FPG Frequently Asked Questions about Salary Advancement

To be hired, faculty need to be subject specialists, but have not taken courses in how students learn. Many faculty in the district have taken as many courses in their respective disciplines as they can. With changing technology and innovation in education, courses dealing with critical thinking, collaborative teaching, distance learning, etc. are always valuable to our faculty.

During the 1995-96 academic year, the Faculty Executive Council in conjunction with the Faculty Professional Growth Committee addressed issues regarding the criteria for granting professional growth. Following the direction of the two groups, a sub-committee formed to further investigate those issues and make recommendations in fall, 1996. The subcommittee met and discussed the issues, sought in-house legal counsel, and examined the professional growth opportunities at other institutions of higher learning.

As a result, the sub-committee recommended adoption of a two-tiered approach to granting professional growth credit for course work, that is, a) continue to grant credit for courses in the applicant's discipline, and b) allow credit for coursework earned in areas that hold a pedagogical pertinence.

(Source: report of the subcommittee of Faculty Executive Council, Pres. Elect Judy Boscholt Fall 1996)

How can any faculty member at a college justify taking a 100-200 level course for professional growth?

The advantages the Policy Review Committee (aka Steering Committee) identified for broadening the use of Maricopa courses for all faculty include the recognition that our district provides excellent instruction. Nearly all faculty can benefit from continuing education in the technology areas. Many faculty are attempting to learn a second or third language, such as Spanish or Sign Language to increase their communication with the student population. Then there are other unique possibilities, such as a history teacher taking a storytelling course.

Faculty can take a maximum of 16 credit hours of 100/200 level courses. This number allows faculty members to take 4-5 courses, such as a 4-course sequence in a foreign language. Many 100/200 level courses, while covering valuable information, do not warrant salary advancement.

The FPG advancement sub-committee will carefully review the applications for these courses. It is critical that applications for advancement using 100/200 level courses describe how the course relates to the faculty member’s RFP position.

Historical perspective on 100/200 level courses

During the 2001-2002 academic year the Faculty Professional Growth (FPG) Steering Committee wrestled with the guidelines for the eligibility for FPG advancement using 100 or 200 level courses from Maricopa colleges. Prior to July 1, 2001 such courses were deemed ineligible by the previous FPG guidelines.

During the Residential Faculty Policy Meet and Confer (M & C) process in 00-01, it had been requested specifically by Dean Abel, GCC, a member of the administrative team for M & C and on behalf of other Deans of Instruction, that a change in the guidelines be made to allow Computer Information System (CIS) faculty to receive advancement credit for the 100 or 200 courses leading to certification for such areas as Microsoft, Oracle, Cisco. The logic behind this was that Maricopa Colleges taught the same courses as the industry training groups. The same course taught via the industry groups cost from $1000-$4000.

The announcement to faculty in August 2001 of changes made to the FPG guidelines included the notice that 100 or 200 level CIS courses were now eligible.

Once the announcement was made, many questions arose. For example Art Department computer- based courses in Web design and graphics were of interest to faculty and could those be taken? Then the question of which faculty could use these courses for advancement and why could it only be CIS faculty?

In November 2001 the Policy Review Committee (aka Steering Committee) agreed to remove the CIS only restriction on the 100 or 200 level courses (see meeting minutes).

It is within this context that 100 or 200 level courses are allowed for FPG advancement.

During the 2005/2006 academic year, the Policy Review Committee (PRC) and FPG Committee reviewed the usage of the 100/200 level option by faculty as planned in the original adoption of this practice. Based on this analysis, the FPG and PRC recommended, and Faculty Executive Council (FEC) approved, limiting the number of credits a faculty member could earn for 100/200 level courses to 16 credits.

This decision also reflects the recognition that mastery of standard office applications, such as word processing, spreadsheet, or presentation software has now become expected as part of the job. Therefore, these courses are not eligible for advancement credit.

However, the policy also continues to recognize the situation as stated earlier in this response that advancement should be afforded when pursuing more cost-effective options for gaining knowledge in non-standard technology-related applications.

What is the difference between professional growth and personal growth?

The distinction between personal growth and professional growth is a question that deserves serious reflection. Current thought, certainly by such notable minds as Dr. Parker Palmer, stresses the holistic education of a teacher so they may in turn offer that to their students. There is a practical reality that faculty are better professionals in the classroom because they have training with a communication focus such as dealing with difficult people or stress management, time management, conflict resolution skills, or presentation skills. In the past there has been inconsistency in allowing approval for advancement in such areas. If you wish to apply for advancement your rationale will be an essential part of your application.

Many 100/200 level courses, while covering valuable information, do not warrant salary advancement. Faculty are encouraged to use their MCCCD tuition waiver for standard office applications, emergency first aid, AED, CPR and self-defense.

What is the most effective way to correspond with wage and salary when providing official documentations?

The deadline for all official support documentation is September 15. If your transcript, etc. does not reach wage and salary by that day, it will not be credited for the current year. Trusting the document to arrive via campus mail is a risk if it is near the September 15th deadline. The best solution would be to drive the document to the District Office and deliver it in person.

You may wish to confirm by phone or e-mail that your documentation has arrived.

What if I want advancement for a course taken from an international institution?

A policy was approved to allow international academic credits to be earned for horizontal advancement at the Faculty Professional Growth (FPG) Steering Committee meeting Thursday, Feb 14th 2002 (see meeting minutes). This decision was based upon the feedback received from the Policy Review bulletin board discussion. Credits must be evaluated by a MCCCD Human Resources (HR) authorized international accrediting agency before the application is submitted. All related fees must be paid by the applicant.

In researching this issue it was discovered that international degrees are accepted by Human Resources (HR) of Maricopa colleges for faculty placement. If a faculty member comes for initial employment with an international degree, they are required by HR Employment to work with one of three world accreditation agencies to have their credits and transcripts evaluated. There is a fee involved for doing this and the applicant pays the fee. Some courses taken in an international location via a US institution (ASU abroad program for example) allows credits to accumulate through the current advancement process.

Further research shows international universities and other private institutions are increasing their use of Internet instruction offerings. The process of determining the validity of an accrediting agency becomes difficult as a review of international accrediting agencies via the Internet shows many organizations offering this "for fee" service. It is objectionable to the premise of professional growth to allow advancement for work done through questionable institutions or diploma mills. The Directory of Higher Education for the U. S. and its territories published by Higher Education Publications Inc. is used by Maricopa Colleges Human Resources Department to identify accredited institutions. Three international accrediting agencies are used for accepting international credits. In addition our 10 colleges deal with evaluating credits from international students and the colleges use these same agencies. Therefore it is appropriate for the Policy Review Committee (aka Steering Committee) to parallel these practices and not introduce a new step in this complex issue. If the currently used agencies go out of business, FPG will continue to align their acceptance of accrediting with the organizations used by Maricopa Colleges.

Are there any accreditation requirements for credit courses to qualify for advancement?

Only courses offered by accredited institutions are eligible for academic advancement. Maricopa Colleges Human Resources Department uses the Directory of Higher Education for the U. S. and its territories published by Higher Education Publications, Inc. to identify accredited institutions. If you wish to check an institution's standing according to this directory, you may contact the FPG administrative assistant.