Instructional workload survey


Workload is a complex and nuanced topic. A survey sought to provide feedback on instructional workloads at the college. 





Comments as summarized by ChatGPT 4.0 mini

The document discusses the ideal and reasonable teaching load in terms of contact hours for faculty members. Key points include:

  1. 12 Contact Hours: Generally considered an ideal and regular teaching load.
  2. 15 Contact Hours: Reasonable but potentially demanding, depending on the nature of courses and additional responsibilities. It may be manageable with adequate support and familiarity with teaching tools like Canvas.
  3. Workload Considerations: The current system’s definition of a full load (12-15 hours) is unclear and unfair. New faculty should start with 12-15 hours, preferably with fewer course preparations. Overload should be compensated, especially given the low pay and additional duties like committee work and advising.
  4. Course Variability: Teaching load can vary significantly across disciplines and course formats. Multiple sections of the same course may not be as overwhelming, but reducing the regular load to 10 hours could be ideal.
  5. Policy Clarity: The policy should specify a clear teaching load (suggesting 15 hours with a maximum of four course preparations) and consider other non-teaching responsibilities.
  6. Contact Hours vs. Credit Hours: The document notes a need for clarity in distinguishing between contact hours (time spent teaching) and credit hours (value assigned to a course).

Overall, the consensus is that the workload should be clearly defined, fair, and consider the broader responsibilities of faculty beyond just classroom teaching.






[Above chart includes aggregated responses to an open "other" option]








 

Summary of comments on other roles faculty have done by ChatGPT 4.0 mini

Redactions were made by the author.

The document outlines various roles and responsibilities taken on by faculty members, including:

  1. Advisory and Leadership Roles:

    • Acting roles and advising or consulting on projects like the [redacted] program.
    • Serving as advisors for student organizations, with a focus on reviving student clubs post-2016 policy changes that allowed advising to substitute for standing committee service.

  2. Instructional and Coordinating Duties:

    • Teaching roles, including [redacted] and course modifications.
    • Program coordination, which includes administrative tasks, program assessment, and faculty training, especially in using tools like Canvas.

  3. Committee and Organizational Involvement:

    • Serving on various committees, including ad hoc committees for hiring and campus management.
    • Participation in assessments and course outline development.
    • Serving in roles like [redacted] Coordinator and on boards like [redacted].

  4. Supportive and Community Engagement:

    • Assisting in maintenance, IT support, and student-oriented functions.
    • Community service, collaboration with other institutions, and running sports programs for schools and communities.

  5. Research and External Engagement:

    • Involvement in research, publications, and working with program stakeholders for improvement.
    • Participation in grants and projects, such as the [redacted] grant implementation.

Overall, faculty members are engaged in a diverse range of duties beyond traditional teaching, including advisory roles, program coordination, committee service, community engagement, and research.

 

Comment summary by ChatGPT on why faculty are willing to take on overloads


The document discusses various reasons why faculty members are willing to take on an overload of teaching responsibilities. Key motivations include:

  1. Student Needs:

    • Faculty prioritize accommodating student needs, especially when additional courses are required for students to graduate on time.
    • Offering more course options and sections helps students complete their programs and meet graduation requirements.

  2. Passion for Teaching:

    • Many instructors express a strong passion for teaching and a desire to help students succeed.
    • Some enjoy the opportunity to teach a variety of courses and explore new subjects.

  3. Financial Incentives:

    • Overload teaching provides extra income, which is particularly important given the high cost of living, low base salaries, and financial constraints.
    • The need for additional compensation is emphasized due to stagnant salaries and inflation.

  4. Institutional Support:

    • Faculty are willing to take on overloads to help the college maintain healthy enrollment and offer a diverse range of courses.
    • This is seen as essential for the institution's attractiveness to students and stakeholders.

  5. Workload and Resource Management:

    • Instructors note the challenges of manpower shortages and the need for appropriate resources and support to manage additional teaching responsibilities.
    • They express a willingness to teach extra courses if other qualified faculty are unavailable.

Overall, the document highlights the dedication of faculty to meet student needs, their passion for teaching, and the financial and institutional factors that influence their willingness to take on additional teaching loads.

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