Standard II: Faculty

Standard II

Standard II: Faculty

The program has qualified and credentialed faculty appropriate to accomplish its purposes and strengthen its educational effectiveness.

Washington State Nursing Commission regulations, as well as established policy at Shoreline Community College, stipulate nursing faculty hold graduate degrees in nursing. All full time faculty hold a master’s degree in nursing. Of the 13 part time faculty, nine have master’s degrees in nursing and three have a bachelor’s degree as their highest nursing degree. Nancy West has a master’s degree in public health, which has been approved by the Nursing Commission as equivalent to a master’s degree in nursing. One part time instructor Patricia Kajlich has a master’s degree in adult education and is currently enrolled in the University of Phoenix master’s degree in nursing. The other two part time faculty without master’s degree in nursing, Christine Berntsen and Andrea Votendahl, are making plans to begin master’s degree programs through taking pre-requisite course work during the summer of 2001. All three have been approved by the Nursing Commission as clinical instructors based on their years of clinical experience.

One full time faculty member holds a PhD in Nursing. Six full-time faculty hold advanced practice licenses in areas of adult health, gerontology, psychosocial nursing, women’s health and family practice. National certifications have been awarded to faculty in the areas of gerontology, adult psychiatry, medical-surgical nursing, critical care, perinatal nursing and wound care. All academic transcripts, together with copies of certifications earned, are on file in the personnel office. Curriculum vitae for all faculty will be available as an on site exhibit.

The State of Washington requires all full time faculty in a professional-technical program to obtain a State of Washington Vocational Certificate for Teaching. This certificate is based upon appropriate educational and practice requirements and must be renewed every five years. All full time nursing faculty are vocationally certified. Part time faculty are not required to obtain certification but many are doing so voluntarily.

Faculty maintain their expertise in several ways:

1. 100% of faculty engage in continuing education on an annual basis. Attendance at local, state, national and international conferences and seminars is supported by the College through contractually guaranteed funds for both full and part-time faculty. (See SCCFT Faculty Contract). Faculty not only attend continuing education events, but serve on planning committees, offer poster sessions, serve as featured speakers, lead round-table discussions, and other such activities. Yearly reports of continuing education activities are submitted to the Division Dean at the end of each academic year and can be reviewed in that office.

1. A number of faculty continue to maintain clinical practice in a wide variety of nursing roles in addition to teaching. Presently, positions are filled in areas involving long-term care, general and specialty hospital staffing (medical-surgical, obstetrics, psychiatric and emergency department), HMO clinic staffing, and care of incarcerated individuals. Some faculty work as expert consultants and several faculty serve as expert witnesses in legal cases.

1. Faculty are involved in research projects, from grant writing to final evaluation of results.

1. All full-time faculty have computers and have increased these skills in order to utilize them in teaching, testing, web site construction and distance learning projects.

1. Faculty are involved in article and textbook writing and publishing. Please see individual resumes for specific data.

1. The Director of Nursing has recently returned from Japan where she spent three weeks in an exchange program with the Osaka College of Health and Welfare Nursing Program.

1. One faculty member has traveled to Guatemala to set up a learning experience there. Others are presently involved in planning a program to provide cultural and service experience for nursing students in Mexico in 2002.

1. Our program director provides consultation to other programs in regard to accreditation issues.

Additionally, nursing faculty are active in a variety of professional organizations and some serve in leadership roles. The Director, Janice Ellis, received the Shoreline Exceptional Faculty Award for 1999/2000. Two faculty, Janice Ellis and Betty Hanrahan, have received University of Texas, National Institute for Staff and Organizational Development (NISOD) Awards for Teaching Excellence.

State licenses are provided to the division secretary, who monitors renewal dates and reminds faculty when a new copy is required. Details are available on faculty data forms. Faculty also submit documentation of TB testing, CPR certification, and hepatitis B status. Faculty files tracking these data are kept in the Health Occupations office.

Standard II

Table 5.1

Faculty Profile

Faculty name / F/T
P/T / Date of Hire / Rank / Degree / Institution Granting Degree / Area of Clinical Expertise / Academic Teaching and other areas of Responsibility
Barnes, Linda / F/T / 5/98 / Professor / BSN
MN / Case Western Reserve University
Cleveland, OH
University of Washington
Seattle, WA / Maternal-Child Health
Perinatal Nurse Specialist / Nursing 240 Theory
Nursing 241 Clinical
Nursing 242 Theory
Nursing 243 Clinical
Ellis, Janice / F/T / 8/72 / Professor / BSN
MN
PhD / University of Iowa
Iowa City, Iowa
University of Washington
Seattle, WA
The University of Texas at Austin
Austin, TX / Physiological Nursing
Adult Health / Nursing 272 Theory
Hanrahan, Betty / F/T / 9/90 / Professor / ADN
BSN
MSN / Bellevue Community College
Bellevue, WA
University of Washington
Seattle, WA
University of North Carolina
Chapel Hill, NC / Adult Health and Gerontology
Adult Nurse Practitioner
Wound Care Specialist / Nursing 132 Theory
Nursing 134 Clinical
Nursing 092 Theory
Nursing 273 Clinical
Perman, Bette / F/T / 8/91 / Professor / ADN
BSN
MN / DeAnza Community College
Cupertino, CA
University of Oregon
Portland, OR
University of Oregon
Portland, OR / Cardiovascular Nursing
Critical Care Certification / Nursing 270 Theory
Nursing 271 Clinical
Nursing 272 Theory
Nursing 273 Clinical
Riddell, Irene / F/T / 8/89 / Professor / AAN
BSN
MN / Cuesta College
San Luis Obispo, CA
California State University at Bakersfield
Bakersfield, CA
University of Washington
Seattle, WA / Community Health Care Systems
Adult Nurse Practitioner / Nursing 150 Theory
Nursing 152 Lab
Nursing 153 Clinical
Sandidge, Charlie / F/T / 9/01 / Instructor / BSN
MN / University of Texas at El Paso
El Paso, TX
University of Washington
Seattle, WA / Physiological Nursing / Nursing 230 Theory
Nursing 232 Theory
Nursing 231 Clinical
Nursing 092 Theory
Shanks, Anna / F/T / 12/99 / Instructor / BSN
MN / Eastern Washington State University
Cheney, WA
University of Washington
Seattle, WA / Psychosocial Nursing
Psychiatric Nurse Practitioner / Nursing 230 Theory
Nursing 232 Theory
Nursing 233 Clinical
Nursing 130 Theory
Nursing 131 (2 sections) Lab
Stewart, Sharon / F/T / 6/95 / Professor / Dip
BSN
MN / St. Luke’s Hospital School of Nursing
Marquette, MI
Wayne State University
Detroit, MI
University of Washington
Seattle, WA / Physiological Nursing / Nursing 130 Theory
Nursing 131 Lab
Nursing 132 Theory
Nursing 134 Clinical
Nursing 290 Theory
Van Droof, Barbara / F/T / 8/71 / Professor / Dip
BSN
MN / Presbyterian St. Luke’s Hospital School of Nursing
Chicago, IL
University of Washington
Seattle, WA
University of Washington
Seattle, WA / Community Health Care Systems
Adult Nurse Practitioner / Nursing 140 Theory
Nursing 142 Clinical
Nursing 091 Theory
Washburn, Sue / F/T / 9/01 / Instructor / ADN
BSN
MN / Shoreline Community College
Seattle, WA
University of Washington
Seattle, WA
University of Washington
Seattle, WA / Physiological Nursing
Gerontological Nurse Practitioner / Nursing 140 Theory
Nursing 142 Clinical
Nursing 091 Theory
Watkins, Hermien / F/T / 10/86 / Professor / ASN
BSN
MN / College of Marin
Kentfield, CA
California State University
Sacramento, CA
University of Washington
Seattle, WA / Maternal Child Health
Women’s Health Care Nurse Practitioner / On Leave of Absence
Part time: these individuals are hired on a quarterly basis.
Berntsen, Christine / P/T / Instructor / BSN / University of Washington
Seattle, WA
Enrolled in pre-req. coursework for Master’s degree / Medical-Surgical Nursing / Nursing 142 Clinical
Catherman, LaRelle / P/T / Instructor / ADN
BSN
MSN / Shoreline Community College
Seattle, WA
Biola University
La Mirada, CA
Seattle Pacific University
Seattle, WA / Leadership & Trans-cultural Nursing / Nursing 270 Theory
Nursing 271 Clinical
Damstrom, Elizabeth / P/T / Instructor / BSN
MSN / Texas Christian University
Fort Worth, TX
Seattle Pacific University
Seattle, WA / Nursing Leadership
Medical Surgical Nursing / Nursing 271 Clinical
Nursing 273 Clinical
Giurgevich, Patricia / P/T / Instructor / BSN
MN
EdD / Seattle Pacific University
Seattle, WA
University of Washington
Seattle, WA
Seattle Pacific University
Seattle, WA / Community Health Care Systems
Family Nurse Practitioner / Nursing 242 Theory
Hugg, Gennifer / P/T / Instructor / BSN
MN / University of Washington
Seattle, WA
University of Washington
Seattle, WA / Maternal Child Nursing
Certified Nurse Midwife / Nursing 240 Theory
Nursing 241 Clinical
Johnson, Suzanna / P/T / Instructor / ADN
BSN
MN / Shoreline Community College
Seattle, WA
Seattle Pacific University
Seattle, WA
University of Washington
Seattle, WA / Adult Nurse Practitioner / Nursing 133 Practice Lab (3 sections)
Nursing 141 Practice Lab (3 sections)
Kajlich, Patricia / P/T / Instructor / Dip
BSN
MS
MSN / St. Joseph’s School of Nursing
Tacoma, WA
Seattle University
Seattle, WA
Seattle Pacific University
Seattle, WA
(in progress) Univ. of Phoenix / Medical-Surgical Nursing
Adult Education / Nursing 152 Lab
Nursing 153 Clinical
Lienau, Colleen / P/T / Instructor / ADN
BSN
MSN / Yakima Valley College
Yakima, WA
Oregon Health Sciences (formerly: Oregon Institute of Technology)
Klamath Falls, OR
Seattle Pacific University
Seattle, WA / Nursing Leadership
Medical-Surgical Nursing / Nursing 231 Theory
Roseman, Connie / P/T / Instructor / BSN
MS
MSN / University of Kansas
Lawrence, KA
University of Alaska at Anchorage
Anchorage, AK
University of Alaska at Anchorage
Anchorage, AK / Counseling/
Psychology
Psychiatric Adult Nurse Practitioner / Nursing 134 Clinical
Silver, Steven / P/T / Instructor / BSN
MN / Kendall College
Evanston, IL
Rush University
Chicago, IL / Psychosocial Nursing / Nursing 233 Clinical
Von Schlieder, Lynn / P/T / Instructor / Dip
BSN
MSN / Parkview Methodist School of Nursing
Fort Wayne, IN
McKendree College
Lebanon, IL
University of California: SF
San Francisco, CA / Nursing Administration
Nursing Education
Quality Assurance / Nursing 150 Theory
Nursing 152 Lab
Nursing 153 Clinical
Votendahl, Andrea / P/T / Instructor / BSN / University of Washington
Seattle, WA
Enrolled in graduate program at University of Washington, Bothell / Medical-Surgical Nursing
Nursing Leadership / Nursing 231 Clinical
West, Nancy / P/T / Instructor / ADN
BSN
MPH / University of Bridgeport
Bridgeport, CT
University of Utah
Salt Lake City, Utah
San Diego State University
San Diego, CA / Medical-Surgical Nursing
Public Health Nursing / Nursing 152 Lab
Nursing 153 Clinical

Standard II

Currently there are 10 full time faculty (including the Director). One of these is on medical leave. There are 13 part time faculty teaching a total of 11.2 faculty teaching load. This is a higher than usual part time faculty component because of the need for replacement of the individual on medical leave. All courses are team taught and led by a master’s in nursing prepared full time faculty member. Part time faculty teach in the areas of their expertise. The three part time faculty without a master’s in nursing teach in clinical and/or practice laboratory only. They have experience and expertise in those areas.

From the Table 6.1 it is apparent that Quarter 3 has more part time faculty in relationship to the full time faculty. In 1992 when the current Director moved from a faculty position to the position of Director, her faculty position was never replaced. This has increased the workload of the full time person who leads the third quarter team.

Table 6.1

Full time to Part Time Ratio Per Quarter

Quarter / Full time / Part time
1 / 2 / 1
plus practice lab instructor for
1st & 2nd quarters
2 / 2 / 1 plus same practice lab instructor as Qtr 1
3 / 1 / 3
4 / 2 / 3
5 / 1 + one now on leave / 2
6 / 2 / 2

Full time faculty teach in both theory and clinical settings. Washington regulations regarding faculty-student ratio in the clinical area specify 1:12 or less when patient acuity requires. Throughout the program at Shoreline the faculty-student ratio does not exceed 1:10. In many instances it is lower. Faculty student ratios in the classroom are usually 1:15. The highest level is 1:18. This allows for small group work and individual attention to student needs. Table 6.1 shows the faculty-student ratios by course.

Table 6.2

FACULTY STUDENT RATIOS

Course / Quarter in program / Class type / Maximum Faculty/ student ratio
Fall
Nursing 130 / 1 / Communication theory / 2:36
131 / 1 / Communication lab: 3 sect / 1:12
132 / 1 / Foundations / 2:30
133 / 1 / Skill lab: 3 sections / 1:10
134 / 1 / Clinical: 3 sections / 1:10
Nursing 140 / 2 / Common Health theory / 2:30
141 / 2 / Skills lab / 1:10
142 / 2 / Clinical 3 sect / 1:10
Nursing 150 / 3 / Complex Health I theory / 2:36
152 / 3 / Skills lab 3 sect / 1:10
153 / 3 / Clinical 3 sect / 1:10
Nursing230 / 4 / Complex Health II theory / 2:30
231 / 4 / Clinical 3 sect / 1:10
232 / 4 / Psychosocial theory / 2:30
233 / 4 / Clinical 3 sect / 1:10
Nursing240 / 5 / Childbearing Family theory / 2:30
241 / 5 / Clinical 3 sect / 1:10
242 / 5 / Health Promotion theory / 2:30
243 / 5 / Clinical 3 sect / 1:10
Nursing270 / 6 / Complex Health III theory / 2:30
271 / 6 / Clinical 3 sect / 1:10
272 / 6 / Management theory / 2:30
273 / 6 / Clinical 3 sect / 1:10

All faculty, in addition to teaching responsibilities, must post and maintain five office hours per week. These hours provide for academic advisement for both students within the program and for pre-nursing students. In addition, nursing faculty have developed a supplemental registration advisement schedule to provide greater access to academic advisement to pre-nursing students during the registration periods each quarter. The total of pre-nursing students on campus is approximately 230. This added to the 170-180 nursing students makes an overall average of 40 advisees per nursing faculty member (although in actual practice the Director takes many more than this in order to lighten the load for faculty). In addition, the nursing faculty see many students taking pre-nursing classes at neighboring community colleges. These students seek information and advisement on classes to take elsewhere.

Newly hired full time faculty members are evaluated by their Appointment Review Committee. This is based on Article VI of the Agreement between the Shoreline Community College Federation and the Board. Evaluation is on-going for this entire process (please see Implementation Procedures for ARC, September 2000 available on site). Student evaluations must be solicited and reviewed by the Committee for every class taught. Peer and administrative evaluations are required. Each member of the committee, which includes three faculty members, an administrator, and a student, must visit the instructor’s class once per quarter. The Committee meets with the probationer twice each quarter. Their role is to provide mentoring, support, evaluative feedback, and assistance in improvement. The ARC must submit a detailed report to the Board of Trustees annually. Based on the written report and a verbal report by the Committee chair to the Board, the Board makes the decision regarding continuation of the contract for another year and eventually the awarding of tenure.

Tenured faculty at Shoreline Community College have a contract with an established process for post-tenure review. (Please see contract on site.) Its purpose is to improve the quality of education and promote achievement by our students. It is also designed to assist faculty in pursuing and maintaining excellence in teaching. This post tenure review is done triennially unless petitioning to defer for one to two years. Requirements for deferral essentially call for extraordinary circumstances, impending retirement or use of SGID’s (student evaluations) indicating successful teaching performance in over 50% of classes every year.

The tenured faculty member to be evaluated meets with the Division Dean early in fall quarter to review the process and establish the plan. The faculty member selects the relative weights of each of nine roles to be included in the evaluation and decisions are made about schedules for collecting and processing these data. Peer reviewers are also chosen. Students in all classes during fall and winter quarters, between weeks three and ten, are asked to participate in the process by evaluating the effectiveness of this instructor, using approved evaluation tools. The administrative head also does an evaluation. These data are assembled early in spring quarter and submitted, along with information on professional development efforts and other responsibilities with which the faculty member has been involved.

Results of this evaluation process are closely scrutinized to determine if the faculty member has met minimum standards, as defined in the contractual agreement with the Board of Trustees and Local 1950, Federation of Teachers, WFT/AFT/AFL-CIO. The latest contract is in place through June 2003. Faculty must score at least 60% or 3.0 on a 5.0 scale. Lastly, the results of this process are reviewed with the faculty member and the administrative head. A rating is given to the faculty member and a signed copy is placed in the personnel file. Should less than satisfactory performance be determined, then an improvement plan must be put into place and implemented including:

1. specific problems to be corrected

2. specific performance objectives to be achieved

3. timeline for achieving objectives (not over one year usually)

4. method for assessing objective achievement

5. consequences if objectives are not met

6. identification of sources of assistance for the faculty member.

These efforts are then evaluated at the end of each quarter with the administrative head until the plan is met. Should a faculty member ultimately fail to meet the objectives, Article VII, “Formal Procedures Relating to the Dismissal of an Academic Employee” may be acted upon. Evaluation files are in personnel files in the Division Dean’s office.

In order to maintain vocational certification nursing faculty are required to submit a five year plan projecting a variety of educational and practice updates that will support effectiveness in teaching within the field. At the end of five years, the actual activities in which the individual engaged must be submitted along with a new five year plan. The vocational certificate is then renewed. These records are kept in the Professional Technical Director’s office.

Part time faculty are required to obtain student evaluations quarterly. These are processed and sent to the Assistant Division Chair for review. The Assistant Division Chair visits classes as appropriate and collects other data relative to performance of the part time faculty. The part time faculty member is provided with feedback regarding performance. Continued employment is based on satisfactory performance. Part time faculty are hired on quarterly contracts.