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Your search keyword '"*COLLEGE teachers' workload"' showing total 15 results
Start Over Descriptor "*COLLEGE teachers' workload" Publisher magna publications inc.
15 results on '"*COLLEGE teachers' workload"'

1. Revising Workload, Promotion, and Tenure Policies for Online Faculty.

Subjects
*DISTANCE education teachers, *COLLEGE teachers' workload, *UNIVERSITY faculty, *TENURE of teachers
Abstract

The article focuses on the position of online or distance education teachers within their departments in terms of tenure, promotion, and workload. Philip DiSalvio of Seton Hall University in South Orange, New Jersey talks about how his school addressed these issues. Online education takes more of the teachers' time, DiSalvio says, which should affect the compensation structure. Seton uses faculty lines to provide support to the school's online and traditional classrooms.

Published
2007

2. Setting Boundaries: Four Tips for Managing Your Time Online and Not Letting Your Work Consume Your Life.

Author

Lorenzetti, Jennifer Patterson

Subjects
*DISTANCE education teachers, *TIME management, *ONLINE education, *COLLEGE teachers' workload
Abstract

The article provides suggestions for how distance educators can better manage their time. It is not necessary, for example, to always be online but it is a better idea to set specific working hours. Without boundaries, faculty members may return to traditional classrooms. Vacations can be difficult to plan, but enough time elapses between courses that online teachers have time off.

Published
2007

3. How Instructor's Teaching Load, Employment Status Affect Student Performance.

Author

Lorenzetti, Jennifer Patterson

Subjects
*ADJUNCT faculty, *COLLEGE teachers' workload, *ONLINE education, *GRADE inflation
Abstract

The article reports on the study conducted by Witt Salley, director of online education at Clemson University, to examine how faculty workload and status impacted student success. Topics discussed include adjuncts instructors teaching online overload schedule fared better than full-time faculty; similar grade distributions/inflation by both faculty types; and views of Melanie Shaw, online faculty success coordinator at Clemson, on the need to frame policies around faculty workload.

Published
2016

4. The Position Metric: An Instructional Resource Management Tool.

Author

Aeschelman, Stanley, Burwell, Tim, and Sharp, Bobby

Subjects
*RESOURCE management, *COMPUTER systems, *UNIVERSITY & college finance, *COLLEGE teachers' workload, *COST effectiveness, *COLLEGE teachers' salaries, *WAGE surveys
Abstract

The article focuses on the Position Metric system developed at Appalachian State University which is an essential resource management tool for colleges and universities in the U.S. The system creates workload models for academic units which effectively manages faculty salary resources. Data from the annual reports of the CUPA-HR National Faculty Salary Survey for Four-Year Institutions are utilized by the system to calculate the salary costs of a college or university. Worksheets from the system also contains data from the National Study of Instructional Costs and Productivity.

Published
2011

5. Promoting Research while Advancing Instruction, Part 2.

Author

Buller, Je!ey L.

Subjects
*RESEARCH, *TEACHING, *UNIVERSITY faculty, *PAY for performance, *MERIT ratings, *MONETARY incentives, *COLLEGE teachers' workload, *TEACHER role, *TENURE of teachers
Abstract

The article offers the author's insights on promoting research in colleges and universities without diminishing the excellence in teaching. The author says that changing the perspective on faculty roles can help encourage research while advancing teaching. He states that the division faculty duties are not just a matter of semantics, but also drive the faculty systems in most colleges and universities, in which faculty members receive higher raise if the score in all three areas is excellent. He mentions that examining the activities instead of result is another problem in the merit pay systems based on teaching, research and service, in which there are three ways to avoid this problem such as targeted merit plans, post-tenure review systems, and distinguished professorship.

Published
2011

6. Changing Roles, Improved Conditions for Non-Tenure-Track Faculty.

Author

Kelly, Rob

Subjects
*ADJUNCT faculty, *TENURE of college teachers, *PART-time employment, *COMPOSITIONALITY (Linguistics), *ACADEMIC departments, *COLLEGE teachers' workload, *COLLEGE curriculum, *UNIVERSITIES & colleges
Abstract

The article explores the ways on how to address issues concerning instructional quality and equity as universities increase their reliance on part-time and non-tenure-tract faculty. It suggests integrating non-tenure-track faculty into the culture of the department and institution. It highlights how the composition program makes such cultural change in the English department of Appalachian State University in Boone, North Carolina. The program relies more heavily on non-tenure-track faculty for teaching composition, wherein their teaching loads have gone from four-four to three-three. Director Georgia Rhoades of the Writing Across Curriculum (WAC) program notes that none of their non-tenure-track instructors were fully employed in 1998 and only two have taught at three-quarter time.

Published
2009

7. Bates' Workload Changes Improve Efficiency, Recognize Importance of Faculty Roles Outside Class.

Author

Bell, Debbie

Subjects
*UNIVERSITY faculty, *ORGANIZATIONAL structure, *DATABASES, *COLLEGE teachers' workload, *MEETINGS, *EDUCATORS
Abstract

The article focuses on complaints from Bates College faculty about their teaching loads which prompted administrators to investigate the issue and ultimately devise a plan that would significantly reduce their teaching loads without the need for additional resources. In addition to comparing teaching loads with other institutions, they began looking at the teaching loads of individual faculty members by putting together a database that included information on individuals, departments, and divisions, including the number of students faculty taught, theses they advised, class preparations, and extra class meetings per year based on three-year averages.

Published
2005

8. Increase Grading Efficiency with a Comment Archive.

Author

Meyer, Allen D.

Subjects
*GRADING of students, *PSYCHOLOGICAL feedback, *COLLEGE teachers' workload, *ONLINE education
Abstract

The article offers strategies in improving online grading system with the use of comment archive. It considers managing workload while providing the support and feedback that is essential to student success as one of the challenges of teaching online course. It offers step-by-step instructions for creating a comment archive.

Published
2012

9. PACT Guides First-Generation Students through All Four Years.

Author

Putre, Laura

Subjects
*COLLEGE student development programs, *FIRST-generation college students, *UNIVERSITY & college administration, *TEACHER-student relationships, *COLLEGE teachers' workload, *JOB hunting, *TEXT messages, *SERVICES for students, MERCY College (New York, N.Y.)
Abstract

The article focuses on the Personal Achievement Contract (PACT) program at Mercy College, which provides assistance to first-generation students for four years. It says that 75-100 students have a paired staff mentor who will offer services, including personal assessment guidance, meaningful work-study jobs discovery, and job searches, throughout their college career. It adds that PACT has determined priorities at each year level, while mentors are working full time and are being shuffled in taking new roles. Doctor William E. Martinov, the school's executive dean for student services and leadership, mentions the use of budgeted services and the hiring of additional mentors. Furthermore, opportunities such as the online social network Facebook and text messaging connections are discussed.

Published
2011

10. Adjunct Faculty in Online Education: Expectations, Accountability and Quality Assurance.

Author

Offerman, Dana

Subjects
*ADJUNCT faculty, *ONLINE education, *COLLEGE teachers' workload, *CAREER development, *UNIVERSITIES & colleges, *UNIVERSITY faculty
Abstract

The article focuses on the expectations, accountability, and quality assurance of adjunct faculty on online education in several colleges and universities in the U.S. It emphasizes that educational institutions should develop specific policies and strategies to make sure that adjunct faculty are included in their academic community. It discusses several strategies on how to foster adjunct engagement, such as offering professional development opportunities and adjusting academic workloads.

Published
2010

11. Managing Faculty Compensation and Workload.

Author

Lorenzetti, Jennifer Patterson

Subjects
*COMPENSATION (Law), *COLLEGE teachers' workload, *INDUSTRIAL management
Abstract

The article reports on the demands for understanding the faculty compensation and workload with a high capacity of students at Bemidji State University in Minnesota. According to professor Thomas Fauchald, the challenge is bringing on the departments into having an online program without a benefit for the departmental faculty. Nevertheless, the validity of the compensation and workload system were proven by the business administration program at Bemidji State.

Published
2008

12. "10 Commandments" of Effective Online Teaching.

Author

Ragan, Lawrence C.

Subjects
*DISTANCE education teachers, *EFFECTIVE teaching, *ONLINE education, *COLLEGE teachers' workload, *UNIVERSITY faculty, *HIGHER education, *TRAINING
Abstract

The author presents the first in a series of planned feature articles on his suggestions for creating and maintaining effective web-based instruction. Questions generated from the author's 2007 Magna Publication audioconference on faculty strategies for managing an online workload form the basis for his suggestions. He explains the "10 commandments" of online faculty performance used by Pennsylvania State University's World Campus, which clearly describe instructors roles and responsibilities.

Published
2007

13. Employment Status, Teaching Load, and Student Performance in Online Community College Courses.

Author

Salley, Witt and Shaw, Melanie

Subjects
*COLLEGE teachers' workload, *ACADEMIC achievement, *ONLINE education
Abstract

An excerpt from the article "Employment Status, Teaching Load, and Student Performance in Online Community College Courses," by Witt Salley and Melanie Shaw in the June 28, 2015 issue of the "Online Journal of Distance Learning Administration" (OJDLA), is presented.

Published
2015

14. Workload and Compensation Considerations for Online Faculty.

Subjects
*COLLEGE teachers' workload, *COLLEGE teachers' salaries, *COMPUTER assisted instruction, *ONLINE education, *INTERNET in higher education, *DIRECT instruction, *COLLEGE teaching -- Aids & devices, *CLASSES (Groups of students), *EFFECTIVE teaching, *EDUCATION
Abstract

The article discusses about the workload and compensation considerations for online teachers. Several researches were conducted on the comparison of classroom setting instruction (face-to-face) and online teaching. It was revealed that online teaching consumes a lot of time than face-to-face instruction. There are numerous factors which greatly affect the efficiency of online teaching. It includes the preparation of time, one-to-one instruction, and testing. To effectively promote substantial teaching in either online or face-to-face, academic leaders must be aware in assigning teaching loads and establishing appropriate faculty compensation.

Published
2006

15. Managing Faculty Workload to Reflect Differences Among Disciplines.

Subjects
*COLLEGE teachers' workload, *TEACHERS' workload, *COLLEGE department heads, *COLLEGE administrators, *COST effectiveness
Abstract

This article focuses on the transparent workload reporting system used by the Ryerson University to ensure that assigning faculty workload is fair in Toronto, Ontario. The system has space for department chairmen to explain why a certain faculty member deserves a lighter teaching load than the maximum load of 12 hours per semester. Due to competition for faculty from other institutions, each discipline has developed a set of informal norms that reflect the faculty workload at other institutions. These plans will be reviewed and updated regularly to ensure that they serve the students’ needs and the university’s academic values in a cost-effective way.

Published
2005

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