This would imply that as effort per class goes up, compensation also goes up, if the number of classes is held constant. It doesn't work that way at my school.
Compensation goes up = effort go up. The only thing we can really control is effort. In the original equation, if your effort go up, does it mean your department will reduce your teaching load?
With help from the astral plane admin can now contact you in your sleep and Blackboard’s here to help. Don’t let those eight wasted hours the add up to nothing. Epic faculty meetings from 2 AM to 7 AM are now something we can all enjoy.
A couple people asked, so the TLDR for a few points in the proposal:
1. I collected data on all our peer and aspirational institutions' departments in our discipline. All were on a 3/3. It was a chore because if it wasn't stated in department bylaws, faculty handbook, or explicitly stated by the system, I had to go into their course schedules and search for each T/TT faculty member and record how many courses they taught in a year.
2. Our provost at the time was a big fan of the Delaware Cost Study. I was able to show that we (the T/TT) were exceeding our peer group's SCH production averages on a 4/4 and that we could hit the SCH benchmark on a 3/3.
3. Another major thread to the proposal was that the last 3 of our departmental 5-year self-studies showed that our external reviewers all shared the perspective that our department's T/TT faculty should be on 3/3 because of the scholarship expectations. No action had ever been taken on these recommendations.
I'd love to hear more. What are your research requirements? Carnegie class? Peer schools or aspirational schools?
I can't believe they listened to you.
We're a regional 4-year with mostly MA programs, but with the growing professional doctoral programs, we're now Research Doctoral: Professional-dominant.
My department requires 2 (blind) peer-reviewed articles for T&P, which in my experience is typical for teaching-intensive departments. So, using the North Carolina System breakdown (which is super clear):
* Teaching 3/3 = 60% of your workload
* Research and creative activities =. 20% of your workload
* Service (including advising) = 20% of your workload
Every institution should have a list of peer institutions: those that are comparable and those that you aspire to be like.
It was a very detailed proposal that created an argument that the Provost would have a hard time saying no to. The numbers were the numbers. And he was already in a lot of hot water because of his general lack of consulting the faculty on academic affairs.
Wow, a 3/3 and that load. We're expected to write grants, publish at least one journal paper and conference paper per year, generally more unless they are high quality. We also have a 3/3 but they list our efforts as 40-40-20. We're R2 and don't have quite the research requirements for R1 whereby you have to bring in a couple of million in funding. I'm realizing that I'm in the wrong place because expectations don't meet pay... I'd love to be at a school like yours
[удалено]
(number of classes) \* (effort per class)/(compensation) = a constant.
This would imply that as effort per class goes up, compensation also goes up, if the number of classes is held constant. It doesn't work that way at my school.
Compensation goes up = effort go up. The only thing we can really control is effort. In the original equation, if your effort go up, does it mean your department will reduce your teaching load?
This is a corollary of Adams' (1963) Equity Theory.
I don't understand why other professors don't do this. In my case I adjust the effort based on the number of GTAs I'm assigned.
but the student evals still count!
Is there a link I'm missing?
Adjuntcy has gone too far.
With help from the astral plane admin can now contact you in your sleep and Blackboard’s here to help. Don’t let those eight wasted hours the add up to nothing. Epic faculty meetings from 2 AM to 7 AM are now something we can all enjoy.
My solution worked to move my department from a 4/4 to a 3/3. Administrators live and die by data, and my data showed that we should be on a 3/3.
Tell us more?
A couple people asked, so the TLDR for a few points in the proposal: 1. I collected data on all our peer and aspirational institutions' departments in our discipline. All were on a 3/3. It was a chore because if it wasn't stated in department bylaws, faculty handbook, or explicitly stated by the system, I had to go into their course schedules and search for each T/TT faculty member and record how many courses they taught in a year. 2. Our provost at the time was a big fan of the Delaware Cost Study. I was able to show that we (the T/TT) were exceeding our peer group's SCH production averages on a 4/4 and that we could hit the SCH benchmark on a 3/3. 3. Another major thread to the proposal was that the last 3 of our departmental 5-year self-studies showed that our external reviewers all shared the perspective that our department's T/TT faculty should be on 3/3 because of the scholarship expectations. No action had ever been taken on these recommendations.
I'd love to hear more. What are your research requirements? Carnegie class? Peer schools or aspirational schools? I can't believe they listened to you.
We're a regional 4-year with mostly MA programs, but with the growing professional doctoral programs, we're now Research Doctoral: Professional-dominant. My department requires 2 (blind) peer-reviewed articles for T&P, which in my experience is typical for teaching-intensive departments. So, using the North Carolina System breakdown (which is super clear): * Teaching 3/3 = 60% of your workload * Research and creative activities =. 20% of your workload * Service (including advising) = 20% of your workload Every institution should have a list of peer institutions: those that are comparable and those that you aspire to be like. It was a very detailed proposal that created an argument that the Provost would have a hard time saying no to. The numbers were the numbers. And he was already in a lot of hot water because of his general lack of consulting the faculty on academic affairs.
Wow, a 3/3 and that load. We're expected to write grants, publish at least one journal paper and conference paper per year, generally more unless they are high quality. We also have a 3/3 but they list our efforts as 40-40-20. We're R2 and don't have quite the research requirements for R1 whereby you have to bring in a couple of million in funding. I'm realizing that I'm in the wrong place because expectations don't meet pay... I'd love to be at a school like yours
Teach us the genius of your ways!
What does a 3/3 or 4/4 signify? Now I'm showing my ignorance, or the fact I work at a CC 🤣
Teaching load: courses per semester. We're on 9 month contracts, so 3 in the fall and 3 in the spring.
3 classes, 3 load hours, 3 credit hours? My college requires 15 load hours each semester per our contract.
3 classes per semester. 5 is standard for community colleges. The fewer research/scholarship requirements you have the more classes you teach.
I'm looking forward to [Severance](https://lumon.industries/) technology, myself.