Committee 4: How Will We Plan for Appropriate
Instructional Capacity and Equitable Teaching Loads?
- Jennifer Lloyd, Past-President, Faculty Senate
- Timothy Flanagan, Provost and Vice President, Academic Affairs
- Gail Hagenah, Nursing
- Earl Ingersoll, English
- Richard Lumb, Criminal Justice
- Gary Owens, EOP
- Robert Schneider, Physical Education & Sport
Revised Committee Questions:
- Is student credit hour the most appropriate measure of faculty instructional
- Should the College establish a goal of a stated proportion of student
credit hours taught each year to be taught by full-time tenured and
tenure-track faculty, full-time non-tenure-track faculty, vs. other
- Should the College establish a standard ratio of FTE students to FTE
full-time faculty for planning and budgeting of faculty resources?
- What are the relevant factors that should be considered in determining
a faculty member’s instructional workload?
- According to the Faculty Roles and Rewards Committee, instructional
workload is based on the assumption that full time faculty members are
engaged in an active program of scholarship and creative activity.
- Should the expectation of scholarly and creative activity apply
to full-time non-tenure-track faculty?
- Can the committee develop an operational definition of "active
program of scholarship" for input into instructional workload
measurement? How and by whom should this standard be administered?
- Should instructional workload measures for full time and part time
faculty be similar or distinct?
- How should academic advising be considered in terms of faculty instructional
- How should other elements of the faculty role (scholarship and service)
be considered in relation to faculty members’ instructional workload?
- Should SPC4 incorporate the planning questions being addressed by
the Provost’s Task Force on Part Time Faculty (PTFPTF) as a formal
part of SPC4’s charge? Note: The Task Force is now called the
Provost’s Task Force on Associate Faculty. The Provost’s
Task Force planning questions are reprinted below:
Provost's Task Force Planning Questions
- What is the best way to measure the level and use of part time faculty?
Should the College focus on headcounts? On the percentage of course
sections taught by part time faculty? On student credit hours produced
by part time faculty?
- Has the level and nature of use of part time faculty changed at SUNY
Brockport in recent years? Is the College using more part time faculty?
Where has growth in the use of part time faculty been most apparent?
- How does SUNY Brockport’s use of part time faculty compare with
similar institutions? Are there credible standards or benchmarks that
help us to understand if we are using part time faculty too extensively
or inappropriately? What standards or benchmarks should SUNY Brockport
develop to guide in planning and evaluating its instructional staffing?
- In which majors and courses are SUNY Brockport students likely to
encounter part time faculty? Are some programs too dependent on part
time faculty? In particular, what portion of the College’s General
Education Program is taught by part time faculty?
- Resource considerations aside, when is the use of part time faculty
beneficial, or at least acceptable. Under what conditions is the use
of part time faculty not beneficial, to be avoided whenever possible?
- How are part time faculty identified and recruited by academic departments?
What recruitment strategies are used to create qualified pools of prospective
part time faculty?
- What changes are needed in the processes used to administratively
appoint part time faculty (forms, procedures, payroll, human resources,
- Are changes needed in compensation policy or practices in relation
to part time faculty?
- How well does the College retain qualified and high-performing part
time faculty? What helps in retention, and what leads to attrition?
- What processes and strategies do academic departments use to introduce
and orient part time faculty to the College, to the curriculum, to academic
policies and procedures?
- How can departments effectively integrate part time faculty into the
intellectual and collegial life of the department?
- How effective are our arrangements for provision of office space,
clerical support, technological support, and professional development
opportunities (training, coaching, mentoring) for part time faculty?
- How well are part time faculty supervised and evaluated? Whose responsibility
should this be, and what strategies would foster effective supervision,
evaluation, and professional development of part time faculty?
Questions or Comments?
Questions or comments can be directed to committee co-chairs or to Colleen Donaldson,
Strategic Planning Coordinator:
Colleen Donaldson, Strategic Planning Coordinator
Office of Academic Affairs
350 New Campus Dr.
Brockport, NY 14420