IntroductionCriterion 1Criterion 2Criterion 3Criterion 4Criterion 5ConclusionAppendicesExhibits

Standard 6 Unit Governance and Resources

Download
STANDARD_6.pdf

Personnel

Workload policies are governed by the IFO Master Agreement and include, but are not limited to, teaching, advising, scholarly activities, committee service, evaluating student performance, and service to the university. According to the master agreement, a faculty member’s teaching load typically does not exceed fourteen (14) undergraduate credit hours per semester or twenty-four (24) undergraduate credit hours per academic year.  In calculating teaching load, graduate courses are calculated as the equivalent of one and one-fourth (1.25) undergraduate credits per one (1) graduate credit hour. For example, a three-credit graduate course shall be the equivalent of a four-credit undergraduate course.  Faculty members are allowed to teach five (5) credits paid overload during the academic year as outlined in the master agreement. Any variation to the workload policy requires special permission from the Office of the Provost.

Reassigned time is provided to department chairs based on the number of faculty members within the department.  Graduate coordinators within the College of Education also receive three (3) credits reassigned time to engage in recruitment and retention activities, assessment work, and data collection.  Reassigned time is also provided for liaisons to the Office of Clinical Experience, liaisons to the Teacher Quality Enhancement (TQE) initiative, and other project-based initiatives, often externally funded. Faculty members are also provided one-time funding opportunities for development of such activities as online courses, service learning courses, assessment projects, or other institutional or unit initiatives.  Financial compensation is also provided to faculty members for time used to drive to off-campus sites for teaching (windshield time).

The College of Education adheres to a supervision policy whereby faculty members do not supervise more than 18 teacher candidates in a full-time assignment.  All faculty members in the unit are engaged in teaching or other professional duties; therefore, supervision levels never reach the limit of 18.  At the graduate levels, supervision policies are defined by professional standards (i.e. CACREP) and are implemented based on those parameters.

The workload policies allow faculty to be actively engaged in teaching, scholarship, and service, the core components of our mission as a comprehensive university. While a three or four-course teaching load is typical of state universities, departments work to try and provide faculty members with a minimum number of preparations when possible to ease the workload.  Faculty members are also involved in advising and dedicate ten office hours each week for time to meet with candidates.

Part-time faculty members are valued by the unit for their special expertise and provide strong contributions to the programs through teaching and/or supervision activities.  Department chairs work closely with each part-time faculty member to ensure consistency and quality of teaching and assessment, as well as other professional expectations. Sample syllabi and course outcomes are often provided by department chairs in their mentoring activities. Course evaluations are required by adjunct faculty members and department chairs review these evaluations each semester.

Finally, support personnel within each department or service office provide outstanding service and contribute to the success of our administration, faculty, staff, and candidates. The dean meets with the support staff each semester to discuss issues, monitor workload, and plan new initiatives.

Summary: Workload policies are consistent with NCATE expectations and allow faculty to engage in effective teaching, scholarship, and service.  Faculty members are involved in professional activities at the state, national, and international levels and often serve as leaders in their professional fields.  Professional development is expected and supported at the institutional and unit levels. Part-time and clinical faculty members are highly valued and provided valuable interactions with the professional community.

Untitled Document