School of Music Faculty Teaching Load Policy

The School of Music adheres to the University-prescribed 40-40-20 distribution (teaching-research-service) of work allocation for tenured/tenure-track faculty members.  In certain unusual situations, this allocation may be adjusted with the approval of the dean.  In circumstances where, over time, a faculty member fails to produce research at levels appropriate for their appointment, additional teaching and/or service responsibilities will be added to their workload.  Adjustment of workload percentages does not exempt faculty members from ongoing expectations to produce meaningful research throughout the course of their faculty appointment.

Instruction in the School of Music is generally divided into four broader categories: 1) classroom instruction, 2) independent instruction, 3) large ensemble direction, and 4) clinical instruction.  Of these, classroom instruction is the most straightforward to quantify.  Assigning teaching load credit for the variety of different types of courses in Music is particularly challenging.  Contributing to the difficulty are significant variances in course format, requirements for course preparation, grading demands, GTA assistance, and administrative responsibilities.  Likewise, time invested in GTA mentorship should be considered.

Classroom instruction includes teaching traditional lecture classes and other courses in which the instructor administers course delivery to a significant group of students.  Independent instruction may include one-on-one or low enrollment course instruction such as: private lessons, doctoral seminars, applied pedagogy courses, thesis/dissertation supervision, as well as chamber music coaching and studio ensemble direction.  Large ensemble direction includes directing major ensembles and other large ensembles.  Clinical instruction includes music education student teaching supervision and music therapy clinical supervision. 

Generally speaking, faculty members in the School of Music are expected to teach a minimum of the equivalent of five lecture courses over the course of the fall and spring semesters.  Applied studio instructors are expected to teach 18 contact hours each week in both fall and spring semesters.  Instructors teaching a weekly studio class are allowed one hour per week credit for this activity.  Likewise, instructors directing a homogenous or other studio ensemble (i.e., flute choir, tuba/euphonium ensemble, etc.) that meets weekly are given one hour teaching load credit.  Specific expectations for faculty members teaching a combination of the four course types defined above will be made by the dean in consultation with the faculty member and the appropriate division director(s).

Determining the amount of teaching load credit assigned for classroom instruction includes the necessary time investment for class preparation and grading.  Three-credit hour music history and music theory courses, which require significant time investment in course preparation and grading, are typical for what constitutes a one-course credit.  Teaching load credit for courses that meet for less time, and/or require less preparation or grading than traditional lecture courses, are considered on a case-by-case.  Likewise, teaching load credit for courses meeting for more than three hours are considered in light of preparation/grading demands, and on a case-by-case basis.  Assistance from GTAs will also be considered in determining teaching load credit. 

Directors of large ensembles, because of responsibilities for teaching graduate conducting and literature courses, will fulfill the same weekly 18 instructional contact hour expectation as for applied instructors.  In light of the significant administrative responsibilities tied to large ensembles, instructors are credited up to two contact hours for each hour of regularly scheduled rehearsal time.  Assistance from GTAs will also be considered in determining teaching load credit.

Teaching load credit for clinical instruction is determined in consideration of the total investment of time that is required.  As there are a number of factors that may impact the time required in fulfilling clinical supervision, assignments will be made by the program heads of music education and/or music therapy, in consideration of other teaching and administrative assignments.