3-2 Planning Rules

Subcommittee:  Martha Arterberry, Bill Bowman, Nancy-Cushing Daniels, Veronique Delesalle, Ken Mott, GailAnn Rickert

Goals for the working group:
Develop a set of "rules"

Create a Fall and Spring semester plan using 2005 data for each departmentCreate a summary spread sheet showing:

•     How will every department make an accommodation?
•     Number of seats available compared to last year
•     Assess impacts (e.g., cannot offer enough courses for major)
  

Our rules:

• All 100-level courses (except Foreign Language and Writing Courses)  - cap at 35
• All FYS - cap at 18
  
• All Foreign Language Courses (100-200 level) - cap at 20

• All Writing Courses (Eng 101 and others that support first year writing requirement) - cap at 18

 300/400 level seminars/labs - cap at 16

Assigning Course/Lab credit:    

• Two labs (same course) with < 16 total students = 1 course

• Two labs (same course) with > 24 or more total students = 2 courses   
• Two labs (same course) with 16-24 total students = 1.5 courses

•     Lecture +1 lab with <8 students = 1 course

•     Lecture +1 lab with >12 students = 2 courses

•     Lecture + 1 lab with 8-12 students = 1.5 courses

Loads:

• Full-time faculty (term, tenure track, tenured) - 3 one semester, 2 another semester
• Lecturers  6 courses across the year 
• People who have a semester leave teach 3 courses in the semester they are "here".

• People who already teach less than a 3-2 do not get a further reduction.

• Department chair course releases do not change; program coordinators receive 1 course release.

Ideal goal for each semester course assignment for each faculty member:

• 3 course load - faculty member has 75 students

• 2 course load - faculty member has 55 students

Issues:

Increasing caps doesn't make for sound pedagogy in the languages.  

The majority of the committee suggested that visiting faculty (term appointments) teach 3-3 because they are not doing advising or governance.  If rehired for another year they still teach 3-3 and they won't be assigned advisees.  In calculating the numbers for the spreadsheet this was taken into consideration for French, Spanish, and Italian.  If all visiting faculty teach 3-3, the net result would be 12+ additional courses per year distributed across various departments.

Advising - how do we know people are doing more advising with a 3-2?  Is there a way to have equitable distribution of advising across all faculty? To increase maximal flexibility and opportunity, it would be nice to have all first year seminars fulfill a departmental or college educational goal (we may be close to being there already)

When will we know how many additional faculty we will get?  

What is the time table for implementation.  We need to get specific!