ࡱ>  Tbjbj 7hhKAAAAAUUU8LLU*0%%555)))))))H+-z)A)AA55)|A5A5))'|/)5N]U3())0*E(d.pd.$/)/)d.AC)dvTDx))p*d. : 鶹ӰԺ, Nevada Written Report - Compensation & Benefits Committee Submitted to 鶹ӰԺ Faculty Senate February 17, 2009 The Compensation & Benefits Committee met on Thursday, February 12, 2009. Individuals present: Peter Klem, Kevin Laxalt, Jon Licht, Kara Miller, Brian Plumb, and Bobbi Shanks. Individuals absent: Steve Garcia, Dwaine Hiles. Minutes from the last meeting are still being updated. They are being considered via the email process. The committee approved the Travel Request Checklist & utilized it to score four travel requests submitted for the Spring Semester, 2009. The following individuals were provided with funding for their conferences: Patty Fox, Wyoming Rossett, Kevin Laxalt, Tom Reagan, & Bobbi Shanks. The committee approved their chair, Dr. Kevin Laxalt, to submit a Motion to Rescind Prior Action on the Non-Instructional Faculty Issue that was voted on during the 鶹ӰԺ Senates November, 2008 meeting. This present action has been chosen due to a reporting of faulty information by our chair. Since that time Ms. Janie Moore, Assistant to the VPAA, surveyed all of the NSHE institutions regarding their specific definitions of Reference Librarians and Counselors (see list attached). What was discovered was that there is absolutely no consistency across the entire NSHE system (even within institutions). Therefore this committee moves to rescind the prior action that aligned these two groups work hours with 鶹ӰԺs instructional faculty due to the fact that the context in which it was presented was false. ACTION ITEM The committee was provided with a presentation & packet that were submitted by Dr. Jay Larson on The Workload Policy of 鶹ӰԺ. Dr. Larson discussed issues surrounding several wordings of this document. His issues concerned the requirement of the 35 hours on campus ruling and teaching from a distance issues. Dr. Larsons primary concern is the inconsistency that this language is being interpreted and/or enforced. Dr. Larson provided a set of possible workload scenarios that the committee might consider. The committee voted to re-visit this issue at our next meeting. The committee chair reported that she requested Dr. Frank Daniels to contact the NSHE attorney to inquire about systems rulings on teaching from a distance & residency requirements for faculty members. Dr. Daniels reported that he contacted Mr. Bart Patterson who indicated that there is no NSHE requirement that a college employee physically reside in the state of Nevada. He further noted that the NSHE Board of Regents may visit this issue at a later date. Per this issue, the Compensation & Benefits Committee determined that it is a very complex issue. Within a ten-minute time period this committee, alone, Page 1 of 2 generated the following list of potential domino effects that this issue presents. They include: #1. How does this align to 鶹ӰԺs Mission Statement with particular reference to the concluding line about community? #2. Might such a decision create a divisive tone amongst faculty? #3. Will teaching completely online & off campus become a retirement pathway for many 鶹ӰԺ soon-to-retire faculty members? #4. What is the possible impact on support staff (will their workload increase?)? #5. Dont all students need some face-to-face contact with their instructors? #6. With our enrollment up, is it smart to reduce the number of faculty members on physical premises? #7. Does 鶹ӰԺ want to become a University of Phoenix model? If so, how does that fit within the role of a community college? #8. Just how important are those office hours to students (it often depends on how faculty members present them in their introduction of their class)? #9. Perhaps as an institution we need to remember that we, as teachers, have different teaching styles. Our choices are simply different one format is not necessarily more important or better than another. The committee chose to continue this discussion at our next meeting. Dr. Mike McFarlane submitted three pages of changes to The Workload Policy (see attached). The committee will vote on these changes at its next meeting. The committee examined (for information) a letter submitted by Larry Hyslop regarding the handing over of online course materials from a fulltime instructor to an adjunct instructor at the whim of a department chair. He has asked this committee to examine the language of the Workload Policy for an understanding of this issue. Page 2 of 2 鶹ӰԺ Compensation & Benefits Committee TRAVEL REQUEST CHECKLIST Points Earned/ Criteria Points Possible #1. The deadline for submission has been met. (will not be considered if submitted after deadline dates) October 1st Fall Semester* January 30th Spring Semester* *(should your conference fall within days of deadlines make sure you contact Committee Chair in order that your application is considered within a reasonable timeframe.)  ____/1 point  #2. Constitutes 1 submission per this department for this academic year.  ____/1 point #3. Applicant is a presenter or co-presenter at this conference.  ____/3 points #4. Applicant is an attendee at this conference.  _____/1 point#5. Amount of time that has transpired since last applying. 0 point = Applicant has applied within the last year. 1 point = Applicant has not applied for over a year. 2 points = Applicant has never applied for travel. ____/1-2 points #6. Applicant has sought other sources for funding (i.e. department, VPAA).  ____/0-1 point#7. Level of critical benefit to the institution. 1 point = impact is at department/program level. 2 points = impact is at several department/program levels. 3 points = impact is across major proportion of student population. (i.e. Gen. Ed. Requirements) _____/1-3 points#8. Degree of Travel Required for this Conference: 1 point = 1- 5 hours by car 2 points = 6 - 8 hours by car 3 points = airline travel is necessary (at major outlying airport travel from the Elko airport too costly) _____/1-3 points#9. Applicant is applying for re-certification and/or licensing for his/her technical trade. (Violates the committees boundaries.)  Application not considered.#10. Applicant is applying for summer travel. (Violates the committees boundaries) Application not considered. TOTAL POINTS EARNED (as agreed upon by committee) _____/15 Possible PointsDeveloped - Spring Semester, 2009 Page 1 of 1 SURVEY OF COUNSELOR AND REFERENCE LIBRARIAN WORKLOAD REQUIREMENTSVerbatim responses to four questions to NSHE peer institutions (though HR departments)Question #1Are reference librarians and counselors on "A", "B", or "B+" contracts at your institution?CSN CSN Counselors and Librarians (Academic Faculty at CSN) are mostly on "A" contracts. One Librarian works on a "B+" contract and four Counselors work on "B" contracts.NSCNSC has neither Reference Librarians nor Counselors in the library. Our Director of Library Services is an A contract position, tenure-track academic faculty position. We have a vacant/frozen Librarian position is also an A contract position, tenure-track academic faculty position. Our Advisor/Counselor positions (reporting to the three deans) are on A contracts.WNCTwo of WNC's reference librarians are on "B" contracts and one is on a "B+" contract. Our counselors have all transitioned to "A" contracts.TMCCCurrently all of our Counselors are on "B" contracts and work their 172 days throughout the calendar year not just the academic year. We have had some on "A" in the past. Our Librarians are on "A" contracts.鶹ӰԺOne Counselor is on an "A" contract, one on a "B" contract. Reference Librarians are on "B" contracts, one having a "B+" contract. A "B" contract is for 168 days.Question #2Are there differences in hours worked per week between "A" and "B" contract reference librarians and counselors? As an example, if incumbents work 35 hours per week are they also requested to work an additional assigned 5 hours per week vs. 40 hours per week?CSNOur Director of Library Services has informed us of the following: "All CSN regardless of their specialty, work a 40-hour week. The 40-hour week includes 35 hours in service directly to students and internal library work with a minimum of 5 hours in service to the College. Those 5 service hours would include committee work, Faculty Senate, etc." The same is true for Counselors. Librarians, regardless of their specialty, work a 40-hour week. The 40-hour week includes 35 hours in service directly to students and internal library work with a minimum of 5 hours in service to the College. Those 5 service hours would include committee work, Faculty Senate, etc." The same is true for Counselors.NSCN/AWNCHours worked is based on the type of contract. "A" = 40. "B" = 35.TMCCAdministrative "A"contracts arerequired to work 40 hours a week. Per our NFA contract Academic "A" and "B" both work 35 hours a week but "A" work during summer and academic breaks.鶹ӰԺThe workload policy states that both positions work 40 hours per week, and does not distinguish between "A" and "B" contracts.Question #3What proportion of reference librarians and counselors are in tenure track as opposed to non-tenure track positions?CSN We do not employ any Librarians or Counselors in non-tenure track positions. Several have already been granted tenure and others are tenure-eligible.NSCN/AWNCOne reference librarian on a "B" contract is tenured. The other two positions are non-tenure track. One long-time counselor is tenured. All other counselors and any new counselors are viewed as administrators.TMCCAll are in tenure track positions unless it is temporary or grant funding. Out of 10 counselor's 2 are grant funded and we have 1 temp librarian.鶹ӰԺOne Counselor is in a non-tenure track ("A" contract), one is tenured ("B" contract). The two Reference Librarians are in tenure track positions (one with tenure, one in process).Question #4Do either of these positions require incumbents to teach courses? If so, is this part of their workload or do they receive additional compensation for courses taught?CSNNONSCN/A. The Director has voluntarily taught classes in LAS and received payment for that.WNCNoTMCCLibrarians are not required to teach. Counselor's just recently started being required to teach a course or do a special assignment but this is part of their workload and not given additional compensation.鶹ӰԺNo. Page 1 of 1 Item #8 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section A) b. Development of New Courses Faculty who develop new instructional courses shall be granted workload units equal to the number of credits to be awarded for the course when offered to students. The course development must be completed by the end of the semester in which the workload units are awarded. New course development may occur prior to its first instruction, or concurrently with instruction of the course the first time (in this latter case, the faculty member would receive workload units double that of the instructional credits of the course). Workload units for new course development may only be granted the first time the course is taught for 鶹ӰԺ; subsequent teaching of the course by any instructor will not include course development workload units. For additional reference see Clarification of New Course Development Guidelines attached at the back of the policy. Item #8 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section A) c. Development of Upper Division General Education Seminars Faculty who develop a new upper division general education seminar (specifically, INT 339, 349, 359 or 369) on a topic that has not been presented before shall receive workload units for the development of a new course, as described in section b. above. For additional reference see Clarification of New Course Development Guidelines attached at the back of the policy. Item #2 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section A) g. Oversight of Student Teaching For student teaching where students are enrolled in a 14-credit section, faculty will receive 1.0 workload unit for each student being evaluated. If the supervising faculty is required to travel 50 miles or more each way, 1.5 WU will be awarded per student instead of 1.0 WU. Item #1 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section A) h. Oversight of Early Childhood Education Practica/Internships For practica/internships where students are enrolled in a 6-8 credit section, faculty will receive 0.5 WU for each student being evaluated. If the supervising faculty has to travel 50 miles or more each way, 1.0 WU will be awarded per student instead of 0.5 WU. Draft Submitted by Dr. McFarlane Page 1 of 4 Item #3 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section A) Education Field Experience Courses All field experience courses for education B.A. programs will be worth at least 1.0 workload unit unless the course has excessive placements (see scale below). The workload units will be regulated through the creation of new sections. 1-16 placements = 1 workload unit 17-28 placements = 2 workload units 29-40 placements = 3 workload units 41-52 placements = 4 workload units 53-64 placements = 5 workload units 65-76 placements = 6 workload units 77-88 placements = 7 workload units Items #4 & #5 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section A) h. j. Team Teaching Faculty involved in team teaching shall divide the workload units in proportion to their assigned effort. The proportion shall be determined and agreed to by the faculty involved and the VPAA. i. k. Teaching Concurrent Courses When teaching two or more live courses concurrently, the workload will be assigned as the maximum number of credits given for any one of the concurrently taught sections, so long as the total number of students in all concurrently taught sections does not exceed 16. If total enrollment in concurrent course sections exceeds 16, faculty will receive workload credits equivalent to the credits of the one course with maximum credits, plus 0.05 workload unit for each student enrollment above 16, times the number of credits for the course(s). j. l. Technical On-sight Training (TOT) These are courses taught at a facility that is not operated by 鶹ӰԺ. TOT courses have workload units equal to the instructional units for classes with enrollments of up to 12 students. If total enrollment in TOT classes exceeds 12, faculty will receive workload credits equivalent to the credits of the one course plus 0.05 workload units for each student enrollment above 12, times the number of credits for the course. Item #6 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section C) 2.) Self-Paced Courses A self-paced course is one offered for students to work independently and at their own pace without attendance in regular scheduled time blocks. Self-paced classes may be delivered through a variety of formats for any number of students with minimal contact with the instructor. For calculation of workload units, add the total number of self-paced students in all sections being taught by a faculty member, divide by 15, and multiply by the number of course credits. Examples: (1) An instructor has four and eight students enrolled respectively in two different 3-credit self-paced classes. Calculation: 12/15 x 3 = 2.4 WU. (2) An instructor has nine students enrolled in one 1-credit self-paced class. Calculation: 9/15 x 1 = 0.6 WU. Draft Submitted by Dr. McFarlane Page 2 of 4 2) 3.) Academic Advisement Every instructor is expected to advise up to 20 different students every semester. If an instructor advises more than 20 students during a semester, and if that advisement is not already considered as a part of workload for other duties (e.g., Program Supervisor or Division Chair), then the instructor shall hand in a record of student advisement to the VPAA and shall be given overload at the same rate per student as provided for in section IV, A, 3 (Student Enrollment, Class Size overload): students x 0.025 x credits = overload WU Item #7 (3.0 Guidelines for Determining Faculty Workload Equivalencies, section C) Faculty will be eligible for differential pay when teaching contract training courses under the following situations: The course is taught at an underground mine site, surface mine, or industrial site. The course is a contract course, not a regularly scheduled course taught to mine or industrial workers at the Faculty members home 鶹ӰԺ campus. The course requires travel to the training site other than the normal travel to the Faculty members regular 鶹ӰԺ campus. The differential pay will be paid for by the outside contactors training fee. Compensation for these activities is given in the section below. Item #7 (Continued) (4.0 Overload Compensation) Faculty providing off-campus contract training will be compensated as follows: For teaching a training course at an underground mine the differential rate will be twenty dollars ($20.00) per student per credit. For teaching a training course at a surface mine or other industrial site the differential rate will be fifteen dollars ($15.00) per student per credit. This rate will not affect either the faculty members overload status or normal workload. PROPOSED ADDED CLARIFICATION: The following statements are provided to put into the policy what has been practiced. The objective of the practice is to have online workload units comprised of units of between 15 and 30 students enrolled in each. Under IV. A. 1. d. (2). Online Courses (add below Example 3) If an online class has an enrollment cap of 40 or more in the student information system, and if the enrollment becomes more than 30, the instructor of the class will be given workload credit for two sections of the class, split as evenly as possible. If the enrollment cap is 60 or more and the class is split into two sections because the total enrollment is more than 30, each section with 21 or more students will be given the 1.25 workload multiplier. Draft Submitted by Dr. McFarlane Page 3 of 4 For workload calculations, enrollment in online K sections for high school distance education sections will be added to the enrollment in the regular online class to which the K section is associated. Workload then will be calculated based on the total of all students enrolled in the same course. In some situations, classes may be set up exclusively as K sections, in which case they may be treated the same as regular online classes for workload calculation. No online class may have an enrollment cap of less than 20 unless it is being treated as independent study or self-paced. 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