1. WORKSHOP 1 QUANTIFYING FACULTY EFFORT AND EKING OUR DEPARTMENTAL RESOURCES Michael Sturek, Ph.D. Professor and Chair Department of Cellular & Integrative Physiology, School of Medicine Indiana University Indianapolis, IN msturek@iu.edu Gordon Mitchell, Ph.D. Professor and Director Department of Physical Therapy, Director, Center for Respiratory Biology & Rehabilitation, McKnight Brain Institute University of Florida Gainesville, FL gsmitche@phhp.ufl.edu

2. COMPENSATION PLANS (2013) 1.Goals 2.Performance expectations 3.Salary plans 4.Principles – align missions with compensation 5.Design 6.Implementation – a tale of two faculty Incentive – Yes, yes, yes! Disincentive 7.Faculty effort

3. QUANTIFYING FACULTY EFFORT … 1.Why quantify faculty effort? 2.Examples that might compel us to quantify faculty effort 3.How do we quantify faculty effort in research, education, service, administration, and clinical missions? 4.If quantification of faculty effort is needed, how do we convince our faculty?

4. QUANTIFYING FACULTY EFFORT … 1.Why quantify faculty effort? a.Integrity – fair to the faculty and institution Example 1: Adjunct faculty “part-time” 4 cr.h. course, 60 lectures  $4000 Example 2: Full Professor, tenured Directs year long course, ~60 lectures, “Plus, I gave 5 new lectures this year, so I have plenty of teaching.”  $140,000

5. QUANTIFYING FACULTY EFFORT … 1.Why quantify faculty effort? b. Differing missions of faculty in the same department and/or institution Research-intensive Teaching-intensive c. Budget austerity Decreasing “base” budget No “base”, protected budget Allocation totally proportional to teaching and grant revenue

6. QUANTIFYING FACULTY EFFORT … 1.Why quantify faculty effort? d. Expectation of external grant funding of a larger portion (e.g. 80%) of total available research effort Available research effort = 1.0 FTE – (Ed + Service + Admin) Available res. effort80% external fund 0.400.32 0.750.60

7. QUANTIFYING FACULTY EFFORT … 1.Why quantify faculty effort? e.Justification of mission within a unit (med school, vet school), university level, state legislature

8. QUANTIFYING FACULTY EFFORT … 2.Examples that might compel us to quantify faculty effort Example 1: Dr. Trouble Dr. Trouble has been highly productive in research (50-75% externally funded) and taught an average load of 15-20 lectures and supervised 1-2 graduate students for 15 years. Recently Dr. Trouble has decided to spend 100% of his/her time in the educational mission.

9. QUANTIFYING FACULTY EFFORT … 2.Examples that might compel us to quantify faculty effort Example 1: Dr. Trouble Discussion points: 1.Is Dr. Trouble a 1.0 full-time equivalent (FTE) faculty member? 2.How do you convince Dr. Trouble that his/her FTE is ~0.2-0.3 FTE (assuming this is accurate)? 3.Respond to Dr. Trouble’s assertion that she/he is tenured, which includes financial stability needed for creative works and, therefore, his/her salary should remain at 100%.

10. QUANTIFYING FACULTY EFFORT … 2.Examples that might compel us to quantify faculty effort Example 1: Dr. Trouble Discussion points: 4.Respond to Dr. Trouble’s assertion that any quantification of effort is worthless, if it does not include measures of quality (e.g. teaching evaluations). 5.Proactive transition of a faculty member from a research-intensive to teaching-intensive position that benefits the entire department.

11. QUANTIFYING FACULTY EFFORT … 2.Examples that might compel us to quantify faculty effort Example 1: Dr. Excel Dr. Excel has been highly productive in research (50- 75% externally funded) and has increased his/her lecture load to 75 lectures, supervises 4 graduate students and 2 postdocs, and directs the departmental Ph.D. program. Discussion points: 1.Is Dr. Excel at 1.0 FTE? 2.How can quantification of Dr. Excel’s FTE provide career guidance and mentoring?

12. QUANTIFYING FACULTY EFFORT … 2.Examples that might compel us to quantify faculty effort Example 1: Dr. Excel Discussion points: 3.Respond to Dr. Excel’s assertion that this effort quantification is micromanagement of his/her academic freedom.

13. QUANTIFYING FACULTY EFFORT … 3.How do we quantify faculty effort in research, education, service, administration, and clinical missions? Slightly obsessive/compulsive attention to detail and facing the hard numbers in a spreadsheet is one option. Is quantification worth our effort?

14. EFFORT CALCULATION Dr. Trouble

15. EFFORT CALCULATION Dr. Excel

16. QUANTIFYING FACULTY EFFORT … 3.How do we quantify faculty effort …? Spreadsheet example – See notes in files for instructions on completion, etc. ACDP 2014 Sturek Faculty Effort Calc v3 Chair.xls Chair version; not locked cells, so formulae, notes, etc. can be edited. ACDP 2014 Sturek Faculty Effort Calc v3 Faculty.xls Chair and faculty version; locked cells (password=“Effort”), so faculty can see notes, can add their grants, teaching, and service, but cannot edit formulae, etc. Use faculty version to create “Dr. Trouble” and “Dr. Excel” on previous 2 slides.

17. QUANTIFYING FACULTY EFFORT … 4.If quantification of faculty effort is needed, how do we convince our faculty? Sometimes, the entrenched notion of academic freedom is the antithesis of quantifying our activities. Trust in the Chair and skillful, empathetic communication are essential. Best practices? Worst practices?

18. THANK YOU!!