Transcript UFF-FGCU WORKLOAD SURVEY RESULTS Nov 3, 2010 82 of the 376 current faculty respond  (more than a fifth of our colleagues responded.

UFF-FGCU WORKLOAD
SURVEY RESULTS
Nov 3, 2010
82 of the 376 current faculty respond
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(more than a fifth of our colleagues responded. )
There were responses from all units (except Library).
FINAL IDEAS
These are CORE activities to the University’s mission,
and to faculty’s responsibility for curriculum
oversight.
They are critical to the growth and development of
the University.
How did we get here and how do we proceed?
Strategies:
FINAL IDEAS
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These results indicate that the status quo seems to
be undermining the University mission
Administration is challenged to meet the needs (get
the work done)
With so much unrecorded work, we are not clear on
what the actual staffing needs are
Half reported thesis or dissertation work
was part of their load
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the largest single number reporting it is as part of
service and research load
as part of an assignment exchange between terms,
and using some “other” form of recognition.
No one got release time or overload pay for this
work.
Graduate thesis/dissertation mentoring
assignment
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Most indicated it was not calculated as a specific
portion of their loads
A few indicated the calculations ranged from 120%
Graduate Thesis/Dissertation comments
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no credit, release time, or other recognition is given
for mentoring research on the graduate or
undergraduate levels
not counted toward load at all (though it might
contribute to getting an exceeds in service if one
supervises a sufficient number of them) which is not
considered as fair
Takes a great deal of time and contributes toward
building the program but get absolutely nothing for
it in return
Graduate Thesis/Dissertation comments
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Not the norm at other SUS institutions (to work and
promote graduate programs with no recognition or
credit).
An exchange of hours after so many thesis or
committee supervisions then a course release has
been promised.
Graduate Thesis/Dissertation comments
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Thesis is being handled like directed readings and
independent study so there is no load credit or
recognition.
Becoming a burden in some programs.
I donate my time to these projects above and
beyond being an advisor and it is a standard
problem/issue. Yet, these are labor intensive issues.
Graduate Thesis/Dissertation
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Strategies:
? Contributes to higher rating in terms of T/S/R
stool
Look at promotion and evaluation documents in light
of these changes in workload so recognition can be
appropriate
Push evalators to credit in written evaluation
Look at other SUS old chancellors’ memorandum
has a calculation, over time they have been set
aside
Graduate Thesis/Dissertation
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Strategies cont:
Needs to be part of actual teaching load
Perhaps accumulate credit towards a course release
May need to distinguish between chair and other
committee members
Recognize mentors need more time for scholarship
too!
Co-authorship with mentees may help
Group efforts to serve scholarship and service
Undergraduate capstone and
mentored research projects
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?? reported it as part of teaching load
About a quarter indicated it is part of
service/research
Over a third indicated it is handled in some other
way.
For those who received load credit, almost a third
said it had no specific calculation
the majority of the rest said between 1 and 25%
a very few indicated more than 25%.
Undergraduate capstone and
mentored research
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Several indicate that their department has a
graduation and/or capstone requirement for all
graduates,
but does not consider time spent mentoring or working
with these students and their projects as an explicit part
of workload.
For one faculty member this uncompensated activity
takes a full day a week.
Some do get a course credit (3 credits) for the course
however for some others who get course credit, it often
requires off-campus travel with no vicinity mileage
paid.
Undergraduate capstone and
mentored research
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Many indicated they work with several students a
term and it is nowhere in their assignment nor their
PDP nor their evaluations.
Undergraduate capstone and
mentored research projects
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Strategies:
Calculate portion of load by number of students
mentored
Realize these may take more work than a typical
class
Travel to sites needs to be compensated
Perhaps need to reduce service load
ANY release to account for thesis work- may count
toward service?
Undergraduate capstone and
mentored research projects
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Strategies cont’
Stipend for effort to show recognition and respect
Release from future terms work could be
problematic – need to be more comprehensive in
application for long-term success of institution
Careful with maintaining important role of service in
shared governance of institution
Some get 0.5 contact hours per student
Be creative in having projects overlap
Directed independent study
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The majority report it is not specifically calculated
For those who do have specific load calculation;
most are less than 10%.
It is often a part of teaching load or the service
and research load.
One person received overload pay
a quarter dealt with it in some other way.
If you teach directed independent
study, what percent of your load is it?
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While some saw this as varying by semester, others
have it assigned with no recognition or other help.
Many indicated they do this pretty consistently with
no compensation, recognition, assistance or other
accommodation to account for the time it takes
them.
Directed independent study
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Strategies:
See thesis/undergraduate research comments
Address equitability among units at FGCU to see sense of
fairness and respect
STIPENDSlook across SUS for ideasHow is the U income allocated? (realize tuition does not
cover cost)
No one should work for free
Mutual consent may be different than those needing for
graduation requirement
Compensation by evaluation and work toward promotion
Clinical/Internships/Field Supervisions
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Many reported it is a part of teaching load
a few who have this as part of their service and research load.
Most seem to be receiving a course equivalent of 25% for these
activities
The service portion seemed to be more about coordinating and
managing the process than actual supervision of students.
The administrative portion of this varies widely among some
programs where there are actual coordinators who get load credit
or a stipend
it is yet another activity to put into the bottomless pit of
service/research.
Clinical/Internships/Field Supervisions
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Comments noted that this used to be unpaid overload.
This year first year as part of assignment - much
difficulty getting it this way.
Now only adjuncts are "allowed" to be assigned
internship/field experiences, for which they have 100
each term
One faculty member noted that he/she coordinates a
large field experience section which counts for half of
the teaching load.
Another indicated the workload credit given is fluid
based on both how many students there are AND how
many credits were needed to fill out the load.
Clinical/Internships/Field Supervisions
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In one department the person who teaches class gets load
while others who monitor and visit do not and thus these are
un-compensated activities.
All mentored research projects have been uncompensated
and have not been calculated as part of normal
responsibilities.
Internships are an integral part of the study of XX at both
the undergraduate and graduate level, but again there is
no compensation for supervising internships, and this does
not count as part of a formal class load.
There is no incentive of either release time or an exchange
of hours to entice people into field supervision.
Clinical/Internships/Field Supervisions
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Capstone course is included (added) to clinical supervision.
Those who teach courses with field experience requirements
do so without any recognition of the extra work outside of
being assigned the class for 25% of our workload.
One faculty member teaches multiple sections of internship
per year with groups each term ranging in size from 2 to 10
for which gets one course load recognized for the entire
year.
People who serve as clinical coordinators do get a 3 hour
course credit as part of the 3/3 load in one program.
Clinical/Internships/Field Supervisions
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Strategies:
Need to have ‘equivalents’ for ‘equitability’- (not just equal
‘sharing’ in PDP among unit faculty)- need a common definition for
‘equitable’ among admin and faculty at least within colleges
Look at the documents for evaluation
(Accreditation number juggling always far more than credit
allocated)
Need better allocation for travel to sites for time and wear and
tear
Create a formula taking into account differences among disciplines
Make yet another committee to address
Find models to accommodate our special situations
Program planning and evaluation
(assessment and accreditation effort)
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Most respondents indicate this is a part of
service/research load (yet two thirds of these say it
is not given specific weight)
several others noted “other” and
one indicated it was recognized as part of
teaching.
Some noted they get less that 10% of their load for
this activity.
Program planning and evaluation
(assessment and accreditation effort)
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Generally considered unspecified service and takes up
more time every year and leaves very little time for
scholarship.
Faculty have been assigned the task with release time.
Development of assessment tools and rubrics and organizing
faculty assessment of learning goals is expected but not
compensated. I assume the work is considered part of
course prep, however, the documentation required is timeconsuming; generally we are just expected to do it.
The works varies from year to year.
Some faculty get a stipend while others who are program
coordinators or leaders find this task gets them one course
release per year for all of it.
Program planning and evaluation
(assessment and accreditation effort)
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Programs with multiple accreditations (college and program or
college and University) find it takes up a great deal of our time,
more than 1/3 and leaves less than 1/3 of time for scholarship or
teaching, respectively.
This takes a huge amount of time, but it appears that it is
unrecognized.
Service altogether is supposed to be 12.5% of our load. Typically I
have 3-6 hours a week of service obligations, depending on the
week and the time of year. What percentage of that is about
evaluation or program varies wildly.
Many identified this as a burdensome task but uncompensated part
of our workload.
Program planning and evaluation
(assessment and accreditation effort)
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Some faculty do an entire study or accreditation prep
by themselves in small departments and get no release
nor workload recognition.
Our work toward accreditation has lasted for many
years. We are expected to work on this, and I have
been encouraged to not even include it in my PDP this
year. When I insisted, I was allowed to keep it in my
service section, under meets expectations.
Have variously gotten no payment, some payment, or
release time over the years with no rationale as to the
variation.
Program planning and evaluation
(assessment and accreditation effort)
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Strategies:
Take into consideration different efforts taken
Please be consistent and offer some kind of recognition
Goes beyond regular load at certain times- PDP at
times should exceed expectations- should record in PDP
Try to calculate time being consumed in all these
activities
Need better data for conversation to occur
Perhaps get actual hours being spent by folks- ironicmore time needed for this – Is Admin. willing?
Course-Based Service Learning
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22%, Part of teaching load
6%, Part of service and research load
63%, Not Applicable
Course-Based Service Learning
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The vast majority of faculty do not get any particular
course load percentage for service learning as part of
their coursework.
Generally they find that all of these additions to
service is leaving them with little time for scholarship
and thus for career advancement.
This true for Collegium and for many other courses,
especially in programs where there not sufficient faculty
– the work gets done which provides no incentive for
administration to add faculty or provide relief.
Course-Based Service Learning
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Strategies:
(How (or do) we transition to course-based?)
Embedded into course
Reframe volunteerism by hours separate from actual service learning
– acknowledge the continuum.
Have more continuing Ed sessions to help achieve- (how to get
faculty buy-in?)
Recognize true SL in teaching load assignment
Institutional leadership –careful- faculty role needs to remain focus
incentivize with promotional criteria- embed in documents
Find a mechanism to implement course based- this must be admin-led
Nov 23 GLISTEN MODEL at FGCU (Holmes Hall Lounge fourth
floor)- please RSVP to M. Forrest
Cross-listing (graduate and
undergraduate and other)
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Extra work for cross-listed courses in somewhat
different areas is part of teaching but not
separated out as anything above or beyond.
Over a quarter get credit as part of their teaching
load
Cross-listing (graduate and
undergraduate and other)
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I have had cross-listed courses in the past, and the
expectation was that I would teach two different
courses simultaneously. This is a lot of extra work and
not good for the students or the professor. I understand
the fiscal issue, but that doesn't help make it any better
in the classroom.
We often cross-list graduate and undergraduate
classes to create extra spaces and opportunities for our
graduate students. However, the credit is received only
for the undergraduate class, and the 3-5 graduate
students are simply an uncompensated addition. This
creates resistance to cross-listing from faculty.
Cross-listing (graduate and
undergraduate and other)
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A cross-listed course counts only as the one course.
In such instances two classes are taught, however, credit is
given only to the undergraduate course. In spite of having
to construct an expanded syllabus and have additional
meetings with graduate students, there is no compensation,
financial or otherwise. Without the cross-listed courses,
however, we would have trouble offering an M.A. program.
Generally it looks like any other course in terms of load or
credit.
Is mostly part of teaching load with a few who have gotten
service/research load credit. The work involved in these
new preps is generally not separately identified within the
teaching assignment.
Cross-listing (graduate and
undergraduate and other)
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Strategies:
(Acknowledge difference between cross-listing that does not require
extra work compared to those that are actually two separate
courses)
Consider accreditation issues when addressing
Separate undergraduate from graduate and get credit for both in
assignment
Greater support for allowing smaller classes to move forward to
grow and develop these desired graduate programs
Balance accessibility with credibility of course offerings
Develop basic principles that are adopted and maintained
effectively- academically sound
Be sure(as the instructor) that you are qualified
New course development
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For 54% it is part of teaching
Consider these uncompensated overloads.
I have never received release for this but have been
told that others may have.
Have had new course development nearly every
semester I have taught since 2003. I get 1 credit
course credit for this work.
I fantasize about having a course release now and
then to develop courses and forge new learning
experiences.
New course development
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Each semester I have worked at FGCU I have to re-create a
course or make an online course without additional pay.
I need to make three answers. I currently have one course
release to develop a very large, high-stakes and high
impact online course for my department. I am concurrently
creating and teaching another new course outside my
subject area for which I got a small Gen Ed innovation grant
but no release time.
Courses have been developed outside of individual areas
of expertise and no recognition nor compensation.
Maybe this counts favorably for promotion.
New course development
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I have designed and taught many brand new courses since at FGCU
and this was not recognized as an important contribution in my
promotion portfolio (the strong implication I got from every
portfolio/promotion workshop I attended was that designing courses
is not as important as "improving" existing ones in demonstrating
teaching excellence.)
Other members of my department are unwilling to do this kind of
labor for free, and so teach the same four or five courses on
constant rotation, undermining the dynanism and innovativeness of
our program.
If we value an up-to-date curriculum then we MUST provide some
kind of compensated support for course development work.
New course development
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We have developed courses as part of the expectation of
having them ready for the next semester, which has been
recognized as part of service in the annual reviews.
There have been some times when some money is available
for faculty to develop courses as part of program planning.
There doesn't seem to be any place to record and account
for this type of work in advance, so just seems to get added
to the teaching load during the semester when the class gets
taught.
just a part of my overall service.
Involved in a major re-design of a large on-line course.
Moral Support from Dean, no support from chair.
New course development
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Strategies:
Clarify value in criteria documents- this is a oftrecurring theme
Develop common vocabulary that distinguishes new
course development versus preparation for regular
course ( with recognition for major revisions)
FINAL COMMENTS
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There is no teaching credit for any of the above
although it has been requested. The College
indicated it would have to come at the expense of
other classes with no adjuncts to cover any courses
not offered.
The Division is understaffed so this is not an option.
I really don't know enough to answer these
questions. I know that we are in a huge transition
phase and a lot of our faculty members are doing
a lot of extra work that is not documented on PDPs.
FINAL COMMENTS
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I believe that my Chair and Dean appreciate the
effort I put into mentorship outside of the classroom,
but in many ways this goes unrecognized in terms of
an explicit part of my job responsibilities. This is
going to be a much more important problem when
we have more graduate programs. Mentorship at
the graduate level is very time intensive and usually
requires the continual maintenance of a highly
active scholarly agenda. This is nearly impossible
for most faculty on a full teaching load.
FINAL COMMENTS
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What is not reflected in this survey is the increase in
work load created by increasing course caps. This has
as much impact on my work load as almost anything
else.
Whether it is real or not, there is an apparent problem
at this University with regard to equal pay for equal
work. It is clear that faculty are given different amount
of work loads for same level of pay; this is even seen
when faculty teaching credit is assigned based on
number of students in the classroom. This needs to be
discussed, the colleges need to be exposed, and this
needs to be stopped
FINAL COMMENTS
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Need uniformity throughout campus and chairs
desperately need to be TRAINED in working with
faculty on their PDP...they currently are all over the
place
Loading is unfairly negotiated when it comes to
these activities. It is beginning to cause very
unhappy faculty in XXX College.
FINAL COMMENTS
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The 25% research and service has become at least 50% of a 90 hour
week. Now that we have advanced graduate students, the emails are
becoming intense. At least 30 minutes to an hour per day answering in the
past couple of weeks. Weekends are the worst because that's when they
are the most active. It's how I started my day this morning (a Wednesday)
for about 30 minutes, trying to write a thoughtful response to an enthusiastic
student. I got up at 7:00, hoping to start on another service assignment,
after teaching until 8:00 last night. Now it's 8:45, and I still haven't started
the service (committee) work I expected to start at 7. I have about three
hours of work on that that I need to get to a colleague by Friday. I did
take a 30 minute break for breakfast and to start the laundry, though,
posted some data from a colleague into a research file, answered more
emails, and took this survey. I feel like I'm drowning in the swamp, and I
wonder if people know how much I am working. I suspect that when I close
this survey, my student will have answered my email, and I will have to
answer him before I can start that committee work I need to finish and send
on. This is a bit random, bouncing from idea/issue to idea/issue, but that's
my life right now.
FINAL COMMENTS
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Advisors are 12-month, in-unit faculty; however, we do not fall within
departments in our colleges. This places us in "no man's land"
leaving us little voice within our colleges. As the University grows,
not only do our student loads grow, but so do our responsibilities. I
understand this is part of the job, but we are not compensated for
this.
Seems like I am doing a lot of things for the University on a pro
bono basis. This needs to stop and it needs to be clear to new
faculty that this kind of practice is unacceptable.
It seems like as faculty we are expected to work 50 plus hours in a
week and work on weekends. As a faculty member on a 12 month
appointment this is cumbersome and overwhelming and it affects my
health, family and quality of life.
FINAL COMMENTS
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This survey is not suited for evaluation of assignments and
responsibilities given to research faculty. Also there are no
opportunities for advancement.
The biggest problem I face in my program is that we don't have
enough faculty and staff to support the growth in students and
maintaining/getting accreditations.
This survey does not address non-teaching faculty who are part of
the faculty at large and for whom workload is an important topic as
well.
There should be some consideration to variety of courses taught. I
have taught seven different courses in the last two years, and this is
not unusual for ranked faculty in my department. Maybe this is
something unique to our department.
FINAL COMMENTS
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I know everyone is in the same boat but I am going to stop
spending every evening and all my weekends working on
FGCU business, when I am not being compensated for more
than 40 hours of work. Most of the service I do is in excess
of what I would need for promotion. This being such a good
citizen gets precious little credit in our promotion system,
and takes far too much time from scholarship, which gets
significantly more reward. As a member of the peer review
and support committee, I have seen too many colleagues fail
to be promoted because they overloaded on service (with
the collusion of the institution) and did not develop their
scholarship. I am doing way too much now; I need to
rebalance my priorities to give my future a little more
weight.
FINAL COMMENTS
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The CBA defines the minimum standards for teaching
effort, but does not define any maximum.
Consequently, faculty don't have any idea when they
are being asked to do too much.
Thank you for investigating this issue. It is unfair that
faculty not receive compensation in either time or
money for work that directly generates revenue for the
university.
Main problem is too much service on committees,
supervising grad students, and chairing or sitting on
committees with no acknowledgement in load and no
place for research/publication.
FINAL COMMENTS
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In the last three years, I have been on 2 thesis committees,
conducted 5 directed readings sections, and supervised 4
internships without any compensation. We can not keep this
up without some form of paid compensation.
This university is long overdue for a careful empirical study
of how the university does (or more often does not)
compensate faculty members for taking on additional
responsibilities beyond the standard 3-3 teaching load. It's
absolutely appalling here. Please don't misunderstand the
problems in my department to reflect lack of support by my
chair and/or dean. The fault rests entirely with upper
administration, and they have been obfuscating about this
for years.
FINAL COMMENTS
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The issue in question is that the university collects tuition, however, the
instructors are expected to perform a service, above and beyond
their assigned duties, without any compensation.
I am currently paddling as fast as I can, but Colloquium has to
change immediately and this involves several processes.
There are many ways to contribute as a faculty member, there need
to be many ways to reward folks for their contributions. Figuring out
what is fair is hard to do when folks value different things in
different ways- time/money/releases can all be understood as
either a good way, but determining who gets what for what is hard;
guidelines need to be established so that favorites are paid the
same as everyone else.
FINAL COMMENTS
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A big issue in workload is the secrecy that surrounds it among faculty. There
is no mechanism for us to know whether our workload is more or less equal
to that of others in our unit. I have heard of faculty members being strongly
discouraged from asking questions about equitable assignment as well. How
can we know if our assignment is equitable, if we do not have a way to
know about the assignments of others, especially prior to signing the
agreement prior to a given semester? Also, we have asked repeatedly to
help to assign faculty in each program to courses, rather than the Associate
Deans doing so, so that we can assist in making assignments that are most
beneficial to students. This request, in its varied forms, has been largely
ignored, despite promises to send out information to program leaders
ahead of scheduling time, despite program leaders taking the initiative to
send the Associate Dean a list of faculty choices as well. It seems that our
efforts to make this easier for the Associate Dean as well as better for
students are, for some reason, ignored. I can't seem to understand why.
FINAL SUGGESTIONS
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Increase transparency
Share PDP’s openly
Departmental PDP conversations?
Share best and worst practices
More mentoring of new faculty and adjuncts as to
rights and responsibilities