data-driven reallocation of teaching resources academic leadership retreat august 26-27, 2014 caula...
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DATA-DRIVEN REALLOCATION OF TEACHING RESOURCESAcademic Leadership Retreat
August 26-27, 2014
Caula A. Beyl, Dean
College of Agricultural Sciences and Natural Resources
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Allocating teaching resources
Situation:One worm…So many mouths to feed!
Dean
Department Heads
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CASNR’s Structure for Resources
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Most new positions are split appointments
• Teaching needs must dove-tail with either AgResearch or Extension needs
• The teaching priority is to get required courses taught particularly those with strong enrollment trends
• Sometimes the department has very specific discipline needs or requirements linked to accreditation
%Teaching %Research
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In a resource-lean environment• Historically, some colleges would leave vacant positions in
departments and just wait to fill them when resources became available.
• This led to an attitude of “ownership” of positions and a legacy approach to allocation of teaching resources
• In a resource-lean environment, we must reallocate• CASNR pulls back vacancies that occur after separations and
retirements.• DATA help us prioritize where we need to place our teaching
resources.
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What we consider when allocating teaching FTEs
• Alignment with the University, UTIA, and CASNR strategic plans
• Enrollment growth in the department and projected enrollment
• How effectively is the department using its existing teaching FTEs
• Management of overall instructional program – advising quality, retention and graduation rates
CASNR 2020
UTIA Four
Pillars
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Data that reveal teaching resource efficiency Number of under-enrolled courses in each department…..
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Data that reveal teaching resource efficiency
Credit hour production per FTE from Academic Unit Statistics (OIRA)
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Cautions about the data…
• Many factors affect how useful credit hour production data are:• Does not reflect credit hour production by departmental faculty
• Co-teaching with other faculty• Teaching cross-listed courses in other departments• Teaching in intercollegiate programs in other colleges
• Sometimes FTEs attributes to CASNR are inflated by endowed positions that do little actual teaching
• All results should be examined with a critical eye as credit hour production is assigned by course prefix and not by affiliation of the instructor
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Data that reveal teaching resource efficiency
Management of individual faculty teaching loads with assigned teaching FTE
In 2011, a teaching workload committee within the college developed an algorithm that we use to estimate the percentage of a person’s effort that is devoted to teaching and advising.
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Teaching role of proposed positions
• Is it a required course or an elective course?
• What has been the enrollment pattern for the last 5 years?
• What is its importance in the curriculum? Other curricula?
• Is it duplicated anywhere in the department or college?
• If a new course is being proposed, where will the students come from?
• Finally, does the chosen candidate have the teaching experience, flexibility, and expertise to teach several courses?
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Of all the ways to make budget decisions,
Using data is better than the alternatives!