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Difference between revisions of "Policy on Faculty Workload"
From Appalachian State University Policy Manual
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=== Definition phrase or word === | === Definition phrase or word === | ||
: Definition summary | : Definition summary | ||
| + | === Professional Workload for Faculty === | ||
| + | :Faculty workload includes the entirety of a faculty member’s responsibilities, and is defined in the ASU Faculty Handbook in this way: “The professional workload for full‐time faculty members includes teaching; scholarship and/or creative activities; and professional, university, and community service relevant to faculty expertise” (ASU FH 6.1.1). | ||
| + | |||
| + | === Teaching Workload === | ||
| + | :UNC POL 400.3.4 defines the “standard faculty teaching load measured by number of organized class courses a faculty member is assigned in a given academic year” as six class courses (18 credit hours) for a Masters (Comprehensive) I institution such as ASU. The standard practice across ASU colleges and academic departments is to assign faculty 18 credit hours or the equivalent of classroom instruction per academic year due to the university expectation of demonstrable productivity in scholarship/creative activity and service. This practice is consistent with UNC POL 400.3.4. | ||
| + | === Instructional Expectations === | ||
| + | :ASU Faculty Handbook Chapter VI “Faculty Workload and the Instruction of Students” in section 6.1.2 defines instructional expectations broadly including direct classroom, lab, and studio teaching as well as class preparation, student evaluation, scheduled and unscheduled office hours, and meetings related to curriculum development, syllabus preparation, and program evaluation. Section 6.1.2 states that “for each formal instructional credit/contact/load hour, faculty members typically spend two to three hours in preparation for teaching.” | ||
| + | |||
| + | === Differential Instructional Responsibilities === | ||
| + | :Although the language in UNC POL 400.3 and ASU’s Faculty Handbook 6.1.2.1 varies slightly in terminology, the intent of both is to develop criteria that include differential instructional responsibilities resulting from administrative duties; scholarship and/or creative activity; externally funded research, including course buy-outs; and special assignments including additional institutional and departmental administrative and service obligations. | ||
| + | |||
| + | === Course Overload === | ||
| + | :A course overload is a teaching workload assignment that exceeds the expected teaching load for the department. A faculty member may receive additional pay or alternative compensation, such as a subsequent course reduction, for overload assignments. | ||
== Policy and Procedure Statements == | == Policy and Procedure Statements == | ||
Revision as of 19:31, 13 June 2014
Policy 219
Contents
1 Introduction
1.1 In accordance with UNC Policy 400.3.4 the purpose of this document is to ensure that Appalachian State University (ASU) has an established process to monitor faculty workloads and to approve significant or sustained variations from expected teaching loads. This document includes the criteria and the approval process for assigning instructional loads in relation to increased administrative responsibilities, externally funded research, including course buy-outs, and additional institutional and departmental scholarly/creative and service obligations. The policy was formally developed in response to General Administration Charge on Faculty Workload Policy 400.3, but it codifies practices and procedures that have been in place for a decade or more.
2 Scope
2.1 This policy covers tenured and tenure track faculty members.
2.2 The UNC Policy Manual 400.3.4 includes the statement that “given the complexity of faculty work activities, individual faculty teaching loads are best managed at the department and school level, and not the system or state level. However, to ensure meaningful comparisons of faculty teaching load over time and across peers, all campuses shall adopt a standard methodology for collecting data on teaching load.” Section 4.6 addresses the requirement for a standard methodology for collecting teaching load data.
2.3 The basis of this policy arises from the University of North Carolina Policy Manual (UNC POL), specifically Chapter 400; the Appalachian State University Faculty Handbook (ASU FH); and national accreditation standards for the respective academic programs.
3 Definitions
3.1 Definition phrase or word
- Definition summary
3.2 Professional Workload for Faculty
- Faculty workload includes the entirety of a faculty member’s responsibilities, and is defined in the ASU Faculty Handbook in this way: “The professional workload for full‐time faculty members includes teaching; scholarship and/or creative activities; and professional, university, and community service relevant to faculty expertise” (ASU FH 6.1.1).
3.3 Teaching Workload
- UNC POL 400.3.4 defines the “standard faculty teaching load measured by number of organized class courses a faculty member is assigned in a given academic year” as six class courses (18 credit hours) for a Masters (Comprehensive) I institution such as ASU. The standard practice across ASU colleges and academic departments is to assign faculty 18 credit hours or the equivalent of classroom instruction per academic year due to the university expectation of demonstrable productivity in scholarship/creative activity and service. This practice is consistent with UNC POL 400.3.4.
3.4 Instructional Expectations
- ASU Faculty Handbook Chapter VI “Faculty Workload and the Instruction of Students” in section 6.1.2 defines instructional expectations broadly including direct classroom, lab, and studio teaching as well as class preparation, student evaluation, scheduled and unscheduled office hours, and meetings related to curriculum development, syllabus preparation, and program evaluation. Section 6.1.2 states that “for each formal instructional credit/contact/load hour, faculty members typically spend two to three hours in preparation for teaching.”
3.5 Differential Instructional Responsibilities
- Although the language in UNC POL 400.3 and ASU’s Faculty Handbook 6.1.2.1 varies slightly in terminology, the intent of both is to develop criteria that include differential instructional responsibilities resulting from administrative duties; scholarship and/or creative activity; externally funded research, including course buy-outs; and special assignments including additional institutional and departmental administrative and service obligations.
3.6 Course Overload
- A course overload is a teaching workload assignment that exceeds the expected teaching load for the department. A faculty member may receive additional pay or alternative compensation, such as a subsequent course reduction, for overload assignments.
