Faculty Workload - University of Memphis
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Transcript Faculty Workload - University of Memphis
FACULTY WORKLOAD:
ACCOUNTABILITY
workload
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LSON 9-24-10
MISSION AND VISION
Three dimensions of faculty
workload
activity to fulfill the mission:
Teaching
Research
Service
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Traditional Workload Model
Instruction
Research
Teaching
workload
Scholarship
20%
60%
Service
20%
60% = workload of 3 regularly scheduled courses
20% of load is equivalent to one day per week
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LSON
TENURED/TENURE TRACK MODEL
Research
40-60%
workload
Teaching
20-50%
Service
10-30%
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Cited from T & P document
LSON: Clinical Faculty Model
Instruction
Research
Teaching
10%
80%
workload
Scholarship
Service
10%
80% = four regularly scheduled courses or up to 27-30 contact hrs
10% scholarship: currency with the literature as evidenced in
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up-to-date course syllabi, content, materials, practice
10% service = Some committee work
WHAT HAS BEEN OUR PRACTICE?
workload
15 credits per semester (TBR requirement)
2+3 course load for tenured/tenure track faculty
3 +3 course load for clinical faculty
Credits are given to those who serve as a chair
of the standing committee
Credits are given to those who serve as a course
coordinator
Credits are given to those who prepare a new
course
Credits are given to those who serve on the
University committee
Credits are given to tenure track faculty (3-9
credits per semester) for research
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HOW HAVE WE SUPPORTED RESEARCH?
55.5 credits are given for scholarship
/research per semester (N=10)
18.5 courses were covered (use 3 credits), a
total of $64,750 taxpayer $ were spent in
support of research/scholarly work per
semester
What are outcomes so far?
workload
Six (6) manuscripts were accepted for or published;
Fourteen (14) presentations were made
$789K HRSA grant (several years of work) (I FTE
faculty)
$1.4 M DOD earmark (1 FTE faculty)
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WORKLOAD:
PHILOSOPHICAL UNDERPINNING
Transparency
• Equitable
• Credible
• Responsible
• Accountable
•
workload
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GUIDELINE
– TEACHING
Tenure track/tenured Model
2
or 3 3-4 credit courses (didactic and/or clinical)/+ 6
office hrs + grading = 40-60% workload
workload
Clinical faculty model
3-3-3 (if 3 credit course) for total of 27 contact hrs
per week; 3, 9 hr clinical days + 6 office hours and
grading = 80-90% workload
2-2-2-2 (if 2 credit course) for total of 24 contact
hrs per week, 4, 6 hr clinical days; + 6 office hrs +
grading = 80-90% workload
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GUIDELINE
– TEACHING
Didactic
1 credit = 1 contact hour
Clinical/Lab
1 credit = 3 contact hours
Preceptor
1 -2 credit(s) per course
BSN faculty: student
MSN faculty: student
1:10
1:6 or 1:2
Course coordinator
(didactic or clinical)
Division coordinator
1 credit
workload
1 credit
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EXAMPLES: OUTCOME MEASURES
Course syllabi: Current, relevant, rigorous,
and fair assessment & evaluation
Pedagogy: supports learner centered
education
Course reports
Advising students
Student success rate
Student retention rate
Course evaluation
Scholarship in teaching/higher education
workload
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GUIDELINE: SERVICE
Activities relate to the University, LSON, and
the community relevant to professional
expertise in nursing
Serve on the LSON standing committees:
Tenure and Promotion Committee
Faculty Affairs Committee
Curriculum Committee (BSN or MSN)
Technology Committee
Student Affairs Committee
Access and Diversity Committee (Ad Hoc)
workload
Serve on the University Committee
Serve on Boards of nursing organization(s)
Serve for a special project related the
University or the LSON
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EXAMPLES: MEASURABLE OUTCOMES
workload
Committee Reports
Committee Minutes
Committee Achieved Objectives
Records of Participation
Evidence of election or
appointment
Evidence of community work
relevant to nursing and health care
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Guideline: Research and Scholarship
30%
Research
• ½ day/wk
• 1.5
days/wk
60%
Teaching
workload
10%
Service
• 3 Courses
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GUIDELINE: RESEARCH & SCHOLARSHIP
Accountability
1.
Tenure track or tenured faculty need to submit the research
plan including the followings:
2.
workload
The nature of the research project (grant,
manuscript, editorial, abstract, etc)
The timeline to complete the research project
Expected outcomes (e.g., published, presented,
and/or funded)
Course load reduction may be given to clinical faculty who
are at the following phase of his/her doctoral study
Qualifying Examination
Proposal Hearing
Dissertation Defense
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EXAMPLES: OUTCOMES MEASURES
Published manuscripts in refereed journals
Proceedings of presentation (oral or poster)
Published editorial
Published book chapter or book
Reviewed manuscripts
Awarded grants (internal and/or external)
Conducted research project
Evidence of keynote speech/address
Submitted proposals
Passed qualifying exam, proposal hearing,
and dissertation defense
Other if applicable
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SUCCESS INDICATORS :
STUDENT RETENTION AND GRADUATION
BSN graduation rate
80% 2006 – 59% 2009
MSN graduation rate
90% 2008 - 65% 2009
18% withdrawal rate (GPA 3.28)
39% withdrawal rate (minority)
15% failure rate
40% failure rate (minority)
What is wrong with this picture?
QUESTIONS?
When and how do we know?
What have we done for what we knew?
Where did student ask for help?
To whom the student talk when needing
help?
Why did these students withdraw?
What have we done to help a large number
of minority students?
What strategies shall we use to improve
student retention?
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Hit and Miss?
•Advising
•Learning strategies
•Knowing about and
responding to learning
needs
•Develop good study
skills
•Promote long term
Professional
development and
life long Learning
(formation)
Students
Students
Students
Students
workload
•General education
requirement
•Referral
•Registration
•Basic requirements
•Policies and
procedures
• Develop a
meaningful
program of
study
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FACULTY ADVISING
Best practice of teaching and learning
begins with effective faculty advising
workload
Tailored
intervention
Early
detection
Learning
for success
Research has provided evidence
for early detection and tailored
intervention to ensure student
success via faculty advising
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Tailored
intervention
workload
Clinical
learning
Student
advisees
N=15
Didactic
Learning
issues
Issues
Faculty
advisor
Ongoing
Communication
Data
tracking
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workload
Dialogue…
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