CON Faculty Workload Guidelines version August 2010

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Faculty Workload Guidelines Subsection: Appendix B2
Section - Appendices Originating Date: January 2006
Responsible Reviewing Agency:
Executive Council
Revised: September 2006
Revised: January 2008
Revised: August 2009
Revised: August 2010
Related documents:

12 month faculty

50% teaching: usually 4 - 5 courses per year. For graduate clinical, one clinical group is equal to 10 students assigned to preceptors.
30% scholarship: teaching, research, or practice
20% service / funded practice

Teaching assignments may be altered based on workload considerations, for example:

  1. Submission of a grant
  2. Substantial grant or practice funding
  3. Special service, e.g., special university, community, or CON task force
  4. Cross campus course coordination or area coordinator
  5. Developing a new course
  6. Amount of scholarship, service, or funded practice

    Note: Approximate number of students in a master’s course is 30 and a doctoral course is 15 before assigning a GA for assistance, generating a new section, or assigning additional faculty to assist.

Professional service is important to the university and community. Faculty are asked to participate in service activities at about 20% of FTE. As rank progresses from assistant, associate, to full professor, the level of service changes; for example, one progresses from a task force within the College to higher level University service and from a committee member to committee chair.

The following are examples of service activities:
Committees within the CON or University
Professional service to community groups
Service to local, regional, national, international professional organizations
Holding a leadership position in a professional organization

9 month faculty

80% teaching: usually 3 courses per semester or 24 clinical clock hours per week per semester
10% scholarship
10% service

Department Chairs or Division Deans and faculty may negotiate for an alteration in teaching based on the aforementioned workload considerations.


Scholarship is highly valued by the College and University. Faculty shoulder the responsibility to seek and bring in funding to support their scholarship, and they receive investment time for scholarship with the expectation that they will become funded for this effort. Tangible outcomes, such as funded grants and contracts and publications, are considered the return on investment. The following are examples of scholarship in the areas of teaching, practice, and research. These are consistent with P & T criteria.


Educational grants

Author of educational peer-reviewed publications on teaching innovations and/or evaluations

Text books and book chapters

Development of simulation activities

Regional, national, international presentations of learner-centered strategies and evaluation

Editor of an education journal

Development of evidence based guidelines

Program consultant

New course development and evaluation

Program development and evaluation

Writing test questions for national certification exams

Member of editorial boards of education journals

Inter-professional collaboration to develop new courses or learner-centered activities

Develop and/or pilot-test innovative use of technology in teaching


Develop innovations in clinical teaching and disseminate through peer reviewed publications and regional, national, or international presentations

Develop and publish practice guidelines/clinical pathways

Serve on regional, national, or international practice evaluation panels

Consultation to clinicians or agency administrators

Evaluation of practice outcomes and dissemination through peer reviewed publications and regional, national, or international presentations

Translate and evaluate research into practice

Develop disease state management protocols


Recipient of intramural and extramural funding

Demonstrate progression from small intramurally funded studies to extramural funding with dissemination of findings

Dissemination of research in peer reviewed journals, and at regional, national, & international meetings

Serve on editorial boards of research journals

Serve on national grant review panels (e.g., for national specialty organizations, private foundations, NIH)