L&S Guidelines on Instructional Workload
The normal instructional load in L&S departments is two courses per semester per faculty FTE on the instructional budget, although for various reasons there is some variation around this norm. By Regent policy, each department develops its own detailed policy to govern individual responsibilities and submits it to the Dean's office for approval. The policy should be reviewed from time to time, and any changes should also be submitted. Contact your academic Associate Dean for further information or to discuss questions in this area.
This document provides an overview of workload policy in L&S.
The instructional responsibilities of a faculty member go well beyond the number of courses taught or students supervised, however. All faculty share in the department's responsibility to see that its courses are offered as needed. A willingness to teach various types and levels of courses is an important element of departmental and University citizenship, as is the availability of faculty for regular office hours, committee service, and other out-of-class participation in the life of the department.
Lecturers ordinarily have a heavier teaching load than faculty members, since their appointments do not involve an expectation of research, supervision of graduate students, or service on faculty committees.
Many factors may be considered in the context of workload. For example, team-teaching of courses is allowed and encouraged where appropriate. Counting an individual's participation in a team-taught or cross-listed course is ordinarily calculated on the basis of what the course would involve if it were taught by only one faculty member in one department. That is, if a team-taught course involves three faculty members, it should be credited as one-third of a course for each, or the equivalent. However, team-teaching assignments may also be considered in light of an instructor's overall teaching load, with special attention paid to how the instructors' contributions serve specific departmental goals. The following examples might be considered cases in which the "other course" in the typical two-course load meets a goal that may warrant consideration of the team-taught course as credit for one course:
- teaching an Honors section that increases access to seats for students in the Honors program or seeking Honors in the major
- teaching an undergraduate research course that creates opportunities for direct, intensive work with a professor