School of IAS Faculty Meeting April 1, 2016

Date: Friday, April 1, 2016 Time: 12:30 – 2:30 pm Location: WPH NOTE: Highlights indicate actions taken/decisions made

Agenda

1. Generala. Approve SIAS March 4, 2016 Faculty Meeting Minutes

2. Reports:a. Faculty Senateb. Faculty Assembly ECc. SIAS Faculty Council

3. SIAS Updates4. Discussion and vote on Dr. Anne Bartlett appointment as tenured Full Professor in SIAS5. SIAS Fellows Work Group: Lower Division Revision6. SIAS Fellows Work Group: Faculty Teaching Load Analysis

Attachment and link: 1. Attachment A_Dean Presentation2. Attachment B_Bonnie Becker Presentation3. Attachment C_Jim Gawel Presentation

Discussion

1. Generala. SIAS March 4, 2016 Faculty Meeting Minutes Approved

2. Reports:a. Faculty Senate- Jim Gawel reported on Faculty Senate discussion of proposed faculty salary policy.b. Faculty Assembly EC- Faculty Assembly representative reported that a survey will be coming out to

faculty and encouraged participation and reminded all about faculty general assembly meeting on April22nd 2016.. SIAS Faculty Council- Michael Foreman reported that the Faculty Council was still workingon Memo 12.

3. SIAS Updates- Cheryl reminded all about merit timeline and gave update on searches and thanked searchcommittees. Turan Kayaoglu reminded faculty of upcoming peer-mentoring, brown bag lunch talks and otheropportunities and events. He mentioned we should be minimizing “X” grade submissions as they sometimescause problems for students and the registrar. Bonnie Becker went over curriculum deadlines and reported onthe status of our major and master programs progression through the curriculum approval process. She alsoencouraged participation in Campus Strategic Planning input groups.

4. Discussion and vote on Dr. Anne Bartlett appointment as tenured Full Professor in SIAS-Cheryl Greengrove provided Melissa Lavitt’s comments about the candidate:

• Dr. Bartlett had a campus level perspective and understood the role of the school in a campus context• She has worked with interdisciplinary curriculum at her current campus and at Portland State and

understood interdisciplinarity• Dr. Bartlett was more interested in our campus mission

Committee Member Forman provided the following information about Dr. Bartlett: Dr. Barlett has been a long standing faculty member at DePaul University demonstrating her institutional commitment. She had the most experience of the candidates with interdisciplinary curriculum and brings Latin to our school. Dr. Bartlett was very thoughtful about how she presented herself so we would have a very good idea about who we would be hiring. She brings experience with shared governance and was chair of faculty council during her tenure at DePaul. At one point she even went against the Provost on a specific issue and won her case. She would be a good advocate for SIAS. She even had the courage to bring up politics at dinner which is a risky move in my opinion.

Committee Member Williams added that: The search committee agreed that there were two very strong candidates and that Dr. Bartlett would bring a strong understanding of curriculum and the internal workings of our school. She would be able to further assist us with our structure and internal operations. Dr. Bartlett seemed to have less experience with

School of IAS Faculty Meeting April 1, 2016

external constituents but could develop external relationship building and community engagement skills overtime. Both committee members made it clear that the committee strongly supported this candidate.

Faculty had no comments or questions. In accordance to SIAS bylaws and online vote will be posted by end of the day Friday and close at 5p.m. on Wednesday 4/6/16. 5. SIAS Fellows Work Group: Lower Division Revision (LDR) – Bonnie Becker reported the work of the lower

division revision workgroup. Bonnie reviewed history, and accomplishments and evolution of the LDR over the past toe years and the establishment of a campus wide student success task force. The focus this year for the SIAS LDR team has been in three areas 1) providing guidelines and tools to help divisions review and adjust course levels; 2) doing a gap analysis of HIPS; and 3) evaluating SLOS. The team suggests LDR 3.0 continue and be called “SIAS General Education Committee”. The team also suggests we adopt the LEAP AACU as our SIAS wide SLOS and have our ICC discuss and take a closer look at how to do this. See presentation for detailed report.

a. Comments: Cheryl Greengrove stated that the last time she was IAS Director (2006-2009) we had already adopted the LEAP SLOS for our then concentrations and posted these for each concentration on our webpage.

b. Comments: Riki Thompson stated that she would like to see us keep going on this work and not lose the momentum we’ve got going. She added that she feels like we spend our time evaluating the same items over and over and not really making any changes. She would like to see changes as a result of this good work.

6. SIAS Fellows Work Group: Faculty Teaching Load Analysis – Jim Gawel reported the work of the faculty

teaching load analysis workgroup. See presentation for detailed report. a. Comments: Cheryl reported that Bothell changed their workload in IAS to a 5 courses load at the

request of the VCAA as all other programs on that campus had moved to that model. This was done a number of years ago when IAS was small. Reduced teaching load of faculty was covered by adding up the number of courses that would need to be covered and hired part-timers to teach. Not sure this is a model that can work on our campus. Several expressed interest in learning more about how Bothell implemented the change and doing an evaluation of what that might cost SIAS and how we might implement it ourselves. Several noted that if we push this as a school that perhaps the campus could make the change. Questions arose about who is the final decision maker on making such a change to our scheduling practices and it was indicated that the EVCAA would have the final say. Several noted concern about increasing our number of part-time faculty. Additional conversation centered around lowering the cap on our classes. Cheryl reminded the faculty that the cap when the campus was founded was 30 students per class, then moved to 35 and then in 2009, during the last financial crisis moved to 40. Originally one class was supposed to be a smaller class of 20. There was discussion about making one of our classes capped at 20 and making sure the class with a cap of 20 be scheduled during the quarter when lecturers are teaching 3 courses. There was further discussion about lowering the number of classes we offer to increase the enrollment % and making our course offerings more efficient, especially since our classes are not at the same fill rate as Bothell for instance.

SIAS Ground Rules Work for the good of SIAS as a whole Assume best intent Share the floor and allow for all voices Be honest and respectful Listen Stay with agenda (unless team decides to deviate) Ask for clarity when needed Be positive – change is hard! Bring off line conversations and/or decisions back to the

group

Updated 12/1/15

Attachment A

KUDOS

Vanessa DeVeritch Woodside, Assistant Professor Honored as Outstanding Women at UWT Ceremony Jim Gawel, Associate Professor “Sediment the culprit behind toxic algae at Lakewood’s Waughop Lake”, The News Tribune, 03/09/2016 Michael Honey, Professor • The UW's Co-Motion office is contracting with Bullfrog Films to nationally disseminate

Michael Honey's new film "Love and Solidarity: James M. Lawson, Nonviolence, and the Search for Workers' Rights."

• Film screening & discussion: “Love and Solidarity” - Thursday, 05/19 @ 2:00 pm

KUDOS

Michelle Montgomery, Assistant Professor • Book contract: Resilience and Sustainability: Traditional Ecological Roots

of Indigenous Studies with University Press of Colorado & Utah State University Press

Emma Rose, Assistant Professor • Peer reviewed articles:

– Rose, E. “Design as advocacy: Using a human-centered approach to investigate the needs of vulnerable populations.” Journal of Technical Writing and Communication. Accepted for publication, scheduled for April 2016.

– Putnam, C., Dahman, M.*, Rose, E., Cheng, J.* and Bradford, G. (2016). “Best Practices for Teaching Accessibility in University Classrooms: Cultivating Awareness, Understanding, and Appreciation for Diverse Users.” ACM Transactions on Accessible Computing. 8(4):1-26.

– Rose, E., & Tenenberg, J. (2015). UX as Disruption: Managing Team Conflict as a Productive Resource. International Journal of Sociotechnology and Knowledge Development (IJSKD), 7(3), 1-19.

KUDOS

Cynthia Howson, Lecturer • Book chapter: Howson, C., & Damp, A. (2016). Hybrid

Governance and the Criminalization of Somali Refugees Seeking Social Services in a Midwestern Town. In R. Furman, G. Lamphear, & D. Epps (Eds.), The Immigrant Other: Lived Experiences in a Transnational World (pp. 122-135). New York: Columbia University Press.

Ariel Wetzel, Lecturer • Book chapter: "Teaching Science Fiction, Part 1: Social

Theory in Practice" in the anthology WisCon Chronicles Vol. 10, edited by Margaret McBride and published by Aqueduct Press.

SIAS FACULTY MEETING AGENDA

Friday, April 1, 2016

Time Topic Presenter(s)

General • Approve SIAS March 4, 2016 Faculty

Meeting Minutes

• C. Greengrove

5 mins. Reports: • Faculty Senate • Faculty Assembly EC • SIAS Faculty Council

• Committee

representatives

15 mins. SIAS Updates • C. Greengrove & ELT

20 mins. Discussion and vote on Dr. Anne Bartlett appointment as tenured Full Professor in SIAS

• C. Greengrove

40 mins. SIAS Fellows Work Group: Lower Division Revision – report out

• B. Becker

40 mins. SIAS Fellows Work Group: Faculty Teaching Load Analysis – report out

• J. Gawel

As May Arise

UPDATES

Approval of minutes Reports from

• Faculty Senate • Faculty Assembly • Faculty Council

Action Who Start Deadline

• Submit materials to the appropriate staff for Catalyst site • Keifer: SAM, SBHS and SHS • Annis: CAC and PPPA

• Materials: • Submitted by faculty member:

• CV • Activity Report • Peer teaching evaluation

• Submitted by staff: • Student teaching evaluations (tables)

• All full-time faculty • Monday, 3/28

• Part-time Lecturers • All full-time faculty • Friday, 4/8 • Monday, 5/9

• Review Full-time Lecturers • Professors • Associate Professors • Assistant Professors • Senior Lecturers

• Friday, 4/8 • Monday, 4/18

• Review Senior Lecturers • Professors • Associate Professors • Assistant Professors

• Friday, 4/8 • Monday, 4/18

• Review Assistant Professors • Professors • Associate Professors

• Friday, 4/15 • Monday, 4/25

• Review Associate Professors • Professors • Friday, 4/22 • Monday, 5/9

• Review Professors • Dean • Friday, 4/29 • Monday, 5/9

• Review & Discuss Votes • Make Recommendation to Dean

• SIAS Faculty Council • Friday, 5/13 • Friday, 5/27

• Send Recommendation to EVCAA • Dean • Monday, 6/6

REMINDER: 2016 SIAS MERIT TIMELINE

SIAS SEARCH UPDATES – THANK YOU!!

Position Committee Chair Status

Com Law and Policy (TT) Chris Demaske • Signed contract received from Randy Nichols • New hire paperwork submitted.

Hispanic Studies (Lecturer) Loly Ramirez • Signed contract received from Augie Machine • New hire paperwork submitted.

Regional Economics (TT) Will McGuire • Signed contract received from Justin Beaudoin • New hire paperwork submitted.

Geo or Math History (TT) Jenny Quinn • Signed contract received from Erik Tou • New hire paperwork submitted.

Gender Stu / Pol Econ (Lecturer) Emily Ignacio • Signed contract received from Cynthia Howson • New hire paperwork submitted.

Sociology (Lecturer) Nita McKinley • Signed contract received from Tanya Velasquez • New hire paperwork submitted.

Cognitive Psych / Methods (Lecturer) Hyoung Lee • Signed contract received from Rose Njoroge • New hire paperwork in progress.

Epidemiology (TT) Jim Gawel • Vote ended 03/09/2016

Literature / Com (Senior Lecturer) Joe Sharkey • Signed contract received from L. Nicole Blair • New hire paperwork in progress.

Neurobiology (TT) Erica Cline • Vote ended 03/23/2016

Nonprofit Studies (TT) Turan Kayaoglu • Signed contract received from R. Bernstein • New hire paperwork in progress.

Composition (Lecturers) Riki Thompson • Committee preparing the interim report

EVENTS

• Peer Mentoring Meetings: – Assistant Professors Peer-Mentoring

• Monday, 04/11 @ 12:30 pm in CP 206C • Guests: Michael Forman/Justin Wadland

– Lecturer Peer-Mentoring • Monday, 04/18 @ 12:30 pm • Lecturer Reappointment and Promotion

• SIAS Brown Bag Lecturers :

– Dan Shugar (SAM) • Wednesday, 04/13 @ 3:40 pm in Faculty Resource Center (WG 208) • Induced Geohazards from the 2015 Gorkha Earthquake, Nepal

– Danica Miller (SHS) • Wednesday, 04/27 @ 3:40 pm in Faculty Resource Center (WG 208) • Indigenous Language Revitalization: Lushootseed on the Puyallup Reservation

OPPORTUNITIES

• RESEARCH AND TEACHING FUNDS APPLICATION DEADLINE – Friday, April 15, 2016 – Email applications to Kristina Powers (copying C. Greengrove)

• FREDERICK T. HALEY WRITING AWARDS – Nomination deadline: Friday, 4/15 at midnight – Haley Writing Awards date: Monday, 5/9 at 12:30 pm – See Janie Miller for more information

• EQUITY & INCLUSION: 2nd Annual SEED Institute (Strengthening Educational Excellence with Diversity)

- Applications due to Sharon Parker (1-page): April 29, 2016 - Workshop 14-17 June 2016

CURRICULUM AND SCHEDULING

• Upcoming New Curriculum Due Dates (to your chair)

• April 22 (last chance for winter 2017) • May 20 • Spring, summer, and fall all usually due in the prior fall

or early winter

• Scheduling

• Summer registration begins April 11 • Fall registration opens in May

OTHER ASSOCIATE DEAN OF C&AA NEWS

• UWT Student Success Task Force • Expect a survey about Digital and Information Literacy

• UWT Strategic Planning

• Attend upcoming Campus Crowdsourcing events

April 5 April 6

12:30-2:00 Research/ Workplace SCI 105

Equity/ Growth WCG 322

3:30-5:00 Students/ Community JOY 114

Research/ Community GWP 320

Discussion and Vote on Dr. Anne Bartlett as tenured Full Professor

faculty member in SIAS

SIAS FELLOWS WORK GROUP – REPORT LOWER DIVISION REVISION

Bonnie Becker – Chair This year’s team - Alex Smith, Andrea Modarres, Auggie Machine,

Danica Miller, Ellen Bayer, Eric Bugyis, Haley Skipper, Joanne Clarke-Dillman, Julie Masura, Jutta Heller,

LeAnne Laux-Bachand, Leighann Chaffee, Libi Sundermann, Megan Swartz, Nicole Blair, Jessica Asplund, Dustin Annis, Arlyn Palomo

SIAS FELLOWS WORK GROUP – REPORT TEACHING LOAD ANALYSIS

Jim Gawel & Jennifer Harris

Lower Division Revision Faculty Fellows

SIAS Meeting, April 1, 2016

Attachment B

Lower Division Revision

• The Past • The Present • The Future

The Past

• Formation of LDR 1.0 • Accomplishments of LDR 1.0 and IGEA

Action Plan • Formation of LDR 2.0

NW PULSE Meeting, October 2014

Core Concepts Core Competencies

LDR 1.0

• Formed in winter 2015 as a “faculty fellows” with charge: – “This SIAS initiative supports the campus-

wide focus by analyzing and strengthening the lower division curriculum across SIAS...”

• Organized by Areas of Knowledge

Membership

I&S • Tanya

Velasquez (lead #1, SHS)

• Libi Sundermann (lead #2, SHS)

• Leighann Chaffee (SBHS)

• Eric Bugyis (PPPA)

NW • Julie Masura

(lead, SAM) • Jutta Heller

(SAM) • Megan

Schwartz (SAM)

• Ryan Card (SAM)

• Haley Skipper (SAM)

VLPA • Nicole Blair

(lead, CAC) • Sam Parker

(CAC) • Joe Sharkey

(CAC) • Joanne Clarke

Dillman (CAC)

Bonnie Becker, Dustin Annis, Jessica Asplund, Erica Tucker, Lorraine Dinnel, Amanda Bruner

THIS IS NOT ABOUT CORE CLASSES, IT’S ABOUT CONNECTIONS

GOALS STATEMENT

Given the role of SIAS in offering lower division and general education courses at UWT, SIAS faculty commit to improving to the preparation, success, and retention of our students by working to enhance the following elements of our general education curriculum: ◦ The alignment of 100 and 200 level classes

and the freshmen and sophomore experience ◦ The scaffolding of lower division curriculum

into majors ◦ The commitment of faculty to value and

support lower division teaching

PRINCIPLES: THE THREE STUDENTS Major-focused Major-curious Open-Minded

Sure of major on day one Considering major, but not sure yet

Not sure where to start

Remove barriers to entering majors

Provide opportunities to explore preferred major early

Provide exposure to a range of possibilities

Provide an experience in interdisciplinary study

Provide opportunities to explore other majors

Provide direct and early advising to help focus

Open possibility to change mind

Open possibility to change mind

Provide a sense of community and structure

STRAWMAN—FTIC FIRST YEAR

First time in college

(FTIC)

Major Focus

Major Curious

Open Minded

Major FIG 1. Comp 2. Pre-req 3. Uni

Skills1

Subject FIG 1. Comp 2. 100

AoK 3. Uni

Skills2

Social FIG 1. Comp 2. 100

AoK 3. Uni

Skills3

Major FIG example: Psychology; Subject FIG: Social Justice; Social FIG: Veterans Uni Skills to match the FIG: 1. Division Uni; 2. Division or General Uni; 3. General Uni. SIG categories: 4. Undergrad Research, 5. Community Service, 6. Majors Exploration

1. Pre-req 2. 100 AoK 3. QSR

SIG4

1. Pre-req 2. Adv Uni 3. 100 AoK

1. 100 AoK 2. 100 AoK 3. QSR

1. 100 AoK 2. 100 AoK 3. QSR

1. Pre-req 2. 200 AoK 3. 200 AoK

1. 200 AoK 2. 200 AoK 3. LD

Seminar

Fall Winter Spring

Summer Experience • LD Research • Community

Service Project

• Course work • Study Abroad

LDR 1.0 Outcome

◦ Participation in IGEA (June 2015)

DRAFT ACTION PLAN: VISION STATEMENT

1. Signature work scaffolded by academic narrative

2. Student Learning Outcomes

3. Integration of gen ed across four years

4. Assessment

5. Transparent and visible pathways

6. High Impact Practices

7. Inclusive excellence and an asset-based approach

8. Co-curricular collaboration

SHORT TERM

• Communicate • Inventory

• SLOs • Course Levels

Work collaboratively to adopt action plan for SIAS.

LONGER TERM

• Adopt signature work for each SIAS major

• SIAS-wide guidelines for Academic Narrative

• Define equity and diversity for our community

• Assessment plan for SIAS

• Work with campus to adopt a model for lower division general education

LDR 1.0 Outcome

◦ Participation in IGEA (June 2015) ◦ Summer meeting (July 23) ◦ SIAS Retreat (September)

▫ Course level recommendation ▫ Evaluation of SIAS SLOs

◦ Led to the creation of campus-wide Student Success group and LDR 2.0

The Present

• Formation of LDR 2.0 and campus wide Student Success Task Force – Gateway courses – HIPs Survey – Course Level Evaluation – SLOs and ELOs

Student Success Task Force 1. Understanding retention and persistence issues and

solutions 2. Research on best practices/models of first year and lower

division education and experience 3. Research focused on best practices for first generation

college experience 4. Student pathways (into majors) 5. Campus-wide student supports (including student

life/comm engagmt) 6. Incentives for faculty engagement; supporting

faculty/teaching 7. Digital/Info Literacy (Plus HIPs conference!)

Gateway Courses

• A gateway in this case would be defined as the course that we would recommend a student take if they are interested in declaring the major—whether they were sure or just exploring. It doesn’t have to be a major pre-req or requirement (although preferably it is), but ideally wouldn’t put the student behind in completing their major. Should be at the 200 level, but doesn’t have to be. Should be offered frequently. Ideally, if the student decides against the major, this course would count towards something else (AoK, other majors).

LDR 2.0 Name Division Alexandra Smith CAC Andrea Modarres CAC Arlyn Palomo SIAS Auggie Machine CAC Bonnie Becker SIAS Danica Miller SHS Dustin Annis SIAS Ellen Bayer CAC Eric Bugyis PPPA Haley Skipper SAM Jessica Asplund SIAS Joanne Clarke-Dillman CAC Julie Masura SAM Jutta Heller SAM LeAnne Laux-Bachand CAC Leighann Chaffee SBHS Libi Sundermann SHS Megan Schwartz SAM Nicole Blair CAC

Goals

• Goal 1: Evaluate and Integrate School-wide Essential Learning Outcomes and Major Student Learning Outcomes

• Goal 2: Formalize SIAS Definitions of Course Levels and Review Curriculum for Alignment

• Goal 3: Inventory and Conduct Gap Analysis of High Impact Practices

HIGH IMPACT PRACTICES

HIPS IMPACT

http://www.calstate.edu/engage/documents/csun-study-participation-in-multiple-high-imp

Progress to Date

• Up to 73 responses! • Made a list of key classes—requirements

(no choice) or pre-reqs (no choice) where we know students are passing through – Some majors have a “limited choice” – Some majors have none!

• Made a list of known HIPs across a major • Discussion of “local defintions” of HIPs • Recommendations

COURSE LEVELS

Survey Results (31 responses)

0

2

4

6

8

10

12

Type and amount ofgraded work

Expectations ofstudent skill

Depth, level, andamount of

material/concepts

Specificity ofcontent

Placement incurriculum

Differs by discipline I'm confused by this No response

How do you determine level?

Note: multiple answers allowed

Survey Results (31 responses)

0

2

4

6

8

10

12

14

16

18

Sufficient as is Sufficient, butnot well-known

Sufficient, butnot enforced

Need morespecifics

Tweak existing(incl provideexamples)

We're not ready Not sure No response

Are UW guidelines sufficient?

Course Levels?

• “As a new faculty, I have really no idea. I was told that a 400-level course is more interdisciplinary, but I feel right now that there's no clear info for me to communicate my understanding of these levels.”

• 100-level courses: These courses are broad surveys that provide foundational knowledge for upper level work within an area of study or its applications. They do not have prerequisites, unless it is a sequential course

• 200-level courses: These courses are introductions to principles within areas of study that may have interdisciplinary elements. Students in these courses are expected to have had previous experience in college-level research, analysis, and writing, but not necessarily within the area of study in which this course is taught. They may or may not have prerequisites.

Progress so far

• Approval of Course Level Designation document by Faculty Council

• Evaluation tool rolled out to Division Chairs

• Due date mid-spring • Creation of text for web

Text for the Web (Students)

• https://goo.gl/VJZTWS

LEARNING OUTCOMES

UWT

Gen Ed (Core/SIAS)

Major

Course

Assignment

Hierarchy of Student Learning Objectives

SIAS-level SLOs

• Discussed at ICC, to be discussed at the Faculty Council

TOOL: VALUE

Integrative Learning Rubric

Major-level SLOs

• Finalize the instrument and take it on the road!

To facilitate discussion about SLOS… What kind of outcome does this SLO describe? Knowledge (understanding that is fundamental to a particular course of study, including core concepts or questions, basic principles and methods, historical background, specific techniques necessary for gaining this understanding) Skills (the capacity to apply knowledge to specific problems within a course of study, including analyzing, synthesizing, and evaluating information, communicating effectively, and collaborating) Professional and/or Practical Reasoning (the attitudes and values appropriate to a course of study, including professional standards, ethical norms, conventions, and expectations) Practices (the performance of activities essential to a particular course of study, including the production of scholarly and professional work that contributes to the field) Other (Please specify what other kinds of outcomes are essential for your major/minor that are not included in this list)

The Future: LDR 3.0?

• Conversion to “SIAS General Education Committee”

Folow Us!

• https://catalyst.uw.edu/workspace/bjbecker/49036/

Jenny Harris and Jim Gawel Presentation to SIAS Faculty

April 1, 2016

Attachment C

JUST KIDDING!

Clarify teaching load practices and policies within IAS for tenure track faculty and lecturers.

For example, identify annual course loads and class caps within IAS (and within UWT, UWB and UWS) • Should we have more seminars with class cap of 20? • More 2 and 3 credit classes? • How should these things be handled? • How does current low-enrollment policy fit in with

existing practice?

Surveyed SIAS faculty (59 respondents) • Analysis/categorization of responses

Called/emailed faculty colleagues at

regional institutions

Analyzed data from UW Tacoma and UW Bothell for academic year 2014-15 • (courtesy of Bonnie and Jessica)

Negative Rating

Moderate Rating

Favorable Rating

No response

5% N/A

31% “Ok, reasonable, not bad, manageable, fine, fair, as expected, and average.”

49% “difficult, high, heavy, too much, too heavy, too high, too rigid, overwhelmed, a lot, at my limit, and exploitative at best.”

37% of respondents indicated “Yes, but…” and then provided limitations that will be discussed later.

58% of respondents stated that their current teaching load does NOT allow them to do what they want in the classroom.

5% did not respond to this question.

People who otherwise felt positive or moderate about their teaching load indicated that their other research or service responsibilities were too high or suffering (15).

People who otherwise felt moderate or negative about their teaching load indicated that pedagogy is suffering because there is not enough time to incorporate writing assignments, student interactions, or make course changes (10).

Regardless of individual ratings of teaching load, 40-student caps on enrollment was consistently identified as too high (17).

Lecturers commonly rated their three-course quarter as being particularly difficult and felt that student interactions and pedagogy were suffering as a result (11).

general rushed experience of the quarter system was identified as problematic (2)

dissatisfaction with MWF schedule (3) breaks too short on Tuesdays & Thursdays (2) No incentive to supervise student research

because it is not counted in our load (2) not enough space (1) too many preps (2) classes are too long (2) load is not comparable to other institutions,

especially Bothell (5)

Lowering enrollment caps was the most consistent suggestion made (16). • Reasons included “better meet pedagogical needs,

increase retention by meeting student needs, and that the increase to 40 was supposed to be temporary during the hiring freeze.”

Allowing for more co-teaching opportunities was the second most consistent suggestion amongst faculty (12). • Reasons included “allows for more breadth and depth,

increases students’ access to diverse faculty and perspectives, and puts the I back in S-I-A-S.”

The third most consistent suggestion to improve student learning was adding TAs (8).

seminars (7) hybrids (6) higher credits (1) variation in course offerings (2) co-teaching seminars (2) count supervision of student research in

load (2) flexible caps (2) more online options (1) longer breaks (2) more experiential courses (1)

Low enrollment policy is harmful to teaching Lower division courses have greater needs that should be

considered in our load “I came here to work with the kinds of students we have:

first-generation, working class, students who may not have planned on college. They deserve and require far more individual attention than I can give with 80 a term.”

More choice in what we teach Connect two different courses Disparity between number of students enrolled at different

ranks Let research, fieldwork, seminars, and capstones count in

load Quality not quantity

InstitutionArea of Info Person

Class Enrollment

TA Support Lecturer/Instructor Teaching TT Teaching Load TT Research Expectations Comment

Central Washington University

geography 30-80 some45 CH/year; usually 9 courses X 5 credits each

36 CH/yr; course release first year

2 principle author paper (or PI on NSF grant) + 2-3 conf proceedings, etc.

unionized

Eastern Washington University

economics department (online materials)

??? some45 CH/yr; student contact hours also considered

36 CH/yr; student contact hours also considered

20% time to service and scholarship; five (5) refereed publications, or their equivalency

unionized; http://www.ewu.edu/Documents/CBPA/Economics/EconomicsDepartmentPlan-9-11.pdf

Western Washington University

geology 10-250for intro courses

9 courses/yr; normally 3-5 credit courses (no specs, set by unit), so 27-45 CH

6 courses/yr, so 18-30 CH #s not included unionized

Univerity of Puget Sound

psychology 15-50very few for large lab classes

6 classes/yr (lab class in some depts count as 2), so 27 QCH-ish

6 classes/yr (lab class in some depts count as 2), so 27 QCH-ish

2 peer-rev articles, but other things count as well; highly variable by dept.

University of Washington Tacoma

SIAS 11-40ish none9 courses/yr, but 2 are service and contact hours considered, so 35 ish CH

4.5-6 courses/yr; so 25-30 CH

good question

University of Washington Bothell

IAS24-45 (normal lecture cap)

none9 courses/yr, but 2 are service, so 35 ish CH

5 courses/yr, so 25ish CH"quality = R1, quantity is somewhat less"

higher load for lecturers in STEM???

Washington State University Vancouver

biology 15-196

for labs, courses more than 60; graders sometimes for medium size

45 QCH/yr; 6-9 CH may be service; some count contact hours as credits (e.g. labs 1 credit = 3 hr contact time), 36-39 CH

9ish QCH/yr (sci); 13.5ish/yr (math); 18ish/yr (soc sci); 27ish/yr (humanities)

2 papers/yr + funding (not for math, socsci, human); 1 big or multiple small grants

large classes may be divided into 2 to count as 2 courses; TT often 40/40/20 split

University of Idaho

fish and wildlife sciences

15-150 some 36 CH/yr eqnegotiated, often 18 CH/yr

1 peer-rev article/yr + external research funding

loads set by % in writing

0

5

10

15

20

25

30

35

40

0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100 >100

# o

f fa

cult

y

% Enrollment Target Met per Faculty Member

0

5

10

15

20

25

30

35

0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100 >100

# o

f fa

cult

y

% Enrollment Target Met per Faculty Member

0

5

10

15

20

25

# o

f fa

cult

y

Student Credit Hour Target

0

2

4

6

8

10

12

14

# o

f fa

cult

y

Student Credit Hour Target

0

5

10

15

20

25

# o

f fa

cult

y

Student Credit Hour Actual

0

2

4

6

8

10

12

14

16

18

# o

f fa

cult

y

Student Credit Hour Actual

Task Force (2-3 credits) • Debate team • Youth Court

Advanced Seminar (5 credits; 18 cap) • Hip Hop • Hacker culture

Internships (2-6 with faculty of record) Portfolio Capstone (3 credit; 24 cap) And more…

Fewer courses with higher enrollment % • Requires rethinking of number of options in majors

Smaller course caps with more courses

• Different credit size courses (2-3 credit options) • Co-taught options

Individualized faculty teaching contracts

• Include independent studies in load • Include student contact hours in calculations • Service loads considered