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Overview
This policy states The policies on this page state the minimum workload expectations for full-time faculty in the College of Education (COE) and refers to workload during the fall and spring semesters. Note that teaching in the summer session does not count as part of the teaching workload minima discussed below. Each COE Department department is allowed a Departmentdepartment-specific policy although these must be approved by the Dean and meet the core principles laid out in this College policy. The purpose of this policy is to ensure equity in workload across the College. This policy was adopted in fall semester, 2019.
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Such adjustments will be awarded under the expectation that faculty workload will return to normal College policy as soon as it is feasible. In addition, and as described in more detail below, tenured faculty members’ teaching and service workloads can be increased in scenarios where research productivity expectations are not met.
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Tenured and Tenure/Track Faculty
The College of Education expects the workload of tenured/tenure-track (T/TT) faculty to beresearch intensive and that T/TT faculty maintain excellence and consistency in their scholarly quality and productivity that is commensurate with or exceeds the expectations of faculty members’ ranks and disciplines. In addition to scholarly productivity, each T/TT faculty members is expected to teach two organized courses each long semester [for a total of 12 semester credit hours (SCHs) across the two long semesters] and to contribute to the supervision of a sufficient amount of graduate and undergraduate student work consistent with expectations of the faculty member’s rank, program and department. Each T/TT faculty member is also expected to provide appropriate levels of dedicated service to their program, department, College, institution and profession corresponding with expectations for the faculty member’s rank and role.
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Department Chairs must clarify workload expectations for a T/TT faculty member awarded a leave (e.g., FMLA, Modified Instructional Duties, FRA, and Dean’s Fellowships). The different kinds of workload and thus performance expectations differ as a function of the kind of leave. For additional information, see EVPP: Leave & Related Policies.
Personal Leaves
Modified instructional duties. Assignment of modified instructional duties is intended to modify organized teaching responsibilities of faculty members during certain personal circumstances that “prevent them from being able to perform their classroom teaching duties, and when such modifications are found to be in the best interest of the University’s instructional programs.” (HOP 2-2240) The faculty member seeking this kind of leave must have a proposal approved by their department chair, Dean, and Provost. The proposal should entail the equivalent workload that will be accomplished in place of the relevant long session semester’s organized instructional workload. Faculty members on modified instructional leave “are expected to continue to fulfill all of their other duties as members of the faculty during the period of modification.” See COE: Modified Instructional Duties for additional information.
Family Medical Leave (FML). Faculty members participating in FML are on full leave from their workload duties for the duration of their FML. Evaluation of faculty members who use FML should include consideration of the workload release during the leave. See COE: Sick Leave and FML > tab "FML" for additional information.
Research Leaves
Grant-funded course releases. If a faculty member receives a grant-funded course release, then only the workload for the organized course is replaced by the effort expended on the grant’s research. The remainder of the faculty member’s research, service, and teaching workload remains unchanged. See COE: Release Time (aka Course Buyout) for additional information.
Other research leaves. Tenured/tenure-track faculty members awarded other research leaves should work with their Department Chairs and the Dean to determine the relevant workload (and associated performance) expectations.
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