect supervision for clinical patients; supervises local anesthesia and nitrous oxide inhalation anesthesia, prescribes chemotherapeutic agents; and consults with patients concerning treatment needs and appropriately refers for the procedures that cannot be provided by the program.

5. If any full-time faculty member lacks a baccalaureate degree or any full- or part-time faculty member(s) lack(s) educational background in educational methods or the subjects they teach, in what ways are these deficiencies being corrected? Is the institution able to provide financial assistance and/or release time to support this endeavor?

All dental hygiene program faculty hold baccalaureate degrees and four of the five have master’s degrees. The program faculty have background in educational methods and in the subjects they teach. The institution provides annual financial resources in the form of professional development monies for all full and part-time faculty which supports these endeavors. The college also encourages sabbaticals once every 6 years for faculty to address professional development.

6. Provide a description of the role of the dentist during clinical sessions as an exhibit.

Please refer to Exhibit TT

B. Supportive Documentation

1. Exhibit Z: Clinic Manual (separate document

2. Exhibit CC: Program Handbook (separate document)

3. Exhibit LL: Curriculum map

4. Exhibit MM: Faculty meeting minutes

5. Exhibit SS: Faculty Curriculum Vitae

6. Exhibit TT: Description of the role of the dentist during clinical sessions

3-8

3-8 Opportunities must be provided for full-time faculty to continue their professional development.

Intent:

To assure competency in the discipline and educational theory, opportunities to attend professional development activities should be provided regularly for full-time faculty. Workshops should be offered to new faculty to provide an orientation to program policies, goals, objectives and student evaluation. This can be demonstrated through activities such as professional association involvement, research, publishing and clinical/practice experience.

A. Description

1. Does the institution offer a planned faculty development program? If so, describe the program including the procedures faculty must follow to participate. Is the plan financially supported by the institution?

  • The faculty contract with MnSCU provides for professional development of the faculty. Faculty members may apply for an occupation technology internship for the purpose of updating and enhancing the faculty member’s technical background, job knowledge, or teaching skills.
  • Faculty members may apply for a sabbatical for the purpose of giving faculty members an opportunity to obtain additional education or training on a full-time basis, relating to job assignment with the college which will support the professional development of the faculty, the development needs of the program and the planned instructional priorities of the college.
  • The college supports professional development with a budget of $250 per year for each full-time equivalent position at the college. Funding is available for part time faculty proportionate to the number of credits taught. This may be used to reimburse the cost of travel, housing, meals and registration associated with professional conferences or workshops. College faculty may choose to bank, up to five years, so that more funding is available to support attendance at more costly programs.
  • Please refer to the faculty vitae found in Exhibit SS.
  • Full-time faculty are entitled to enroll on a space available basis in credit courses, without payment of tuition, at any MnSCU two year institutions not to exceed 16 semester credits per year.
  • Lake Superior College provides six administrative duty days (in-service) per academic year which all faculty and staff are required to attend. There is a rotating schedule of programs some of which include: Educational Methodology; Student Assessment; College Assessment; Workplace Violence; Employee Right to Know; Data Privacy; Emergency Procedures; Drug and Alcohol Abuse Prevention; Diversity; Sexual Harassment; OSHA Compliance; Strategic Plan for the College; Institutional Effectiveness, AQUIP, and Student Advising Training.

2. Give examples of how dental hygiene faculty have participated in the faculty development program.

All faculty members have participated in continuing education workshop/seminars. Participation includes attendance at local meetings sponsored by: Northeastern District Dental Society; Minnesota Dental Hygienists’ Association Component I; Lake Superior Study Club; and Lake Superior College. Participation at the state level include: Minnesota Dental Hygiene Educators Association; Minnesota Dental Hygienists’ Association; Minnesota Dental Association; Academy of Periodontology; and the University of Minnesota.

Faculty have attended various national workshop/seminars which include: ADEA National Dental Hygiene Directors’ Meeting; ADHA Annual Session; AADS; ADA; San Antonio Institute; OSAP; and Central Regional Dental Testing Service. Please refer to the faculty curriculum vitae for specific details.

3. In what ways are members of the faculty encouraged to attend meetings of professional organizations? Give examples of meetings which dental hygiene faculty attended during the last calendar year.

Faculty members are encouraged to not only attend professional meetings but become active participants. Two of the present faculty members have served as president of the Minnesota Dental Hygienists’ Association; several faculty have been featured lecturers at state meetings; and faculty members hold appointed positions in the ADHA, ADA, MDHEA, MDHA and CRDTS.

Faculty members are encouraged to attend meetings of professional organizations financially by the institution which provides professional development monies. The local dental community offers professional meetings at no or reduced cost to Lake Superior College dental hygiene program faculty and students.

Another incentive is that hours of teaching experience; college credits; workshops, seminars; and work experience can be used to document currency of teaching and professional experience for renewal of the teaching licensure by MnSCU and the Minnesota Board of Dentistry..

4. Describe the in-service programs that have been presented to full- and part-time dental hygiene faculty during the past two years. Include a list of faculty who participated. If faculty are located at distance sites, explain how faculty are provided the same opportunities as faculty at the primary program location.

Lake Superior College provides six in-service days per academic year which all dental hygiene program faculty and staff are required to attend. The number of in-service days is determined by the faculty contract language. The following topics have been presented during the last two years: Faculty Assessment Activities; Web Development and Promotion; AQUIP Focus Visit Preparation; Philosophy of Teaching and Assessment; eLumen; D2L; Writing Rubrics for Program Outcomes; Change is Inevitable, Progress is Optional; Civility in the Classroom; Global Education in NE Minnesota; Service Learning; and Crisis Management Training. The dental hygiene program does not utilize distance sites.

5. Describe the availability of continuing education courses for faculty in the community.

The availability of continuing education courses for faculty is unlimited. The college is located less than 3 hours from Minneapolis which improves the availability to attend workshops/seminars. Examples of regional availability include: Minnesota Dental Hygiene Educators Association; Minnesota Dental Hygienists’ Association; Association of Periodontists; University of Minnesota; and the Minnesota Dental Association.

Availability of continuing education courses held locally include: Lake Superior College; Northeastern District Dental Society; and the Academy of General Dentistry, and on-line courses. Please refer to the faculty curriculum vitae for a complete list of continuing education courses attended.

6. How do faculty maintain and improve their clinical skills? What does the institution do to encourage clinical skills improvement?

All of the dental hygiene program faculty has current private practice experience. Lake Superior College encourages active involvement of faculty in business and industry. Faculty may choose to spend time in private practice or other clinical sites as part of their non-contact hours. In addition, faculty may utilize days spent working in private practice towards MnSCU licensure and salary step advancement. The program faculty meetings agenda allows time for the faculty to address the area of calibration of clinic skills. Several faculty members have attended workshop/seminars specific to the improvement of clinic skills. Please refer to the faculty curriculum vitae for more specific details.

B. Supportive Documentation

1. Exhibit SS: Faculty Curriculum Vita

3-9

3-9 A defined faculty evaluation process must exist that ensures objective measurement of the performance of each faculty member.

Intent:

An objective evaluation system including student, administration and peer evaluation can identify strengths and weaknesses for each faculty member (to include those at distance sites) including the program administrator. The results of evaluations should be communicated to faculty members on a regular basis to ensure continued improvement.

A. Description

1. Describe the criteria used in evaluating full- and part-time faculty, including faculty at distance sites. Who determines the criteria and what input do faculty have in the process?

All full and part-time college faculty are evaluated. The process is subject to Article 9, Faculty Senate. Evaluation of faculty members shall not be performed by any member of the faculty bargaining unit. The process used is locally determined with input from faculty and administration. The first three years of employment requires that a faculty member have a formal performance review each semester by their Dean. After the probationary period, there is a biannual rotation for faculty review by administration. The criteria used assess performance as it relates to the duties and responsibilities as set forth in the appropriate job description.

Each semester, faculty is encouraged to utilize course evaluations. The program administrator contacts the Dean’s secretary who makes packets up for each course taught that semester. The packets are given to the faculty to hand out at the end of each semester. One student in the class is assigned to collect the evaluations, bring them to the administrative secretary for processing. The secretary compiles the results, types in any comments and returns them to the faculty to review. It is up to the faculty to respond accordingly. The collective bargaining unit determined the criteria. Program faculty had input into the evaluation tool and how it is use.

2. How often and by whom are faculty evaluated and how are the evaluative data used? Does the evaluation include clinical as well as didactic criteria?

Faculty reviews are conducted every semester for three years for probationary members who do not hold tenure in Minnesota. After the probationary period, there is a biannual rotation for faculty review by administration.

The performance review process is initiated by the Dean who arranges a conference with the faculty member. The Dean and faculty member will record results of the conference on the Faculty Evaluation Process. Copies of this report shall be signed by both parties and be included with the final assessment to be placed in the faculty member’s personnel file. Faculty members are also encouraged to place a copy of this document in their Professional Portfolio. Please refer to Exhibit UU for a copy of the Lake Superior College Faculty Evaluation Process.

There are two Lake Superior College Student Evaluations of Instructor forms. One is designed specific for clinical evaluation of faculty and the other is for review of didactic courses. An example of the evaluations can be found in Exhibit P.

3. If the criteria used to evaluate the program administrator is different from that used to evaluate faculty members, please explain.

The criteria for evaluating the program administrator are the same as the criteria for evaluating all faculty members.

4. How often and by whom is the program administrator evaluated, and how are the evaluative data used?

The program administrator is evaluated by the Dean Allied Health and Nursing. The program administrator’s review was conducted each semester for the first three years of the probationary period which is required for faculty who do not hold tenure in Minnesota. After the probationary period, there is a biannual rotation for review by administration. The evaluative data is reviewed by the Dean and the program administrator. Appendix E of the Faculty Evaluation Form (Exhibit UU) includes a summative commentary designed to summarize comments by the evaluator. This form provides an opportunity for the faculty member to react to the comments. All evaluative data is used to assess performance and identify strengths and weaknesses.

5. How are results of one’s evaluation communicated to the faculty members?

After the faculty member has completed the classroom assessment a meeting is set up with the Dean to discuss the entire assessment process. Copies of this report are reviewed and signed by both parties and included in their personnel file. Faculty members are also encouraged to place a copy of this document in their Professional Portfolio. Copies of the dental hygiene program faculty Professional Portfolios will be available on-site.

B. Supportive Documentation

1. Exhibit P: Course and Faculty Evaluation

2. Exhibit UU: Lake Superior College Faculty Evaluation Process

3. Exhibit: A: Copy of the Master Agreement Between MnSCU and Minnesota State College Faculty will be available on-site

4. Exhibit: Copies of the dental hygiene program faculty Professional Portfolios will be available on-site

3-10

3-10 Opportunities for promotion, tenure, and development must be the same for dental hygiene faculty as for other institutional faculty.

Intent:

The dental hygiene program faculty should be granted privileges and responsibilities as afforded all other institutional faculty.

A. Description

1. Describe how this standard is implemented including faculty at distance sites, if applicable.

The opportunities for promotion, tenure and professional development are the same for all faculty at the institution and within MnSCU. All faculty opportunities are governed by the MnSCU collective bargaining agreement. A copy of the Master Agreement between MnSCu and Minnesota State College Faculty will be available on-site.

B. Supportive Documentation

1. Exhibit: A copy of the Master Agreement between MnSCU and

Minnesota State College Faculty will be available on-site