University of Colorado at Colorado Springs Department of Mathematics Approved April 13, 2004
Normally, tenure track faculty are involved in a mixture of teaching, research, and service. Full-time instructors teach 8 courses per academic year. They are expected to have a light load of service responsibilities, normally related to their teaching.
The teaching load for tenure track faculty with an active and substantial research program is typically 15 semester hours per calendar year.
Courses are most commonly taught during the fall and spring semesters, but by mutual agreement between the faculty member and the chair it is possible to count summer courses, taught without additional compensation, toward the teaching load.
Faculty may teach courses with more or less than 3 semester hours of credit. They may also be called upon for extraordinary new or modified course preparation efforts. Appropriate workload accounting for these efforts will be determined by the chair in consultation with the faculty member.
Faculty may also be involved in teaching independent study courses, or in supervising a student?s thesis. For this work 18 semester hours of individual student enrollment shall be considered equivalent to a regularly scheduled 3 semester hour course; subject to funding constraints and departmental planning concerns, faculty who have accumulated such teaching credit may be eligible for offloads.
A differentiated workload is intended to be a redistribution of effort in the teaching, research, and service categories. There are times a faculty member should devote a greater amount of time to a particular area. With the agreement of the department chair and approval of the appropriate administrators, a tenured faculty member may negotiate a differentiated workload for an academic year. Differentiated annual workloads must be consistent with the University's commitment to the tripartite mission of teaching, research/creative work, and service, individual faculty needs (e.g. career development, tenure and promotion), the department?s program needs, and the goals and objectives of the college and campus. In establishing differentiated workloads for individual faculty members, the chair must keep in mind the need to achieve overall balance within the department while simultaneously assuring that individual faculty needs are addressed. Subsequent annual assessment and reward of faculty should appropriately consider the assigned workload. The overall contributions of faculty on differentiated workloads to the department, campus, and community are expected to be comparable with those of faculty on normal workloads. Faculty members with a differentiated workload may revert to normal workloads at their discretion at the end of the academic year. When evaluating performance in annual reviews, the chair should consider the overall value of the contributions of faculty members to the goals of the department and college.
Nontenured faculty are not eligible for a differentiated workload.
There are a variety of circumstances which may result in an adjustment to the normal teaching load. In all cases such adjustments are subject to the approval of the chair, and may be affected by funding constraints and departmental planning requirements.
its faculty to pursue external funding to support their research activities through grants and contracts. In accordance with college-wide policy, a faculty member, with the approval of the department chair and the Dean, may reduce their teaching load by one course per year at the rate of ten percent of their nine-month salary, plus any overhead expenses associated to instructional replacement. The course buyout amount shall cover all instructional costs associated to the course offload. For those faculty members with contracts that do not provide adequate funding for course offloads, occasional exceptions to the offload cost policy are permitted with the approval of the department chair and the dean in accordance with appropriate department and college policies. Appropriate examples of these occasional exceptions include internally-sponsored grants with small budgets or substantial grants not funding academic year offloads. In these cases the grant will usually provide the funding for an offload (for example by using the Principal Investigator?s ICR monies), and such funding should at least cover the necessary instructional replacement costs which may include instructor salaries, benefits and other expenses.
For atypical circumstances including, but not limited to significant extra effort in administrative, grant or service work, the faculty member?s teaching load may be adjusted with approval of the chair. This may be best handled by a differentiated