An analytics-based integrated decision tool for evaluating faculty workloads

This paper examines the integration of traditional teaching course loads (three courses in the fall plus three courses in the spring or four courses in the fall plus four courses in the spring) expressed as direct teaching hours, with percent effort distribution (teaching, scholarship, and service). Sixteen analyses showed 70% teaching, 20% scholarship, and 10% service with a 3 + 3 teaching load yielded a 40-hour academic workweek, 90% teaching, 0% scholarship, and 10% service with a 4 + 4 teaching load yielded a 41-hour academic workweek. Adding administrative load as a percent, not equal to a course release, produced a six-day academic workweek. The addition of experiential learning only provided a marginal increase in workload. We recommend tenure track faculty teach and produce adequate scholarship and service with a 3 + 3 teaching load, and non-tenure track faculty teach and produce adequate service with a 4 + 4 teaching load. Departments should consider adjusting promotion and tenure guidelines to reflect the amount of available time.