Many PUIs have heavy teaching loads; one of my previous institutions and my current institution (both on semester system) have 12 hour loads (4 courses per semester)…and it is clear that both of these institutions have a primary focus on teaching at the undergraduate level. (Graduate programs are primarily to fill regional needs and the culture is such that sponsored research, although acknowledged, is not as highly valued as it is in more research-oriented institutions.) Within the broad institutional workload policy, some colleges and departments have the budget resources to implement a reduced workload either across the board for the unit of selectively for very productive faculty.

Having worked in PUIs for most of my research administration career, I do believe heavy teaching loads are probably the largest disincentive for sponsored programs activity. There are also other significant draws on faculty time. Often, the faculty have inadequate administrative support at the departmental level to get proposals together or especially to administer sponsored projects, and so the PI knows he/she will spend time not only doing the project but also learning—and negotiating—all of the university’s business processes. Faculty also do a lot of committee work, with releases given in only a few cases (maybe for Senate president but usually not for chairing the IACUC or IRB). Faculty at a PUI also spend a tremendous amount of time with students, both in formal advising and in one-on-one advising an helping students who are having difficulty with coursework. There are no teaching assistants to assume this role. One other note about something I’ve realized at my current institution that indirectly plays into the course load issue—geographic location. If your university is in a rural area, the ability to recruit qualified adjunct faculty to replace grant recipient faculty in the classroom becomes an issue merely because of the smaller local population from which to draw. When department chairs know they will likely have difficulty finding a qualified adjunct, they are hesitant to promise a release for a grant. Some of our faculty have been very discouraged by that and have pretty much given up going for sizeable grants for this reason.

Ms. Barbara H. Gray

Director of Grants & Contracts

Valdosta State University

1500 North Patterson Street

Valdosta, GA 31698-0429

Telephone: 229-333-7837

Fax: 229-245-3853

Email: xxxxxx@valdosta.edu

From: Research Administration List [mailto:xxxxxx@hrinet.org] On Behalf Of Linda Campbell
Sent: Tuesday, August 19, 2008 7:05 PM
To: xxxxxx@hrinet.org
Subject: Re: [RESADM-L] Teaching Loads for Faculty

Hi Carol,

At Santa Clara, we're on the quarter system. A full teaching load for faculty is 7 courses per year. Faculty who are actively involved in research (it doesn't have to be sponsored research through SPO) receive a 1 course reduction, making their course load 6 courses per year. The 6 course load basically is the norm here.

Linda

Linda Campbell, CRA
Director of Sponsored Projects
Santa Clara University
500 El Camino Real
Santa Clara, CA 95053-0250
phone: 408.554.4806
fax: 408.554.2389
email: xxxxxx@scu.edu

>>> Carol Brodie <xxxxxx@PACIFIC.EDU> 8/19/2008 2:50 PM >>>

Hello, all. I asked a question at the recent NCURA pre-award conference, and it was suggested that I poll this group.

Our faculty often site heavy teaching loads as a reason for why they cannot apply for external research. I don’t believe, though, that they have a heavier load than at most schools; in fact, they probably have lighter loads than most faculty nationally.

Can you respond and let me know what the typical teaching loads are for faculty at your college/university?

Thank you!

Carol

=================

Carol Ann Brodie, Ed.D.

Manager, Research Administration & Compliance

University of the Pacific

209 946 7367

209 946 2014 (fax)

xxxxxx@pacific.edu

P Please consider the environment before printing this e-mail

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