Report of the Semester Conversion Task Force - California State ...

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Semester Conversion Task Force ReportAdditional Considerations—Faculty WorkloadIn its examination of conversion issues, the Task Force also became aware of matters related toconversion that merit additional investigation and debate. While these matters are not necessarily linkedto the semester conversion plan, procedures and processes, the Task Force believes the following fourrecommendations are important, timely and relevant, as faculty are rightly concerned with what workloadmight be after converting to semesters, if a decision to convert is made:OPER-29OPER-30OPER-31OPER-32In accord with the Academic Senate Resolution (#13) discussed earlier in thisdocument, conversion should not result in an increase in faculty workload. Anindividual’s time might be spent differently, but it ought not to increase the work thatmust be done.Semester conversion, if it occurs, ought to be an opportunity to creatively developways to free time for other duties. This is especially the case for faculty.Faculty engaged in converting programs to semesters ought to consider workloadafter conversion. It may be possible, as it is at some other CSU campuses, toachieve FTES targets while providing reassigned time for advising and/or research,scholarship and creative activities. The Division of Academic Affairs ought to supportsuch efforts by establishing reasonable targets and budgets, and by decentralizingdecision-making.We recommend the creation of a new committee of faculty and administrators that ischarged with investigating issues related to faculty workload and their implicationsfor retention, tenure and promotion guidelines and specifically with achieving thegoal of reducing teaching load at CSULA. Such a committee ought to have access towhatever information is necessary to carry out its charge. And the Administrationshould commit to negotiating with the Chancellor’s Office, if necessary, in casethere are reasonable actions the Chancellor’s Office might take to facilitate reachingthe goal of reducing teaching load for faculty.To further inform discussions of faculty teaching loads, Table 7 shows faculty time allocations for variousteaching percentages. The first row, derived from row A in Table 1, shows the current time allocation.The remainder of the table focuses on the semester compatible rows of Table 1, rows C, D, and E. Thefirst block assumes an 80% teaching allocation of effort. These are similar to the equivalent rows in Table1. The second and third blocks assume 60% and 50% teaching allocations of effort respectively.29
Semester Conversion Task Force Report(d) Table 7. Faculty allocation of effort with various teaching percentages and term lengthsTerm Weeks Terms Teaching Units UnitsTeaching Simultypein term per year percent per year per termhours taneousper week coursesA Quarter 10 3 80 36 12 12 3-3-3C Semester 15 2 80 24 12 12 4-4D Semester 14 2 80 24 12 12.9 4-4E Semester 10 3 80 24 9-9-6 13.5-13.5-9.0 3-3-2C Semester 15 2 60 18 9 9 3-3D Semester 14 2 60 18 9 9.6 3-3E Semester 10 3 60 18 6 9 2-2-2C Semester 15 2 50 15 9-6 9.0-6.0 3-2D Semester 14 2 50 15 9-6 9.6-6.4 3-2E Semester 10 3 50 15 6-6-3 9.0-9.0-4.5 2-2-130
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