Teaching Assignments and Workload, Including Workload Equivalencies and Related Procedures | Teaching, Learning and Curriculum Studies Handbook | Kent State University

Teaching Assignments and Workload, Including Workload Equivalencies and Related Procedures

  1. Appointment and Employment Procedures and Regulations

    1. Faculty Appointments

      Normally, an earned doctoral degree in a related discipline is required for all faculty appointments to a tenure-track position in the School.  Postdoctoral experience is preferred.

    2. Faculty Ranks

      The basic definitions of Faculty ranks are the following:

      1. Assistant Professor

        This rank is normally the entry-level rank for Faculty holding the doctorate in an appropriate discipline.

      2. Associate Professor

        Hired at or promotion to this rank presumes prior service as an Assistant Professor, possession of the doctorate in an appropriate discipline, and significant academic achievements, as well as teaching recognized overall as “very good,” and some service to the School, College, University and profession (See Section III of this Handbook).

      3. Professor

        Promotion to this rank requires credentials and achievements beyond those required for promotion to Associate Professor and is reserved for senior Faculty members who have achieved significant recognition in their discipline, have teaching recognized as overall “very good to excellent,” and provided substantial service to the School, College, University and profession (See Section III of this Handbook).

      4. Research Associate and Research Assistant

        These titles are reserved for individuals who are engaged in research and who are not normally assigned teaching responsibilities.  Such positions are typically supported by extramural grant funds and are not tenure-track appointments.  Faculty who hold these ranks do not vote on School committees and do not participate in School governance.

      5. Adjunct Faculty Appointments

        These appointments are held primarily by faculty from other institutions or persons on the staffs of community-based agencies and organizations.  Adjunct faculty appointments are made at the discretion of the Director in consultation with the appropriate program coordinator.  Adjunct faculty members do not vote on School Committees and do not participate in School governance.

      6. Visiting Faculty Appointments

        Visiting faculty appointments at an appropriate faculty rank may be made when leaves of absence occur or special needs arise and funds are available.  A visiting faculty member is typically a faculty member from another institution who is employed by the School for a period not to exceed one (1) year.  In the event that a Visiting faculty member is employed in that capacity for a second consecutive year, the visiting faculty member will then become an NTT faculty member.

      7. Full-Time Non-Tenure Track Faculty NTT Appointments

        Full-time non-tenure track faculty (NTT) appointments are made on an annual basis (See, Section III of this Handbook).  NTT appointments are not included under the umbrella of the University policy and procedures regarding faculty tenure (See, University Policy Register 6-14) and NTT faculty members are not entitled to any rights with regard to tenure.

      8. Part-Time Faculty Appointments

        When the School cannot meet its teaching needs from the ranks of its Faculty, NTT faculty and graduate students, part-time faculty appointments will be made from an established pool of qualified applicants not currently on regular appointment at the University.  Part-time faculty appointments are made at the discretion of the Director in consultation with the appropriate program coordinator.

      9. Graduate Faculty Status

        As a doctoral degree granting School, the School normally requires that all Faculty be eligible for appointment to the graduate faculty as associate or full members.  The Administrative policy regarding graduate faculty is included in the University Policy Register.  (See, University Policy Register 6-15.1)

    3. Recruiting Faculty

      The School supports the goals of equal opportunity and affirmative action in recruiting and in making appointments to the Faculty.   Search Committees are appointed by the Director, after consultation with the FAC and the Dean, and Faculty members in the specific area or discipline conduct the search for candidates.  Search committees include a student member selected by the faculty members serving on the search committee.  Following the search, the search committee recommends to the Director that at least two (2) and generally not more than three (3) candidates be invited to campus for an interview.  Each candidate who is invited to campus for an interview will present a seminar, to which all School members are invited, and may be asked to provide a teaching demonstration as well.  After receiving all input from the interview process, the committee will confirm or deny the acceptability of candidates and provide a critique of positive and challenging aspects of those individuals found acceptable. The Search Committee then makes its recommendation(s) to the School Director who formulates his/her own recommendation and forwards both the search committee’s and Director’s recommendations to the Dean for final action.

    4. Role and Responsibilities of the Faculty

      Each Faculty member is expected to contribute to the School, Campus, College and the University according to the terms and conditions of his/her letter of appointment.  High quality teaching and scholarly activity are expected of all Faculty members as is service to the School, Campus, College, and the University.

      Faculty members are expected to provide students with a syllabus which includes the subject matter to be covered in a course, a listing of assignments and/or reports, approximate dates of examinations, grading standards, attendance requirements, and other pertinent details of the conduct of the class.  A Student Survey of Instruction (hereinafter “SSI”) is required in each course in each semester and will be conducted under the auspices of the Director pursuant to applicable University policies and procedures (See, Section V of this Handbook).  Probationary Faculty members are expected to work with the School Director to identify at least one faculty member each year to visit their class and evaluate their teaching performance.  Supervision and direction of student research projects, theses, and/or dissertations (as appropriate to program offerings) is part of the teaching function.

      Scholarly activity is expected of all Faculty members, although the extent and/or type of activity may vary with the terms of each Faculty member’s assignment and campus location.  Faculty involved in research and graduate programs are expected to present evidence of their endeavors. Possible evidentiary artifacts include, but are not limited to publications, proposals submitted for extramural funding, and dissemination of research in various venues as appropriate to the discipline. Activity in professional organizations and the mentoring of graduate students is also generally expected.

      Service to the University is a responsibility of each Faculty member.  School, Campus, College, and University committee or task force membership is expected as a normal part of a Faculty member’s contributions.  Special or outstanding service above and beyond that which is typical may be considered during the review of a Faculty member, but service alone will not reduce the expectations of quality teaching and scholarly activity.  Professional service is encouraged and recognized as a part of the responsibilities of each Faculty member, although contributions in this area can be expected to vary widely due to the nature of the various disciplines within the School.

      The School places a strong emphasis on working collaboratively both on and off campus. This collaboration may involve teaching and facilitating learning or encouraging students to work together for educational improvement and social change. For example, many courses require students to work together by observing classes and then developing, implementing and evaluating curriculum, instructional strategies, and assessments. Faculty members try to model this collaboration through joint efforts in research, service, and (when possible) teaching. Continuing relationships with schools, colleges, non-school agencies, and other organizations are indicative of the Faculty’s attempts to work with others for the benefit of students and communities.

      Faculty work takes place not just in the college classroom but also in a variety of professional field settings. Faculty act not only as instructors but also as clinical professors, research facilitators, liaisons, and mediators between groups of students, as well as between students and the teachers, administrators, parents, and others in community, political, and business organizations with whom they work.

      In sum, formal teaching, research, and service are diverse efforts and depend upon a broadly conceived sense of the faculty’s professional responsibilities as university educators. Faculty members contribute to the School in different ways, and flexibility is needed to insure that the School and its faculty are able to meet the challenges of professional practice.

    5. Faculty Code of Ethics

      All members of the School faculty are expected to maintain the highest ethical standards as teachers, scholars, university citizens and colleagues.  The University policy regarding faculty code of professional ethics can be found in the University Policy Register.  (See, University Policy Register 6-17)

    6. Academic Freedom and Professional Responsibility at KSU

      As indicated in the current Collective Bargaining Agreement, faculty members are entitled to freedom in research and in the publication of the results, as well as freedom in the classroom (including the virtual classroom).

    7. Professional Responsibilities

      School faculty must comply with the University Policy Register, applicable Collective Bargaining Agreements, and the College Handbook.  In addition, the School identifies the following roles and responsibilities of School Faculty:

      Teaching: Teaching well, that is, providing the diversity of students who choose to become educators and related professionals with current knowledge opportunities for critical-reflective thinking, and professional experiences, is the core around which the work of the faculty in the School develops. The work of teaching involves, among other things, an understanding of how humans grow and learn, theories of development, how change takes place and is facilitated, the selective nature of school knowledge, and the purposes and values of schooling and related areas of practice. Teaching incorporates the most current thinking in the field; indeed, teaching must take into account what faculty members want students to do. Students need to be prepared to work in different types of school, college and non-school environments, in settings that are as richly diverse as, or perhaps even more diverse than, classrooms in the School.  Moreover, preparation of teachers, school leaders, and scholars must be grounded in the need to help others make connections, continue learning, and seek to improve their own professional practice. Providing students and the faculty with the knowledge of how best to learn, including the tools to do so, as well as the understanding of optimum learning conditions for doing so, will make this more likely for students, faculty, and for those with whom they work. The faculty recognizes that teaching is scholarly practice.

      Learning: The goals of the School faculty are to help students become lifelong learners and to understand how to help others learn. Student learning is at the center of the framework for professional education. Teacher candidates emerge from their programs of study as quality professional educators grounded in the following values and behaviors: understanding how students learn, as well as how to facilitate inquiry-based learning, problem solving, and authentic assessment. Further, students and graduates strive to create learning environments that help students build on prior knowledge and to use technology in an ethical, critical, and creative manner as a means to acquire, provide, organize, and communicate knowledge.

      Curriculum Development: Teaching, leadership, inquiry, and research are embedded within the School’s many sub-disciplines. To organize these activities into a meaningful experience for students, faculty must develop curriculum that is substantial, consequential, and imaginative. Faculty members in the School focus on this perspective. Faculty are not simply concerned with writing out notes that can be shared with students; instead, they attempt to create experiences for students that will provide opportunities for truly significant learning and that will encourage a passionate approach to their professional endeavors. Faculty informally (and sometimes formally) study (and discuss) curriculum development and practice in order to do this in the best ways possible, informed by the most recent thinking in curriculum studies and in the curriculum fields of specializations within the School. Faculty members seek an integration of theory and practice, so that thinking about curriculum informs practice, and vice versa. Faculty members engage in continuous development, analysis, articulation, evaluation, and re-construction for this explicit purpose.

      Advising:  Faculty members recognize the vital importance of advising students and strive to meet this responsibility in a variety of ways. While this can be done in group advising meetings, conversations on the telephone, and exchanges via email or web chat groups, faculty members are also expected to set aside several hours each week for office hours that can be used for in-person advising of current and prospective undergraduate and graduate students. Faculty members recognize the fundamental importance of such advising in the educational and professional careers of students. Such efforts may include but are not limited to: discussing a student’s work in a class or in a field setting; offering specific help on a paper, project, thesis or dissertation; providing information about career options; advising potential applicants of graduate programs; assessing application materials and interviewing applicants for programs; evaluating coursework and advising students seeking alternative routes to licensure; determining field placements and following up when problems occur; and so forth.

      School Faculty members believe that advising is a key responsibility. Undergraduate and graduate students are urged to meet with their faculty advisor at least once each year. In the unusual circumstance that a substantial number of students are assigned to a faculty member for advising, the Director, with the approval of the Dean, may assign workload equivalent for these duties.

    8. Faculty Workload

      As per the Collective Bargaining Agreement, the normal load for Faculty members is 24 credit hours per academic year. The normal load for NTT faculty members is 30 credit hours per academic year (as per the Collective Bargaining Agreement for this contingency). While workload primarily involves teaching, research, and advising, the nature of each workload may differ among program areas and individual faculty members. Varied course and program structures and other responsibilities make it necessary for some flexibility in the creation of workload assignments. Among the many situations that the School Director may consider when assigning workload are the following: administrative responsibilities; advising load; cohort supervision; service commitments, on and/or off campus responsibilities; curriculum and program development, especially for new initiatives; significant scholarly projects; graduate student advising; field and clinical responsibilities; and transitional career-related activities. Specifically, program coordination, center direction and student teaching supervision may also be assigned workload equivalent. Faculty members new to Kent State typically are provided workload credit in order to help establish their research agenda.

      A Faculty member’s workload may be flexible from semester to semester within an academic year. If, for example, a faculty member’s load in the fall semester includes a four (4) credit course and two (2) three (3) credit courses, and the person has three (3) credits for research and advising, the total load for the semester would be 13 credit hours. In that case, the faculty member’s load for the spring semester would be 11 credit hours to keep the total for the year at 24 credit hours. Workload substitutions for the supervision of students/interns (6 students = 3 credit hour load) may be assigned by the Director.

      Every faculty member is generally expected to teach at least one (1) course per semester for which the instructor bears full instructional responsibility. Faculty members typically receive research workload credit at six (6) credit hours per year. It is important to note that a (6) credit release is not automatic but is available for probationary faculty and tenured faculty who maintain active agendas working with graduate students and have graduate faculty status.  Typically, this six (6) hours is divided by semester.  In one semester, faculty are given 1.5 hours for advising and 1.5 hours for research; the other semester, faculty are given 1.5 hours for advising and 4.5 hours for research.  While individual investigations at all levels and the directing of dissertations are compensated during the Summer term, supporting students in these ways may be included in the three (3) hours of advising provided over the academic year.

    9. Teaching Assignments, Class Schedules and Additional Assignments

      Faculty members are assigned to teach specific courses by the Director. The primary considerations for course assignments are prior teaching experience, subject expertise, and shared responsibility among the Faculty for service and introductory courses.  Questions regarding teaching assignments should be addressed first to the Program Coordinator and then to the Director, if necessary. In the case of a dispute or request for reassignment, the Faculty member may request review by the FAC, which will make a recommendation to the Director.

      Scheduling of classes is the responsibility of the Program Coordinator with approval of the Director.  The primary consideration for scheduling classes is student need, with regard to meeting program or major requirements within a reasonable time frame. In addition, the scheduling of some classes may be determined by the need to serve nontraditional students. Workshops are designed to meet the current needs of target populations. They are organized and conducted in cooperation with and in accordance with the policies and procedures of the Office of Continuing and Distance Education, and the Office of Professional Development in the College. Program coordinators should also be consulted about such additional assignments. For any course that is offered for graduate credit, including workshops, the instructor of record must have (or qualify for) graduate faculty status (which may be held on a temporary basis).

    10. Summer Teaching Assignments

      The Director welcomes interest in summer teaching assignments from all full-time faculty members.  Because neither intersession or summer periods is part of the regular academic year, it is understood that 1) summer and intersession teaching is not a right, and 2) no member of the faculty is required to accept a summer or intersession offer of employment.  The size, content, and staffing of summer courses are dictated by budgetary constraints and curricular needs.  Within these requirements, faculty members are offered summer teaching assignments. For additional information on summer teaching assignments, individual investigations, thesis and dissertation advisement refer to the applicable Collective Bargaining Agreement for compensation guidelines.

    11. Other Faculty Duties

      All faculty members are expected to schedule and be physically present for at least five (5) office hours per week (See, University Policy Register 6-18.101).  The office hours shall be posted and communicated to the School office, as well as to the faculty member's students.  If a student, for a legitimate reason or reasons, is unable to meet during the faculty member’s scheduled office hours, the faculty member is expected to make an appointment to meet with the student at another mutually agreed upon time.

      In order to assist in student advising, faculty members should maintain current knowledge of University, College, and School programs and requirements.

      Faculty members are expected to participate in recruitment programs, graduation ceremonies and other activities, which are appropriate to their role as a faculty member in the School.

    12. Sanctions

      A sanction is a documented corrective action in response to a faculty member's unsatisfactory performance of his/her duties and responsibilities as a member of the faculty. (See, “Sanctions for Cause” in the Collective Bargaining Agreement)

    13. Faculty Information System

      All tenured Faculty members are required to prepare and submit an annual workload summary report for the previous academic year. It will include the following items:

      1.   An updated curriculum vitae submitted via the approved university system.

      2.   Course evaluations (provided by the School Director) and syllabi for each course taught.

      3.   A brief summary of professional activities related to the 24 credit hour workload (e.g., if a faculty member has a three (3) hour assignment for program coordination, a brief summary of activities related to their work as a Program Coordinator should be provided; if a faculty member has a three (3) hour assignment for research, a brief summary of research activities should be provided).  FAC typically provides a suggested template for documenting accomplishment.

    14. Faculty Leaves

      All leaves, sponsored or unsupported, personal or professional, are subject to the approval of the Director, the Dean and the Provost.

      University leaves include but are not limited to:

                            1.     Research leaves.

                            2.     Leaves of absence without pay.

                            3.     Faculty professional improvement leaves.

                            4.     Research/Creative Activity appointments.

    15. Faculty Absence and Travel Policy

      Faculty members who will be absent from campus for professional reasons must submit a Request for Absence Form with the Director.  The request should be made at least one (1) month prior to the planned absence and is subject to the approval of the Director and the Dean.  Arrangements for any classes to be missed during the absence must be addressed to the satisfaction of the Director before approval will be granted.

      Attendance at professional meetings is encouraged, and approved travel expenses incurred in attending such meetings will be reimbursed when approved prior to travel, according to the University's travel policies and availability of School funds.  In general, greater amounts of support will be granted to meeting participants (i.e. those presenting a paper) than to faculty members who simply attend professional meetings.

    16. Faculty Sick Leave

      The Director is responsible for keeping complete records of faculty sick leave; however, faculty members are also required to record their sick leave on the University’s online system.  Sick leave should be reported online within forty-eight (48) hours after an absence whenever possible. Employees are charged for sick leave only for days which they had been scheduled to perform service to the university. (See, University Policy Register 6.11.1.). In addition, see applicable Collective Bargaining Agreement for additional information on sick leave accrual and banking.

    17. Outside Employment and Other Outside Activities

      Faculty members may engage in professional activities outside the university provided the activities do not interfere with the faculty member's teaching, research, or service responsibilities to the School, Campus, College or University (See, University Policy Register 6-24). These activities must not compete with University activity or the faculty member’s employment with the University and must be approved in advance by the Director and the Dean. Each academic year, each faculty member must disclose and seek approval for all outside employment or other outside activities on the form provided by the University; faculty must also complete the form stating that they do not anticipate any activity outside the university.  Any outside employment or other outside activities are subject to the Faculty Code of Ethics and the University’s conflict of interest policies.  (See, University Policy Register 6-17 and 6-23).

    18. Copyright Restrictions

      All faculty members should be aware of current copyright laws which restrict the copying of published materials.  For further information, contact the University’s Office of Legal Affairs.

    19. Academic Misconduct

      The University policy regarding misconduct in research and scholarship and the Administrative policy and procedures regarding allegations and instances of misconduct in research and scholarship are included in the University Policy Register. (See, University Policy Register 3-05 and 2-05.01)