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Workload Model 1

Faculty Workload and Faculty Definition

 

  I.                   Standard Faculty Workload

 

The definition of faculty workload extends well beyond the time spent in the classroom. As such, any model for faculty workload must reflect these duties and professional activities, both in a system of evaluation and in a statement of faculty expectations. At Southern Polytechnic State University (SPSU), following upon the University System of Georgia (USG) guidelines, we divide faculty workload into four categories:

 

Teaching

Service

Scholarship

Professional Growth & Development (PG & D)

 

 

By no means can we reduce faculty workload to a simple 40 hour week, but for the purposes of clarification, we will assume a 40 hour work week standard. Given a standard teaching load of 12 credit hours per semester, and assuming at least 1 hour of prep/grading for each contact hour, we can assume that at a minimum, teaching accounts for 24 hours of a 40 hour week. In other words, assuming a standard 4/4 teaching load, 60% of a faculty member’s workload consists of teaching-related activities. If we were to collapse the Scholarship/Professional Growth and Development categories (a somewhat arbitrary distinction), and divide the remaining 40% equally across the remaining workload categories, a standard faculty workload would be:

 

 Teaching:         60%

Service:            20%

Scholarship:      10%

PG & D:           10%

 

The percentages here represent a measure of standard faculty output. At the same time, the percentages provide a measure of faculty expectation. As such, these percentages provide a weighting system for evaluation. 


  II.                Graduate Faculty Workload

 

Graduate Faculty are, by definition, expected to engage in a high level of scholarship and professional involvement. This higher degree of scholarship should be reflected in both the system of weighting involved in evaluation and in the number of courses taught. Currently, Graduate Faculty teach 9 credit hours each semester. Using the same 40 hour model, we can assume that at a minimum, teaching accounts for 18 hours of a 40 hour week, or 45%. The 15% differential is reflected in higher standards for scholarly productivity. Since SPSU is not a research institution, however, we recognize the need to integrate all scholarship and professional activity into the teaching mission of the institution. Making this adjustment would yield the following definition for Graduate Faculty Workload:

 

Teaching:          50%

Service:            15%

Scholarship:      25%

PG & D:           10%

 

 

III. Lecturer Workload

 

As Full-Time faculty, Lecturers are expected to take an active role in the life of the institution. However, given the increased emphasis on classroom teaching, they should be held to a lower set of expectations for scholarship, while still maintaining a baseline of professional growth and development. Currently, Lecturers teach 15 credit hours each semester. Using the same 40 hour model, we can assume that at a minimum, teaching accounts for 30 hours of a 40 hour week, or 75%. Assuming a lower set of expectations for scholarship, Lecturer Workload would be defined as:

 

Teaching:          75%

Service:            15%

Scholarship:        0%

PG & D:           10%

 


IV.  Deviations from Standard Workload

 

Faculty should have the ability to petition for a deviation from the standard workload. Deviations from the standard workload signify a shift in faculty expectations and a shift in evaluation criteria. As such, a deviation from standard workload should indicate a significant commitment on the part of the faculty member.

 

  1. Service-Oriented Faculty

 

Faculty may petition for this definition if they feel that they would better serve the institution through increased service expectations at the expense of scholarly activity. A Service-Oriented Faculty workload would consist of a 4/4 teaching load and the following workload weights:

 

Teaching:          60%

Service:            30%

Scholarship:        0%

PG & D:           10%

 

  1. Scholarship-Oriented Faculty

 

Faculty may petition for this definition if they feel that they would like to define their role within the institution through increased scholarly activity. A Scholarship-Oriented Faculty workload would consist of a 3/3 teaching load and the following workload weights:

 

Teaching:          50%

Service:            15%

Scholarship:      25%

PG & D:           10%

 

  1. Teaching-Intensive Faculty

 

In some instances, faculty members may choose to define themselves in such a way that the greatest part of their output involves classroom teaching. A Teaching-Intensive Faculty workload would consist of a 5/5 teaching load and the following workload weights:           

 

Teaching:          75%

Service:            15%

Scholarship:        0%

PG & D:           10%

 

As with graduate faculty status, a deviation from standard workload would involve a three-year commitment, with an initial one-year probationary period. As such, there should be a sense of commitment (and concurrent risk/benefit) associated with workload deviations. While all deviations in workload are contingent upon budgetary issues, granting deviations should not amount to a zero-sum game.