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Communicating Faculty Work Outside the Academy

Communicating Faculty Work Outside the Academy. Dr. S. Wickes Westcott III Clemson University. The Challenge. Convince internal and external audiences that faculty really do work. Address perception that faculty work deals only with teaching.

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Communicating Faculty Work Outside the Academy

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  1. Communicating Faculty Work Outside the Academy Dr. S. Wickes Westcott III Clemson University

  2. The Challenge • Convince internal and external audiences that faculty really do work. • Address perception that faculty work deals only with teaching. • Allow administrators to identify strengths and weaknesses. • Validate that faculty goals are aligned with university strategic plans.

  3. Not all faculty members teach a full load.

  4. Not all faculty members are paid to teach.

  5. Not all faculty members teach credit courses.

  6. Those who do not teach conduct research.

  7. Those who do not teach publish research.

  8. Analysis of faculty workload shows • Some members of the faculty do not teach a full load of credit courses. • Some of these have other obligations (PSA). • Some these teach non-credit courses or provide laboratory instruction. • Some are involved in research, an important component of a research university.

  9. Verify and evaluate strengths and weaknesses • Examine each member in four-block model. • Identify those without expected combination of teaching, research, and public service. • Query Faculty Activity System to learn of additional responsibilities. • Contact those individuals without complete information.

  10. Faculty Workload Assessment

  11. Verify and evaluate strengths and weaknesses • Examine each member in four-block model. • Identify those without expected combination of teaching, research, and public service. • Query Faculty Activity System to learn of additional responsibilities. • Contact those individuals without complete information.

  12. Faculty Activity System as Source of Work Information • Quick review of how it works. • Records are classified for summary reports. • Effort distribution is recorded to indicate main focus areas. • Allows direct examination of each person’s work (FAS Report).

  13. Verify and evaluate strengths and weaknesses • Examine each member in four-block model. • Identify those without expected combination of teaching, research, and public service. • Query Faculty Activity System to learn of additional responsibilities. • Contact those individuals without complete information.

  14. Were the Challenges Met? • Have we convinced internal and external audiences that faculty really do work? • Have we shown what faculty do beyond teaching that is important? • Did we allow administrators to identify strengths and weaknesses? • Can we demonstrate that faculty goals are aligned with university strategic plans?

  15. What Comes Next? Integration with strategic plan. Improvement of verification at department level. Development of college level management tools.

  16. Communicating Faculty Work Outside the Academy Dr. S. Wickes Westcott III Clemson University

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