Part 3 - Core Requirements

2.8  The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs. Upon application for candidacy, an applicant institution demonstrates
that it meets the comprehensive standard for faculty qualifications.

Partial Compliance


The University of New Orleans is committed to maintaining a sufficient core of full-time faculty to support the University’s mission, especially the components of the mission focused on teaching, research, and service.

The University of New Orleans is a comprehensive urban research university committed to providing educational excellence to a diverse undergraduate and graduate student body. The University is one of the region’s foremost public resources, offering a variety of world-class, research-based programs, advancing shared knowledge and adding to the region’s industry, culture and economy. Goal Three of the 2020 Strategic Plan specifically focuses on the importance of faculty:

Maintain a high-quality faculty and staff that support a student-centered, urban research university.

AP-AA-21.2 describes the various types of full-time faculty appointments at the University of New Orleans. A full-time faculty member is defined as a faculty member appointed at 1.0 FTE. There are three types of full time faculty appointments: tenured and tenure-track appointments, non-tenure track appointments and time-limited positions on a full time (annual appointment) basis. The majority of faculty hold academic year (9 month) appointments although some personnel in fiscal (12 month) appointments also hold faculty rank in an academic department. In addition to full time faculty appointments, part time faculty are appointed as adjuncts.

Tenure and tenure track faculty may hold rank at one of three levels: professor, associate professor and assistant professor. Librarians appointed in a tenure or tenure track appointment hold one of three ranks: Librarian, Associate Librarian and Assistant Librarian. Appointments to Instructor are for regular full-time faculty who do not meet the qualifications for tenure-track or tenure appointments. Full-time special appointments include “professional” in residence, visiting professor, associate professor of practice, assistant professor of practice, post-doctoral researcher, and designated professorships (e.g., Distinguished Professor).

The title of “Part-Time” refers to appointments of persons who fill positions of instruction created by enrollment demand or who make substantial, regular contribution to the academic activities of the University. The qualifications for Part-Time rank shall be comparable to those of the corresponding regular faculty ranks. Faculty employed on a part-time basis are appointed less than 1.0 FTE.

Evidence using different metrics is presented to demonstrate that the number of full-time faculty members at the University of New Orleans is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. Measures include faculty/student ratio, percentage of full time faculty, size of undergraduate course enrollments, and number of faculty teaching overloads.

As seen in Table 1, the faculty/student ratio at the University of New Orleans was reported as 1:21 in Fall 2012. An analysis of the 15 institutions submitted to the University of Louisiana System as peer institutions demonstrates that UNO’s student/teacher ratio has been within the range of ratios reported by its peer institutions to IPEDS for the past 5 years.

Table 1: Student to Faculty Ratio Comparison with Peer Institutions over Five Year Period

Institution Fall 2012 Fall 2011 Fall 2010 Fall 2010 Fall 2009
University of New Orleans 21 20 19 18 18
CUNY City College 12 13 13 13 13
Portland State University 20 21 21 22 20
Prairie View A&M University 17 17 17 17 18
Rutgers University – Newark 11 14 15 12 11
Southern University and A&M College 15 15 17 16 15
Sul Ross State University 15 14 14 14 14
The University of Texas at El Paso 21 21 20 19 20
University of Baltimore 19 20 20 20 12
University of Massachusetts – Boston 15 16 16 18 18
University of Massachusetts – Dartmouth 18 19 17 18 18
University of Massachusetts – Lowell 17 14 14 15 16
University of Memphis 14 15 15 15 16
University of Nevada – Las Vegas 21 22 22 21 21
University of Southern Mississippi 18 17 17 16 16
Range 12-21 13-22 13-22 12-21 11-21















Source: National Center for Education Statistics IPEDS Data Center

According to data from the U.S. Department of Education’s 2009 Fall Staff Survey [Page: 2] , of the nearly 1.8 million faculty members and instructors who made up the 2009 instructional workforce in degree granting two and four year institutions of higher education in the United States, more than 1.3 million (75.5%) were employed in full or part time contingent, non-tenure track positions. The American Federation of Teachers (AFT) [Page: 5] reported in March 2010 that part time adjunct faculty account for 47 percent of all faculty in higher education positions.

The University of New Orleans compares favorably with the statistics cited above. Table 2 reports the percentage of faculty who hold full time appointments over a five year period. Note that the percentage ranges from 62 to 70 percent over the five year period and that 70 percent of the faculty employed in the 2013-14 academic year held full time appointments.

Table 2: Percentage of Full and Part Time Faculty over Five Year Period


Full Time

Part Time

Number Percentage Number Percentage
Fall 2013 289 70 123 30 412
Fall 2012 323 62 196 38 519
Fall 2011 368 67 182 33 550
Fall 2010 439 73 163 27 602
Fall 2009 442 70 188 30 630









Source: Common Data Set

Faculty Workload and Responsibilities

University of New Orleans Administrative Policy AP-AA-22.2 "Faculty Workload" requires all full-time faculty members to fulfill the equivalent of a 24 semester hour load per academic year. The policy requires that the balance of duties between teaching, research/scholarship/creativity, administration, service, and other duties be defined and enforced by each academic department with the approval of the respective dean and the Provost. The University policy also requires each academic department to develop discipline-relevant guidelines for determining workload equivalents.

In addition to teaching, faculty are responsible for other key duties related to implementing effective programs of study at the undergraduate and graduate levels. These responsibilities include:

Curriculum Oversight

Faculty are responsibility for designing courses and programs of study. Curriculum design occurs at three primary levels on campus. Proposals for new courses, new programs of study, or revisions for programs of study begin at the department level. With faculty approval, these proposals are reviewed at the college level. Although the structure varies somewhat by academic college, approval at the college level involves faculty oversight (typically by a college-level Courses and Curriculum Committee) as well as approval by the Dean. Finally, proposals must be approved at the university level by the University Courses and Curriculum Committee which is comprised of faculty representing each college and the library. Faculty are critical to the curriculum design and modification process.


Advising is centralized for freshmen where support is provided through the First Year Advising program managed by the Office of Enrollment Management. Advising is provided at the college level for students beginning in the third or fourth semester and the model of advising varies by academic college. Typically, faculty provide advising support at the department level for students majoring in those academic degree programs offered by the department. 


All academic programs include assessment plans focused on identified student learning outcomes. Faculty hold key responsibility for determining which assessments are used, identifying the course where each assessment will take place, and ensuring that students complete required assessments. Faculty also are responsible for compiling assessment data and analyzing results to determine the effectiveness of the program as well as to identify improvements needed to increase the effectiveness of their teaching.

Evaluation and Oversight of Adjuncts

Part-time faculty are critical to the University mission. Although the model used varies by academic department, adjunct faculty are provided support by full-time faculty to ensure adherence to university policy (e.g., syllabus format and required information) and consistency in program content (e.g., discussion with adjunct faculty regarding course content and assignments).

Overload Teaching Assignments

Another metric used to determine whether or not a sufficient number of full time faculty is employed relates to approving course overloads for full time faculty members. Overload assignments are carefully monitored at the department, college and central administration levels. Department Chairs must request permission from both the Dean and the office of the Academic Affairs to allow a faculty member to teach an overload course. The Provost and Vice President for Academic Affairs must approve added compensation for any faculty member involved in teaching an overload course. During academic year 2013-14, a total of 28 faculty (10%) taught an overload course. This calculation includes courses taught in a traditional format as well as courses taught in a distance education format. No faculty member was approved to teach more than one overload course on campus in a given semester. A similar number of faculty were approved to teach a course at the Jefferson Center for additional compensation in order to boost enrollment at the off campus instructional site. The attached table provides a summary of the number of overload sections offered by degree program.

Class Size

Another indication that the University of New Orleans has adequate faculty is the fact that it does not rely on large sections to produce student credit hours. As noted in Table 3, only a range of 13 – 16% of all course sections offered over the past five years had enrollments in excess of 50 students and only 3-4% of all course sections had enrollments of 100 or more students.

Table 3: Undergraduate Class Size – Fall 2013

Year Total Sections Enrollment 1-29 Enrollment 30-49 Enrollment 50-99 Enrollment 100+
# % # % # % # %
2013 809 487 60 204 25 95 12 23 3
2012 855 516 60 201 24 108 13 30 3
2011 901 538 60 234 26 91 10 38 4
2010 873 497 57 235 27 101 12 40 4
2009 973 599 62 248 25 86 9 40 4







Source: Common Data Set

Because the University of New Orleans has experienced significant reductions in student enrollment as well as faculty during the ten year period associated with the reaffirmation cycle, an analysis of faculty/student ratio was conducted by department. The purpose of this analysis was to determine whether or not a similar faculty/student ratio was currently in place as compared to the ratio in place prior to Hurricane Katrina. Table 4 presents the faculty/student ratio data by department. Due to the timing of the hurricane (August 29), 14th day enrollment data were never calculated for the Fall 2005 semester. Thus, Fall 2004 data were used to determine the faculty/student ratio in place at the beginning of the current accreditation cycle.


College of Business Administration
Unit Fall 2004 Fall 2013
Accounting 1:29 1:36.3
Economics and Finance 1:7.9 1:8.2
Hotel, Restaurant and Tourism Management 1:26.1 1:27
Management 1:15 1:14.7
Marketing and Logistics 1:40.8 1:21.3
College-Level Programs* 1:13.7 1:8.7
*BS Bus Admin and MBA calculated on entire college faculty
College of Education and Human Development
Unit Fall 2004 Fall 2013
Curriculum and Instruction 1:27.4 1:33.4
Educational Leadership, Counseling, and Foundations - Health Program(s) 1:7.2 1:18.3
Educational Leadership, Counseling, and Foundations - Counselor Education Programs 1:13.7 1:10.7
Educational Leadership, Counseling, and Foundations - Leadership Programs 1:7 1:6.5
Special Education and Habilitative Services 1:15.3 1:6.3
College of Engineering
Unit Fall 2004 Fall 2013
Civil and Environmental Engineering 1:15.3 1:16.5
Electrical Engineering 1:18.5 1:14.5
Mechanical Engineering 1:17.9 1:23.7
Naval Architecture and Marine Engineering 1:15.3 1:13
College-Level Programs* 1:3.1 1:3.7
*MS Engineering Management, MS Engineering and PhD Engineering and Applied Sciences calculated on entire college faculty
College of Liberal Arts
Unit Fall 2004 Fall 2013
Anthropology 1:6.4 1:5.7
English 1:2.4 1:4.1
Film and Theatre 1:30.9 1:30.8
Fine Arts 1:16.1 1:15
Foreign Languages 1:2.4 1:2.5
Geography 1:4.6 1:0.4
History 1:7.3 1:6.9
Music 1:7.4 1:8.9
Philosophy 1:4.8 1:4.7
Planning and Urban Studies 1:5.7 1:21.7
Political Science 1:15.2 1:11.1
Sociology 1:10.8 1:6.8
College of Sciences
Unit Fall 2004 Fall 2013
Biological Sciences 1:8.6 1:26.3
Chemistry 1:2.2 1:8.4
Computer Science 1:14.9 1:18.3
Earth and Environmental Sciences 1:2.9 1:9.6
Mathematics 1:0.9 1:2
Physics 1:2.7 1:2.4
Psychology 1:17.9 1:20.5










































Faculty/student ratio data were calculated using a formula similar to the one adopted by IPEDS. Full time faculty and students were counted as “1”. Total numbers of part time faculty and students were divided by “3”. Full and part time students pursuing each degree offered in a department were counted using the same formula. All faculty employed to teach in a department were counted. It is important to note data were difficult to calculate for those degree programs taught by multiple departments. Also, in some cases, degree programs were added or dropped by departments between 2004 and 2013. Still, the data provide an overall picture of the institutions ability to maintain a consistent faculty/student ratio over time. A total of 12 departments (34%) experienced an improved faculty/student ratio. A total of 8 departments (23%) did not experience a noticeable change in faculty/student ratio over the ten year period. A total of 15 departments (43%) experienced an increased faculty/student ratio. This information will be used to inform staffing decisions regarding new faculty positions.

Procedures for Appointment of New Faculty

The University uses three primary procedures to identify a need for a new faculty position: 1) use of enrollment data to justify a new position, 2) recommendations resulting from an external program review by an accreditation body, and 3) replacement of key positions vacated due to retirement, resignations. Seven new faculty have been hired in tenure track positions for the 2014-15 academic year.


Supporting Documents

Document Description
Document IconAmerican_Federation_of_TeachersA national Survey of Part-Time / Adjunct Faculty
Document IconCAW_portrait_2012A summary of findings on part time faculty respondents to the Coalition on the Academic Workforce Survey
Document IconCDS_2009_EnrollmentCommon Data Set 2009-2010 Undergraduate Class Size
Document IconCDS_2009_FacultyCommon Data Set 2009-2010 Instructional Faculty and Class Size
Document IconCDS_2010_EnrollmentCommon Data Set 2010-2011 Undergraduate Class Size
Document IconCDS_2010_FacultyCommon Data Set 2010-2011 Instructional Faculty and Class Size
Document IconCDS_2011_EnrollmentCommon Data Set 2011-2012 Undergraduate Class Size
Document IconCDS_2011_FacultyCommon Data Set 2011-2012 Instructional Faculty and Class Size
Document IconCDS_2012_EnrollmentCommon Data Set 2012-2013 Undergraduate Class Size
Document IconCDS_2012_FacultyCommon Data Set 2012-2013 Instructional Faculty and Class Size
Document IconCDS_2013_EnrollmentCommon Data Set 2013-2014 Undergraduate Class Size
Document IconCDS_2013_FacultyCommon Data Set 2013-2014 Instructional Faculty and Class Size
Document IconUNO_AP-AA-21.2_Faculty_AppointmentsUniversity of New Orleans policy on Faculty appointments