Instructions Details

1. Prior to attempting to complete the form, discuss in general terms the activities in which the individual expects to be involved.  This might include expectations relative to courses to be taught; courses to be developed; students to be directed; research funding to be obtained or maintained; publication opportunities; general level of research involvement; general level of extension involvement; and general level of service and committee involvement.

2. Based upon the discussion, attempt to collaboratively complete the form electronically (note that completion of the form will normally require that you pass through it at least twice).  Enter the name, rank, social security number, department, year, and appointment period.  The year entered should indicate the coming academic year (99-00).  The appointment period should be 9 or 12 for 9 month or 12 month employees.  Complete the form subsections as follows.  Note that at this point all references are to be "Expected" values.  "Actual" values are entered during the subsequent year. Worksheet cells come in four colors.  White cells do not require an entry from the user.  Some of the white cells include formulae and these cells are locked to prevent you from accidentally changing their contents.  The darker blue cells will normally require some sort of entry on your part.  This is where you enter assigned and project values such as course names, credit hours, number of graduate students and so on.  The lighter blue cells are used for additional, optional necessary.  These are the "Expected Outcome" cells where you describe (as necessary) the outcomes associated with the assignment.  The yellow cells do not require entry at this time.  Those would be used at the completion of the year to indicate actual tasks completed and accomplishments.

2.I.A) Classroom Instruction: For each course you expect the individual to teach, enter the course code, title, the term it is to be taught, and the expected number of students.  Enter the credit hours associated with the course as the number of "Contact Units".  Do not enter values for Contact Unit Equivalencies, Total Contact Units & Equivalencies, or Designated Effort at this time.

2.I.B) Thesis/Dissertation Supervision: For each masters student anticipated to be directed by the individual, determine the number of quarters, beginning with the fall and inclusive through the following summer, that the individual will be directing the student.  Note that if the student will be directed during the summer quarter, the quarter is to be included in the determination, even if the faculty member is a 9 month employee and will not be on the payroll during the summer quarter.  Sum the number of quarters over all masters students being directed.  This is the number of student-quarters. Enter the number of student-quarters in the #StuQ column of the row associated with chairing a masters program (cell D24).  In the Expected Outcomes column (cell R24) enter the names of the students directed, anticipated program entry and graduation dates.  For each doctoral student anticipated to be directed by the individual, follow the same procedure, but enter the information in the row associated with chairing a doctoral program.  For each masters committee of which the individual is a member (excluding those students being directed) again follow the same procedure, entering the information in the appropriate row.  For each doctoral committee of which the individual is a member (excluding those students being directed) again follow the same procedure, entering the information in the appropriate row.

2.I.C) Directed Individual Studies: For each directed studies course enter the course designation and name.  Also enter the number of terms during which the course is expected to be taught, and the total number of students across all terms that will be enrolled.  Note that the number of credit hours is irrelevant.  This does not include 699 and 799 courses (those are reflected in  entry I.B.).

2.I.D) Supervision of Student Interns: For each course involving the direction of student interns enter the course designation and name.  Also enter the number of terms during which the course is expected to be taught, and the total number of students across all terms that will be supervised (This category is not expected to receive extensive use in the COE).

2.I.E) Supervised Teaching/Research: This category would include routine supervision of teaching assistants and post-doctoral students.  For supervision of teaching activities, enter the course designation and name, followed by the number of terms and the total number of individuals supervised across all terms. For supervision of research activities (this would include post-doctoral and supervision of undergraduate research activities) enter the department designation, the research project name, followed by the number of terms and the total number of individuals supervised across all terms.  Note that this designation is intended for routine supervision.  If extensive interaction is required (beyond 0.5 contact unit equivalencies per student), entry II.C. should be used.

2.II.A) Supervision of Cooperative Education: This category is to be used if the individual has direct responsibility for the supervision of cooperative education students (normally not true of engineering faculty).  If an individual has such responsibility the appropriate entries include the name of the firm and/or the student(s) involved, the number of terms for which supervision was provided, and the total number of students across all terms for that firm.

2.II.B) Clinical Instruction: This category is to be used if the individual provides clinical instruction (normally not true of engineering faculty).  If such instruction is provided, the appropriate entries include the name of the clinic and/or the students involved, the number of terms during which the instruction was provided, and the percentage of total effort (designated effort) that the individual will spend in providing the referenced clinical instruction.

2.II.C) Other Instructional Effort: This category is intended to address intensive instructional efforts not readily recognized within the other categories.  For example an individual may be assigned responsibility for the development of instructional technology to support a new or existing course.  Perhaps an individual is to develop laboratory experiences for use in high schools.  Perhaps an individual is charged with the development of laboratory activities for a course, or with training laboratory assistants.  This is a broad category that recognizes substantial and significant efforts associated with instruction.  For each such activity, one should enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spent on this activity.  Careful attention should be given to assuring that the percentage of effort is commensurate with the assigned task.  To this end it is critical that an expected outcome be entered that describes as fully and accurately as possible the accomplishments intended to result from the assignment.

2.II.D) Research: This category is intended to address the research activities of the individual.  For each research activity, one should enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spent on the activity.  Careful attention should be given to assuring that the percentage of effort is commensurate with the assigned tasks.  To this end it is critical that an expected outcome be entered that describes as fully and accurately as possible the accomplishments intended to result from this assignment.  This expectation might include number and value of proposals to be submitted and/or funded.  It might include number of publications to be submitted and/or accepted.  The expectation might include reports to be completed or funding levels to be maintained or achieved.  Note that this category is not restricted to externally funded research.

2.II.E) Outreach: This category is intended to address the outreach activities of the individual.  For each outreach activity, one should enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spend on the activity.  Careful attention should be given to assuring that the percentage of effort is commensurate with the assigned tasks.  To this end it is critical that an expected outcome be entered that describes as fully and accurately as possible the accomplishments intended to result from this assignment.  This expectation might include reports to be submitted, products to be delivered, and/or designs to be completed.

2.II.F) Internal & External Service: This category is intended to primarily address committee and other service activities (student organization advising for example).  This category also includes external service activities such as serving as an officer for a professional society or acting as a reviewer for a professional journal.  For each activity enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spent on the activity.  Recalling that a contact unit is associated with one hour of presentation and roughly two hours of preparation, a commitment of one hour per week to an activity represents a designated effort of roughly 2%.  This should serve as guide in estimating designated effort values.  The expected outcome should reflect any particular product of the service activity (committee report, committee minutes).

2.II.G) Academic Advising: This category is intended to address formally assigned advising responsibilities.  For each broad category of advising assignment (pre-engineering counseling, undergraduate advising), one should enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spent on the activity.  Recalling that a contact unit is associated with one hour of presentation and roughly two hours of preparation, a commitment of one hour per week to an activity represents a designated effort of roughly 2%.  This should serve as guide in estimating designated effort values.  The expected outcome should reflect any particular product of the advising activity (report preparation, assessment activities).

2.II.H) Academic Administration: This category is intended to address assigned administrative activities.  This might include such responsibilities as program director, assistant department chair/head, and stem or area coordinator.  For each broad category of administrative assignment, one should enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spent on the activity.  Recalling that a contact unit is associated with one hour of presentation and roughly two hours of preparation, a commitment of one hour per week to an activity represents a designated effort of roughly 2%.  This should serve as guide in estimating designated effort values.  The expected outcome should reflect any particular product of the administrative activity (plan preparation, assessment activities).

2.II.I) University Governance: This category is intended to address activities that provide advisory support to the general governance of the unit or the institution.  Contributions in this category by engineering faculty will be rare.  Contributions might come from direct involvement with the legislature or other external entities.  For each broad category of governance assignment, one should enter an appropriate title, the number of terms during which the activity will be pursued, and the total percentage of the individual's time (designated effort) that will be spent on the activity.  Recalling that a contact unit is associated with one hour of presentation and roughly two hours of preparation, a commitment of one hour per week to an activity represents a designated effort of roughly 2%.  This should serve as guide in estimating designated effort values.  The expected outcome should reflect any particular product of the governance activity (legislative submission, report to the board).

2.I.A) Classroom Instruction: After having completed a first pass through the faculty workload form, the next step is to finalize the classroom instruction assignment.  Typically the number of contact units associated with classroom instruction is equal to the number of credit hours in the course.  However contact unit equivalencies can be added (or subtracted) based upon circumstances.  For example teaching a course for the first time requires more effort than subsequent efforts.  This additional effort is indicated by adding an appropriate number of contact unit equivalencies.  The following provides a general guide for the assignment of contact unit equivalencies (generally based on a 3 credit hour course).  For each course assigned, the circumstances should be reviewed and the appropriate number of contact unit equivalencies should be added.  The basis for the contact unit equivalencies should be indicated in the mode (Md) column by using the letter designations given below.
Lecture format, taught two or more times, taught recently (within 3 years), junior level or below, 60 students or less, no GTA assigned; zero contact equivalencies.

Mode    Contact Unit Equivalencies                   Justification
a)          +2 or 67% of credit hours                    First time taught
b)          +1 or 33% of credit hours                    Second time taught
c)          +1 or +2, 33% to 67%                          Substantial Innovation (instructional technology, notes, documented in expected outcomes)
d)          +1 or 33% of credit hours                    Substantial project/design component
e)          +1 or 33%                                            Senior level/technical elective
f)           +2 or 67%                                            Graduate level
g)           -1 or -33%                                          GTA to support lecture (grading)
h)           +1 or 33%                                          Not taught recently (3 years)
i)            +1 or 33%                                          Large class (>60)
j)             No change                                         Team taught but all instructors attend all sessions
k)            Variable                                             Non-traditional format requiring increased interaction with students.
l)             Reduced by lab credit hours              Lab handled by GTA
m)            Variable, can be significant              Direct responsibility for lab, including design, set-up, conducting, documented in expected outcomes).

3. Review the designated effort percentages obtained on your initial attempt to complete the form.  If it is 100% and both parties are satisfied, you have completed the process!  If not:

4a) If the designated effort is greater than 100%, the expectations of the individual are too great.  Modifications must be made.  These can vary from assignment of additional instructional support (GTAs); to reducing committee responsibilities; to reducing research expectations; or any other mutually agreeable mechanism for modifying the assignment.  Note that you should not merely lower the designated effort percentage in a particular area without in some way reducing the responsibilities and expectations in that area commensurately.  When the assignment has been modified to 100%, the process is complete.

4b) If the designated effort is less than 100%, the expectations of the individual are insufficient.  Modifications must be made.   These can vary from reduction of teaching support (GTAs); to increasing committee responsibilities; to reducing research expectations; or any other mutually agreeable mechanism for modifying the assignment.  Note that you should not merely increase the designated effort percentage in a particular area without in some way increasing the responsibilities and expectations in that area commensurately.  When the assignment has been modified to 100%, the process is complete.