Faculty Workload Evaluation Process

1. Faculty Workload Evaluation Process April 18, 2018 Stayer Dining Room

2. Review of the Process • In Service Discussions • Sabre Hour Sessions • Feedback from Chairs • Service Activities Norming Survey

3. GENERAL ExPECTATIONS What’s the ideal aggregate distribution of faculty workload across three areas? 80, 10, 10 What is the min/max for an individual faculty member? 50-90, 5-40, 5-40 Where does advising fit? Service

4. TEACHING EXPECTIONS Can we strategically distribute Student Credit Hours (SCH) across different course types? How do we count the prep and execution requirements of low enrolled classes, independent study, research and internship supervision, etc.? Are there differences in load across course types that need to be accounted for?

5. TEACHING EXPECTIONS Department Chairs, in consultation with their Deans, will balance teaching load over the course of the year and across programs and faculty to ensure academic quality, equity in workload, and fiscal responsibility with an average faculty student credit hourload of 216 SCH per semester =18 (Students) x 3 (Credit Hours) x 4 (Courses)

6. SCHOLARSHIP QUESTIONS What are our standards for scholarship? Do they differ for different kinds of faculty?

7. Faculty Handbook Scholarship Standards For purposes of Promotion and Tenure, the term scholarship is broadly interpreted to include Ernest Boyer’s (1990) four categories of scholarship: scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching and learning. The standards for scholarship will be applied to take into account variations among academic disciplines and faculty assignments. In general, scholarship is characterized by active study and involvement in the intellectual and scholarly developments in one’s discipline. Since what is considered appropriate may vary from discipline to discipline, scholarship and creative work are evaluated in terms of their quality and significance to the particular discipline.

8. … may include, but not Limited to the Following • Scholarly research and productivity, writing, or creative work-in-progress or completed work • Publications, artistic works, performances, or presentations directly related to one’s research or creative work • Citations of one’s work in other publications • Incorporation of scholarship into one’s teaching or textbook authorship • The writing of research grants, special projects and review articles

9. … may include, but not Limited to the Following • Attendance and participation at meetings of appropriate professional conferences and other discipline specific learning experiences, and evidence of resulting dissemination or application of scholarship • Conducting research to add to the knowledge base of the discipline • Supporting and/or extending the scholarship and research of students (senior research projects, master’s thesis, doctoral dissertation) • Scholarly awards, grants, or prizes • Professional activity that supports or advances scholarship 

10. Scholarship SummARIZED • Scholarly Research including scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching and learning • Creative Work appropriate to one’s discipline and professional expertise • Connecting Scholarship and Teaching by incorporating scholarship into one’s teaching and supporting and/or extending the scholarship and research of students • Professional Activity that supports or advances scholarship and teaching

11. SERVICE QUESTIONS What service activities are appropriate for faculty? What is each one worth for service load? Are there expectations about being a member of the Marian community that fall outside of (service) load?

12. Result of Norming EXERCISE

13. Expectations Outside of SERVICE • Supporting Student Activities (Co-Curricular) • Welcoming New Student Day • Putting Together Self Evaluations • Informal Mentoring • Faculty Senate Meetings • Attending Marian Events (Graduation, Pinning) • Communication and Essential Professional Responsibilities During Summer (i.e., non-contract period)

14. Summary of Results • Norms established around distribution of faculty workload across teaching, scholarlyand professional activities and service • Standard teaching load based on student credit hours established • Categorization of scholarly and professional activities developed • Service activities identified and relative workload for activities established

15. Next Steps • Faculty, chairs and deans will incorporate these principles into the planning of Faculty workload planning. In particular, these principles will guide the development of individual faculty workload plans that will be incorporated into faculty annual self-evaluations. • Faculty, chairs, and deans suggest modifications to these principles to the chief academic officer, who will relay these suggestions to the faculty and solicit their input on modifications periodically. • During the 2021-22 academic year, or sooner if needed, the faculty and the chief academic officer will revisit these principles.