II-1.25-POLICY ON FACULTY WORKLOAD AND RESPONSIBILITIES
(Approved by the Board of Regents, August 19, 1994;
Amended by the Board of Regents, July 9, 1999)

I.   Purposes

The purposes of the "UMS Policy on Faculty Workload and
Responsibilities" are to promote optimal performance by the
University of Maryland System and by each of its institutions
in meeting the needs and expectations of its students and other
clienteles, and to provide mechanisms that will ensure public
accountability for that performance. Because faculty are the
primary performers of the System's instruction,
research/scholarship and service, the policy must
encourage and support faculty in applying their creativity,
ingenuity, initiative, knowledge, experience, and professional
skills in performing many diverse functions. Faculty are expected
to meet their responsibilities independently and in full accord
with both institutional expectations and established tenets of
academic freedom.

This policy reflects the centrality of instruction at degree-
granting institutions while
acknowledging the essential development of knowledge through
research/scholarship and its
application to societal needs.

II.  Application

The policy applies to the following individuals:

1.   All persons holding tenured and tenure-track positions who
are classified as faculty (instructional, research and public
service) and are so reported to the Maryland Higher Education
Commission through the Employee Data System;

2.   All persons who, while holding faculty rank, are classified
as administrators and are so reported to the Maryland Higher
Education Commission through the Employee Data System, and
perform their administrative duties at the level of academic
department or equivalent academic unit, including chairs,
assistant chairs, program director, etc.;

3.   All persons who, while neither tenured nor on the tenure
track, are employed full time by the UMS, are classified as
instructional faculty and are so reported to the Maryland Higher
Education Commission through the Employee Data System; and

4.   All persons who, while neither tenured nor on the tenure
track, are employed full time by the UMS, are classified as
research faculty and are so reported to the Maryland Higher
Education Commission through the Employee Data System, and whose
salaries are supported, in whole or in part, by state funds.



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The University of Baltimore Law School and the University of
Maryland at Baltimore schools of law, medicine, dentistry and
pharmacy shall develop separate policies for their faculties.
These policies, subject to the approval of the Chancellor, shall
provide accountability fully comparable to that provided in this
policy. This policy does not apply to individuals who hold
faculty rank but who are assigned to administrative duties
outside the department or equivalent academic
units, for example, deans, vice presidents, presidents, etc.; nor
does it apply to individuals who are classified as research
faculty but whose salary is fully supported by non-state funds,
e.g., federal research grants.

III.  Responsibilities

Each institutional president shall establish, in consultation
with faculty and academic administrators, and subject to approval
by the Chancellor, institution-specific policy and implementation
mechanisms consistent with the University of Maryland System's
"Policy on Faculty Workload and Responsibilities."  Institution-
specific policies, including proviso for departmental/school
variation, shall include explicit statements of expectations and
accountability mechanisms, including the means for comparing
faculty performance with workload expectations and reporting the
results of such comparisons.

IV.  Standard Workload Expectations

Each institution's policy shall include standard expectations for
faculty workload.  It is understood that there will be exceptions
and that those exceptions will be both accounted for and
justified.  Generally, standard expectations will cover
instruction, research/scholarship, and service, and will be
consistent with the mission of the institution.  The proper
balance among instruction, scholarship/research, and service for
an individual faculty member may change over the faculty member's
career.  For each individual faculty member, any substantial
difference between the actual and the standard expectation for
any basic workload element will be balanced by compensating
changes in one or both of the other basic workload elements.
Workload expectations for each faculty member should be reviewed
annually by the responsible department chair and/or other
appropriate administrator and adjusted as necessary and
appropriate.  The following table provides guidelines for the
general standard expectation in the categories of instruction,
research/scholarship and service.  It is understood that there
may be differences across departments of an institution, as
approved by the president.











                            II-1.25-2
     INSTITUTION TYPE    INSTRUCTION    RESEARCH/SCHOLARSHIP
                             SERVICE

COMPREHENSIVE
% of Total Effort     65-77              15-25           5-15
# Course Units/Yr     7-8

RESEARCH
% of Total Effort     45-55              35-45           5-15
# Course Units/Yr     5-6

NON-DEGREE GRANTING
% of Total Effort     5-15               75-85           15-25
*Including directed research and individual studies
                                
Instructional effort includes, in addition to classroom time, all
concomitant activities necessary to the preparation, delivery and
evaluation of instruction and learning, including the various
forms of student advising.  The sum of the "% of total effort" in
each area must equal 100% for each individual faculty member.

For purposes of defining standard instructional load
expectations, the course unit is defined as equivalent to a three-
credit course.  Individuals whose instructional load includes
other than three-credit courses will have their standard
instructional load expectations defined accordingly.  As an
example, the following weights should be used to convert graded
instructional experiences that do not follow the traditional
course format (e.g., individual studies, supervision of
dissertation research, etc.) to course units.

COURSE LEVEL                             No. of Credits
Supervised
                                         = 1 Course Unit

800-899 (dissertation & doctoral level
     individual studies)                                    9
credit hours = 1 course unit

799 (masters thesis)                                     12
credit hours = 1 course unit

500-798 (other graduate level individual studies)           18
credit hours = 1 course unit

100-499 (graduate/undergrad level individual studies)    21
credit hours = 1 course unit

Workload expectations for each faculty member in the areas of
research/scholarship and service shall be specified according to
institutional mission.



                            II-1.25-3
In order to focus on the centrality of instruction, all faculty
members, including those with administrative responsibilities at
the departmental level, shall be involved in the instructional
program.  Further, senior faculty in departments having
undergraduate programs shall participate in undergraduate
teaching.


V.   Exceptions to Standard Workload Expectations.

All faculty at degree-granting institutions are expected to be
involved in instruction, research/scholarship and service as
previously defined.  Recognizing that some faculty will assume
new or additional responsibilities in any one of these areas,
exceptions to the standard workload may be made.  However, the
department is responsible for making the necessary adjustments in
the total faculty workload so that departmental expectations in
each of these areas are fulfilled. These expectations will be
determined by student and curricular needs, shall be consistent
with the resources available to the department, and shall be
approved by the president. Institutions shall make the minimum
number of exceptions necessary for fulfillment of its
institutional mission. Exceptions to the standard workload may be
made based on the following considerations.

1.    Instruction.  Exceptions from the standard instructional
load may be based upon a number of factors, including class size;
development of new courses; modality of instruction, including
distance education; level of instruction; discipline;
accreditation requirements; etc.

2.   Departmental Administration.  Assumption of responsibility
for the functions of chair, assistant chair, or program director,
or for special departmental projects, may require reduction of
expectations for service, research/scholarship or instruction.
The magnitude of such reduction shall be dependent on the scope
of administrative responsibilities and size of the department.

3.   Externally Funded Research and Service Activities.
Assignment of additional time for research or service activities
can be supported by external funds, either research or training
grants.  In these instances, the accompanying reduction of
expectations for service or instruction should mirror the
replacement of departmental salary support by externally-funded
salary support.

4.   Department-Supported Research.  (Departmental Research).
Assignment of additional time for research activities supported
by the department and consequent reduction of expectations for
service or instruction should be related to the institution's
mission.

5.   Department-Supported Service.  Assignment of additional time
in areas of service and consequent reduction of expectations for
research/scholarship or instruction should be directly related to
the duration and the extent of the commitment.  For example,
individual faculty members may be released from the standard
expectation in the areas of research/scholarship or instruction
in order to make major professional contributions -- e.g., to
work
in partnership with the public schools or with business or
industry.


                            II-1.25-4
VI.  Accountability

The institutional reward structure will take cognizance of the
workload assignment for each faculty member.  Institutions shall
develop procedures for the systematic review of faculty,
recognize outstanding performance, and establish consequences for
failure to fulfill expectations.

The focus of external accountability (to the Regents and to the
State) will be the department or academic unit, not the
individual faculty member.  The primary measure of departmental
accountability should be the total number of course units
produced on load by the department or academic unit's
tenured/tenure track faculty (excluding the department chair)
divided by the number of full-time equivalent faculty adjusted
for sabbaticals.

Each president shall submit annually to the Chancellor an
accountability report in a form to be developed by the
Chancellor.































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