COS Faculty Workload Model for Semesters Updated: March 2015 Approved: April 2012 SECTION E: FACULTY AFFAIRS

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1 COS Faculty Workload Model for Semesters Updated: March 2015 Approved: April 2012 SECTION E: FACULTY AFFAIRS E03.0 COLLEGE OF SCIENCE FACULTY WORKLOAD MODEL FOR SEMESTERS The purpose of the College of Science (COS) Faculty Workload Model is to define a mechanism by which the College of Science will comply with the Institute Policies and Procedures on Professional Activities and Scholarship, as defined in Faculty Employment Policies, E4.4 ( This baseline workload model is to be used by COS faculty. The workload of a faculty member should be a product of good faith negotiation between the academic unit Head and the faculty member. The COS workload model provides a general set of guiding principles which will be used to assist faculty in defining their annual plan of work. Non-compensated work beyond the contractual obligation to the Institute, as described in a faculty member s Plan of Work, is at the discretion of the faculty. Overarching Principles 1. Definition of Workload Faculty workload in the College of Science is a flexible balance among the three basic components of teaching, scholarship and service. Flexible balance means that the proportion of teaching, scholarship and service load will vary among faculty. 2. Basic Unit of Teaching Equivalency According to the memorandum issued by the Provost on January 6 th 2012 ( a full-time annual workload at RIT consisting solely of teaching is ten (10) three-credit hour courses over the course of the standard academic year. Consequently, in general, a three-credit hour course nominally equates to ten percent (10%) of the annual effort of the faculty member. Using this basic workload equivalency, faculty teaching load can be, and likely will be, reduced to accommodate for research (scholarship, creative work, innovation) and for service responsibilities, depending on the faculty appointment and rank. This equivalency metric should guide the workload assignment for full-time faculty across campus.

2 3. Metric Used for Teaching Load In the College of Science the metric used is contact hours because of the diversity of the contact hours associated with a unit of credit. The teaching load will be determined on a yearly, not a semester, basis since the load may vary from semester to semester. 4. Negotiation of Workload The balance among teaching, scholarship and service will be determined by negotiation between the Head of the academic unit and the faculty member so as to match the strengths and interests of each faculty member to the overall mission of the academic unit, the College, and the Institute. Tenured and tenure-track faculty may choose to negotiate, in their Plan of Work, one of the four tenured and tenure-track portfolio models which are outlined below. All faculty can use their grant funding to buy out some but not all of their teaching load each year. The minimum amount of teaching is academic unit specific. 5. Workload Specific to the Faculty Member The specifics of involvement in each portfolio, which is described below, will be negotiated in the faculty member s Plan of Work that must be approved by the faculty member and the academic unit Head. Examples of typical involvement in Teaching, Scholarship and Service will be included in the workload model developed by each academic unit. 6. Workload Specific to an Academic Unit in the COS Each academic unit in the College of Science must use the COS Faculty Workload Model as a blueprint for developing a workload model that takes into consideration the nature of teaching, scholarship and service that is specific to that academic unit. The workload of each academic unit must be developed based on expectations that are not lower than the minimum expectation of the COS model. 7. Evaluation and Continuance of Workload Portfolio For pre-tenure tenure-track faculty, evaluation for continuance or modification of the faculty member s workload portfolio will occur in the third year of their negotiated portfolio. For tenured tenure-track faculty, evaluation for continuance or modification of the faculty member s workload portfolio will occur in the second year of their negotiated portfolio and annually thereafter. At plan of work meetings, either the faculty member or the academic unit Head can request a new evaluation for modification of the faculty member s workload portfolio. 2

3 Workload Portfolio Model The following portfolios are defined to guide tenured and tenure-track faculty and their academic unit Heads in negotiating Plans of Work. The goal is to enable faculty to develop strength in a particular arena (teaching, research, administration), while assuring the faculty workloads are aligned to carry out the responsibilities of the academic unit in the COS. To achieve this goal, faculty members are encouraged to submit a long-term coherent and focused Plan of Work. These Plans of Work may have to be modified to meet the needs of the academic unit. This occasionally may require overriding the workloads within a given portfolio. The external grant funding expected in the blended and scholarship portfolios below is intended to support the faculty member s research program in his or her plan of work as negotiated with the academic unit Head. There is an independent buyout policy for extra reduction of teaching assignment that is described at the end of this section. While teaching and scholarship are important faculty responsibilities, service activities performed by faculty members are an indispensable part of the Institute s daily life. Faculty members at all ranks are expected to provide some form of service to the Institute, the College, or the academic unit. They are often encouraged to provide service at different levels and areas of the Institute (E4.4). Service to the professional community is also encouraged and recognized. Every faculty member in the College of Science will provide service activities that will be specified in their annual plan of work. Special service assignments of a particularly demanding nature will require adjustment of the faculty workload in the areas of teaching or research. It is an expectation of tenured and tenure-track faculty that at least 20% of their effort will be devoted to productive service and the maintenance of their professional expertise. TEACHING PORTFOLIO: This model recognizes teaching as the primary activity. Definition of Teaching Load: For tenured faculty members under this portfolio, the typical teaching load will be the equivalent of eight to six 3-contact-hour courses per academic year. Minimum Scholarship/Professional Activities Expectations: A faculty member under this portfolio is expected to be professionally competent by demonstrating currency in their field of expertise. 3

4 Minimum Service Activities: A faculty member in this portfolio is expected to be active in service to the academic unit, college, or institute. NOTE: This portfolio is not available to pre-tenure faculty. The minimum expectations for Teaching, Service, and Scholarship activities for faculty members under the Teaching Portfolio are outlined below, and are meant to assist guiding the annual Plan of Work negotiated between a faculty member and his/her academic unit head. TEACHING PORTFOLIO: TEACHING SERVICE MINIMUM PROFESSIONAL ACTIVITIES EXPECTATIONS A maximum of 24 contact hours or 8 (3-contact hour) courses per year and a minimum of 18 contact hours or 6 (3-contact hour) courses per year. Satisfy at least 2 activities Table-2 in the Appendix. Satisfy at least 2 different activities from - Table-3.3 in the Appendix, and sometimes satisfy 1 activity from Table 3.2. BLENDED PORTFOLIO: This portfolio recognizes both teaching and scholarship as co-equal priorities. Accordingly, this portfolio carries a reduced teaching load with a commensurate expectation of research efforts and direction of student research, above and beyond the expectations noted for the Teaching Portfolio. Definition of Teaching Load: For tenured and tenure-track faculty members under this portfolio, the typical teaching load will be the equivalent of five to four 3-contact-hour courses per academic year. Minimum Scholarship/Professional Activities Expectations: Faculty members who choose this portfolio must consistently produce peer-reviewed publications and presentations at a rate consistent with their teaching load and their discipline. They must engage students in substantial research activities by either directing undergraduate and/or graduate theses or by 4

5 collaborating with students on research that will be professionally disseminated. They must obtain external grants sufficient to sustain the incremental costs associated with their research. The overall goal of these activities should focus on the way scholarship can hold the greatest benefit for the students and the faculty member's career activities. Minimum Service Activities: A faculty member in this portfolio is expected to be active in service to the academic unit, college, or institute. The minimum expectations for Teaching, Service, and Scholarship activities for faculty members under the Blended Portfolio are outlined below, and are meant to assist guiding the annual Plan of Work negotiated between a faculty member and his/her academic unit head. BLENDED PORTFOLIO: TEACHING SERVICE MINIMUM SCHOLARSHIP EXPECTATIONS A maximum of 15 contact hours or 5 (3-contact hour) courses per year and a minimum of 12 contact hours or 4 (3-contact hour) courses per year. Satisfy at least 2 activities from Table-2 in the Appendix. Satisfy at least 3 different activities from Table-3.3 in the Appendix, at least 1 activity from Table 3.2, and at least 1 activity from Table 3.1. NOTE: Multiple instances from Table 3.1 and Table 3.2 are permitted. For example, you can fulfill the requirement for two activities from Table 3.1 by applying for two external grants. When the term 2 distinct activities is used that means you must fulfill two distinct lettered sub-points in that part of the table. SCHOLARSHIP PORTFOLIO: This model recognizes scholarship and the accompanying education of students through direction and mentoring in research as the primary activity. This portfolio provides significant reduction of the classroom-teaching load with a commensurate expectation of research efforts and direction of student research, above and beyond the expectations noted for the Blended Portfolio. 5

6 Definition of Teaching Load: For tenured and tenure-track faculty members under this portfolio, the typical teaching load will be the equivalent of three to two 3-contact-hour courses per academic year. Minimum Scholarship/Professional Activities Expectations: Faculty members who choose this portfolio must consistently obtain external grant support substantially beyond that required by the blended portfolio to fund their research and must sustain a high level of peer reviewed publications and presentations consistent with the expectations of their discipline. They must engage students in substantial research activities by either directing undergraduate and/or graduate theses or by collaborating with students on research that will be professionally disseminated. The overall goal of these activities should focus on the way scholarship can hold the greatest benefit for the students and the faculty member's career activities. Minimum Service Activities: A faculty member in this portfolio is expected to be active in service to the academic unit, college, institute or broader professional community. The minimum expectations for Teaching, Service, and Scholarship activities for faculty members under the Scholarship Portfolio are outlined below, and are meant to assist guiding the annual Plan of Work negotiated between a faculty member and his/her academic unit head. SCHOLARSHIP PORTFOLIO: TEACHING SERVICE MINIMUM SCHOLARSHIP EXPECTATIONS A maximum of 9 contact hours or 3 (3-contact hour) courses per year and a minimum of 6 contact hours or 2 (3-contact hour) courses per year. Satisfy at least 2 activities from Table-2 in the Appendix. Satisfy at least 2 activities from Table-3.2 in the Appendix, at least 2 activities from Table 3.1, and at least 3 different activities from Table 3.3. NOTE: Multiple instances from Table 3.1 and Table 3.2 are permitted. Multiple instances from Table 3.1 and Table 3.2 are permitted. For example, you can fulfill the requirement for two activities from Table 3.1 by applying for two external grants. When the term 2 distinct activities is used that means you must fulfill two distinct lettered sub-points in that part of the table. 6

7 ADMINISTRATIVE FACULTY PORTFOLIO: This model recognizes administrative responsibilities as a major component of faculty responsibility with a workload expectation for teaching and scholarship negotiated with the Head of the academic unit. Such a model is recommended only for faculty who serve as Assistant or Associate Head of the academic unit or in specialized roles determined by the specific requirements of professional programs. NOTE: Involvement in this portfolio will vary from one academic unit to another. Each academic unit in the College of Science must develop its own Administrative Portfolio which will incorporate the administrative functions that are specific to that academic unit. The minimum expectations for Teaching, Service, and Scholarship activities for faculty members under the Administrative Portfolio are outlined below, and are meant to assist guiding the annual Plan of Work negotiated between a faculty member and his/her academic unit head. ADMINISTRATIVE PORTFOLIO: TEACHING SERVICE MINIMUM SCHOLARSHIP EXPECTATIONS A maximum of 15 contact hours or 5 (3-contact hour) courses per year and a minimum of 12 contact hours or 4 (3-contact hour) courses per year. Will vary based on the job responsibilities Satisfy at least 2 different activities from Table-3.3 in the Appendix, and sometimes satisfy 1 activity from Table

8 Workload for Non-tenure-track Faculty LECTURER PORTFOLIO: This model recognizes teaching as the primary activity. Definition of Teaching Load As defined in the Provost s Memo (see Overarching Principle 2 above), lecturers with no service assignments may have a teaching load of up to the equivalent of ten 3-contact-hour semester courses per academic year. For lecturers with service assigned by the Academic Unit Head, the typical teaching load will be the equivalent of nine to eight 3-contact-hour semester courses per academic year. In particular, this describes the typical teaching loads of senior and principal lecturers, since they are expected to provide service. Lecturers are not expected to engage in research activities. VISITING, RESEARCH, AND ADJUNCT FACULTY PORTFOLIOS: Faculty in these portfolios will work with the Head or director of their academic unit to define their annual plan of work and expectations. Metrics for Counting Teaching Load RIT has long placed great value on teaching, and the College of Science supports this position by expecting high quality teaching of its faculty in any of the portfolios. Quality of teaching is an important component of faculty evaluations and plays a significant role in the granting of tenure and promotion. This includes classroom teaching, one-on-one teaching, engagement of students in experiential learning through research, curriculum development, new program development and program evolution, and student mentoring and advising of student theses. Team Taught Courses Definition: A Team Taught Course is a course taught by two or more instructional faculty members. Counting Towards Teaching Load: When faculty collaborate during the entire term in which the course is offered and are in attendance during every class session, each instructor will earn two thirds of the load of that course. In all other cases, each instructor will earn a load proportional to the part of the class they teach. 8

9 Class Size and Coordination: The effect of class size, class coordination, and the number of new class preparations will be taken into account when determining the teaching load of a given faculty member. Independent Studies All independent study courses must be approved by the Head of the academic unit. While we encourage faculty to offer independent study courses at their own discretion, only those courses explicitly requested by the academic unit Head will receive credit towards a faculty member s teaching load. When feasible, such independent study courses should be negotiated in the faculty member s Plan of Work. The academic unit Head may offer a faculty member one 3-contact-hour course release per three individual 3-contact-hour independent study courses. The maximum teaching load reduction due to teaching independent studies courses may not exceed one-third of the faculty member s teaching workload in his/her agreed upon portfolio. Undergraduate Research and Graduate Theses The maximum reduction of the teaching load due to the supervision of undergraduate and graduate research should not exceed one third of the faculty member s agreed upon portfolio. Defining Undergraduate Research: There are many way to describe undergraduate research. For the purpose of this College of Science document, undergraduate research is defined as: Definition: Undergraduate Research is any disciplinary or interdisciplinary work and activities associated with discovery, creation, innovation and scholarship experiences that are undertaken by an undergraduate student or students under the supervision of a faculty advisor. This work should aim at advancing the student s knowledge in a science or mathematics discipline, leading to creation of new knowledge and adding to the wealth of the discipline. Undergraduate research methods and outcomes will vary across the COS disciplines. Metrics for Counting Undergraduate Research In conducting undergraduate research, teaching and scholarship become parts of one simultaneous, overlapping, shared process. Undergraduate research, therefore, must count as part of a faculty member s teaching and scholarship responsibilities. 9

10 Guiding Principles for Counting Undergraduate Research as Teaching: Undergraduate research will count as part of a faculty member s teaching load if the research conducted is: o taken for credit by the student; o supervised by the faculty member who is the main advisor of the project; o assessed and assigned a final grade. Other situations might exist that warrant the counting of undergraduate research as teaching when the above criteria are not met (e.g., supervising undergraduate researchers that are funded by a grant and thus not receiving credit). The specific algorithm that will be used to calculate any course releases, if they are warranted, will be negotiated between the faculty member and the Head of the Academic Unit. Guiding Principles for Counting Undergraduate Research as Scholarship: A faculty member who chooses the Blended or Scholarship portfolio is expected to supervise student research as part of their portfolio scholarship load as noted above. Undergraduate research will count as part of a faculty member s scholarship expectations if the research conducted: o is documented; o is disseminated; o is peer reviewed; and if o the student and the faculty member are the main authors. Any faculty member who, with the agreement of their academic unit Head, takes on an increased responsibility for direction of undergraduate student research beyond the expectations set by their academic unit for their particular portfolio level may negotiate an additional reduction in their workload, as appropriate. If the reduction in workload is course release, it should not exceed one third of the expected teaching load of the faculty member s portfolio. Graduate Theses Where appropriate graduate programs exist, a faculty member who chooses the Blended or Scholarship portfolio is expected to supervise graduate research and theses as part of their portfolio scholarship load as noted above. There is an expectation that students involved in research will produce work that will be disseminated. Any faculty member who, with the agreement of their academic unit Head, takes on an increased responsibility for direction of student theses beyond the expectations set by their academic unit for their particular portfolio level may negotiate an additional 10

11 reduction in their workload, as appropriate. If the reduction of workload is course release, it should not exceed one third of the expected teaching load of the faculty member s portfolio. Buy-Out Policy: The buy-out of a teaching assignment will be negotiated by a faculty member with the Academic Unit Head as part of the faculty member s Plan of Work. The buy-out of a course will be measured in terms of percentage of total effort as defined by a full-time, teaching only position, consisting of 10 three-hour courses per year. Hence, the appropriate figure for buying out a semester course from one s teaching workload is 10% of one s salary per course. It is expected that every faculty member must be teaching, so that the limitation on buy-out of teaching in a semester schedule is that a faculty member must be teaching the equivalent of at least one three-hour semester course per year. 11

12 APPENDIX: Examples of Typical Involvement in Teaching, Scholarship and Service The following tables provide a list of Teaching, Scholarship, and Service Activities. The lists of Teaching, Scholarship and Service Factors are neither fully inclusive nor exclusive. They are intended to give guidance on what will constitute acceptable activities. Table 1: EXAMPLES of Teaching Activities Affecting Teaching Load TEACHING ACTIVITIES 1. In Class Teaching/Contact Hours 2. Curriculum Development 3. New Course Development 4. Development of innovative teaching methods and significant materials, which may include the integration of new technology in the course 5. Teaching a Course for First Time 6. Large Class Size 7. Very Small Class Size 8. Independent Studies 9. Number of Preparations 10. Credit Bearing Capstone Experiences 11. Sponsoring and teaching in a study abroad program 12

13 Table 2: EXAMPLES of Service Activities SERVICE ACTIVITIES 1. Work on committees as a chairperson 2. Work on committees as a member 3. Academic Advising and Mentoring of Undergraduate/Graduate Students 4. Coordinator of Activities 5. Course Coordinator 6. Directing a Research Center/Lab 7. Directing a Graduate Program 8. Provide Help Sessions outside the classroom and/or in the Bates Study Center 9. Developing and administering common core exams 10. Advisor of student organizations 11. Institute outreach activities 12. Sponsoring a study abroad program 13. Working with external organizations that will benefit the Academic Unit, College of Science, or the Institute. 14. Participation in academic unit/program recruitment 15. Participation in community service activities representing programmatic or professional organizations SCHOLARSHIP AND PROFESSIONAL ACTIVITIES Definition: Scholarship at RIT is defined by policy E4.4.b ( : Scholarship of discovery: When faculty use their professional expertise to discover knowledge, invent, or create original material. Using this definition, basic research as well as, for example, the creation of innovative computer software, plays or artwork would be considered the scholarship of discovery. 13

14 Scholarship of teaching/pedagogy: When faculty engage in the scholarship of teaching practice through peer-reviewed activities to improve pedagogy. Using this definition, a faculty member who studies and investigates student learning to develop strategies that improve learning has engaged in the scholarship of teaching. Scholarship of integration: When faculty use their professional expertise to connect, integrate, and synthesize knowledge. Using this definition, faculty members who take research findings or technological innovations and apply them to other situations would be engaging in the scholarship of integration. Scholarship of application: When faculty use their professional expertise to engage in applied research, consultation, technical assistance, policy analysis, program evaluation or similar activities to solve problems. This definition recognizes that new intellectual understandings arise out of the act of application. All scholarship to be considered for both tenure and promotion must be documented, peer reviewed, and disseminated. Table 3: EXAMPLES of Scholarship and Professional Activities SCHOLARSHIP AND PROFESSIONAL ACTIVITIES 1. External Funding a. Manage and Perform Externally Sponsored Research b. Apply for External Grants or Gifts c. Apply for External Contracts 2. Peer Reviewed Publications a. Publication in refereed journal b. Publication of a book, monograph, or chapter c. Publication of a peer-reviewed conference proceeding 14

15 3. Professional Activities a. Supervise undergraduate student research projects and prepare students to attend and present at national or sectional conferences b. Supervise senior projects c. Supervise graduate student theses and dissertations d. Technical Reports on Innovation of Teaching and Learning e. Dissemination of new teaching tools/techniques f. Presentations at regional conference g. Presentations at national conference h. Presentations at international conference i. Internal Presentations at RIT j. Presentations at other universities k. Development and dissemination of new innovative curriculum l. Consulting m. Referee and review external proposals and manuscripts n. Serve on professional review panels o. Editor of Journal(s) p. Officer in a Professional Society q. Organize a conference, or, organize a special session at a major conference r. Chair committees of Professional Societies Table 4: EXAMPLES of Administrative Activities ADMINISTRATIVE ACTIVITIES 1. Overseeing the program/academic unit organization and administration, providing effective leadership and management. 2. Provide knowledge, insight, and overall responsibility for the accreditation process and maintaining compliance with the Accreditation Standards.i.e.; preparation of Self Study Report and Application for Continuing Accreditation (when applicable). 15

16 3. Provide knowledge, insight, and overall responsibility for the continuous assessment, review, and analysis of all aspects of the program/academic unit. 4. Oversee fiscal management as it relates to daily and long range planning and development of program/academic unit. 5. Maintain overall responsibility for the planning and development of the program. 6. Facilitate student recruitment, in conjunction with the Office of Admissions. 7. Oversee and coordinate the program/academic unit admission process, in conjunction with the Office of Admissions. 8. Oversee, facilitate, and coordinate all program/academic unit student academic advisement. 9. Responsible for facilitating program/academic unit faculty and staff development. 10. Responsible for overseeing the program/academic unit Advisory Boards and Admissions Committee (where applicable). 11. Provide coordination, instruction, guidance, and support to program/academic unit staff and adjunct faculty who coordinate, supervise, instruct, and evaluate all students. 12. Completion of program/academic unit surveys and analysis as required by legislative, professional, or accrediting organizations. 13. Provide oversight in maintenance of current program/academic unit web sites, materials/publications/student manuals. 14. Compile annual faculty/staff performance evaluations in compliance with university policies & procedures. 15. Prepare and submit Program Review documentation, when applicable. 16. Submit capital budgetary requests and justification to COS Dean. 17. Provide overview of program and/or academic unit at RIT/COS Open Houses, College & Careers, Transfer Days, Freshmen Orientation, etc. 18. Serve as a liaison representing program/academic unit to the professional, local, regional, and national organizations/communities, when applicable. 19. Responsibility for scheduling courses 20. Management of Graduate Programs 21. Public Relations 22. Administration and oversight of placement exams 16

17 17 COS Faculty Workload Model for Semesters December 2014