Report Approved by the:		Faculty Senate November 17, 1992 
Report Accepted by the:		Administration January 6, 1993 
				Board of Regents January 8, 1993

Addendum Approved by the:	Faculty Senate April 20, 1995
Addendum Accepted by the:	Administration June 19, 1995
				Board of Regents - no action required 

                      

REPORT OF THE FACULTY WORKLOAD TASK FORCE


                         Carl Adams 
                         Mercedes Ballou 
                         Victor Bloomfield 
                         Sara Evans 
                         Bill Gerberich 
                         Anne Hopkins, ex officio 
                         Karen Seashore Louis 
                         Dan Svedarsky

                         October 30, 1992 

============ 
Introduction 
============

     For several important reasons, the University community has been prompted 
to define and clarify the expectations of faculty effort at the University of 
Minnesota.  One reason is that the pressure to make the best use of the 
faculty's time is increasing. Demands for teaching, research, and 
service/outreach output are generally growing while available resources fail 
to keep pace with inflation.  Another reason is that, in this time of economic 
difficulty and constricted budgets, the general public is demanding more 
accountability from tax-supported institutions. Most importantly, our mutual 
responsibilities as a community of scholars who support the tripartite mission 
of the University require us to develop the means to guide our efforts.  This 
responsibility has its roots in the "moderate communitarianism" philosophy 
(Etzioni, 1990).  This philosophy is juxtaposed with a more individualistic 
philosophy, emphasizing individual faculty rights (Rawls, 1971), that some see 
as underlying other University policies such as the Tenure Code and the Policy 
on Academic Freedom.  A balance between rights and responsibilities is needed. 
Faculty rightly believe that society has entrusted them with a major 
responsibility to create, organize, disseminate and apply knowledge for the 
common good.  As a professional community, the faculty must reward society's 
trust by ensuring the development and application of appropriate effort 
principles.  Failure to do so simply invites the imposition of inappropriate 
bureaucratic mechanisms.  In response to these concerns, the Faculty 
Consultative Committee (FCC), in consultation with the University 
administration, appointed the University Workload Task Force on July 15, 1992, 
with the general charge of developing proposed faculty effort principles by 
mid-September.
 
     As the report below details, the Task Force has chosen to address effort
 clarification by specifying a process of individual effort determination.  
This process is guided by a set of principles that applies to all University 
faculty.  Additional sets of principles with increased specificity apply to 
various divisions of the University.  The proposed process emphasizes 
decentralization in recognition of the diverse character of the University.

     As a starting point in this project, the Task Force reviewed studies and 
relevant legislation from University researchers and administrators in other 
states where faculty effort issues have recently been considered.  
Additionally, the Task Force met with University colleagues familiar with the 
issues of effort determination and reporting.  Based on these inputs, two 
distinct and important components of oversight related to faculty effort were 
identified.  One deals with establishing good administrative practices and 
procedures to ensure the development of policies to guide faculty effort.  The 
other ensures the availability of hard data on faculty activities and 
accomplishments.  Both approaches are needed.

     Defining faculty effort expectations and keeping better records of effort 
and accomplishments will have several salutary effects.  They will:

     *     Help clarify variations in missions among units of the  University 
           and facilitate the development of a consensus regarding those 
           missions within the University community.

     *     Link individual activities more clearly to the priorities of the
           University community.

     *     Facilitate the self regulation of the faculty.

     *     Improve the University's ability to relate faculty effort to 
           components of its tripartite mission.

     The Task Force recommends that the University community adopt the 
administrative practices and procedures outlined in this report.  This 
includes the statement of principles and the effort determination process.  
The list of faculty effort elements is seen as an evolving document that is 
the joint responsibility of the Faculty Consultative Committee and the Senior 
Vice President for Academic Affairs.  We also recommend very prompt University 
attention to developing a faculty activities and accomplishments database.

     We have argued that the topic of faculty effort is very important and it 
is clear that the brief time available to the Task Force makes a definitive 
treatment of this important and complex subject impossible.  We strongly urge 
members of the University community to adopt an incremental approach to this 
important topic.  From this perspective, adoption of the principles, process, 
and database recommendations presented below is just the first step in the 
development and reporting of faculty effort.  Given the experiences of other 
universities, the Task Force encourages all members of the University 
community to engage in the process of building on these initial steps as a way 
of ensuring the evolution of an effective system for dealing with faculty 
effort.

==========
Principles
==========

     The following principles are to be used to develop a clear understanding 
between each faculty member and the appropriate University 
department/college/unit regarding expected effort.  The process envisioned is 
outlined in the next section.  A key concept is the development at one or more 
levels of a cascading set of principles. Each set of principles is consistent 
with those at the more general level but is more specific to the local 
situation. None of the developed principles is intended to conflict with 
existing University policies and procedures such as the Tenure Code and the 
policy on academic freedom.

     *     As units vary in their contributions to the University's tripartite
           mission of teaching, research, and service/outreach, so will the 
           proportion of effort contributed by individuals to each component 
           of the overall mission vary.  Each individual is expected to 
           develop his/her intellectual efforts in accordance with his/her 
           individual competencies and the needs of the unit in fulfilling its 
           mission.

     *     All faculty members are expected to conduct some work that supports 
           each of the three major mission components.  As faculty follow 
           normal career life cycles, substantial shifts may occur in the 
           proportion of effort devoted to each of the major components.  For 
           example, some departments reduce the service/ outreach and 
           administrative obligations of their non- tenured faculty so that 
           they can devote additional time to research in order to reach the 
           threshold for tenure.

     *     In addition to undertaking activities that support the University's 
           tripartite mission, faculty are also expected to take part in 
           administrative and governance activities that are needed. 

     *     Teaching at research universities necessarily includes training in 
           research, clinical, and artistic methods.  Regular classroom 
           instruction is not effective in meeting some of these needs 
           especially in professional and post baccalaureate programs. Much of 
           this training must be accomplished through informal one-on-one 
           mentoring.

     *     For pay and promotion purposes, faculty will continue to be 
           evaluated on the significance and magnitude of their 
           accomplishments rather than on how hard they work.

     *     Faculty efforts must, in the aggregate, meet the workload of their 
           unit and must be responsive to the mission of their unit. 
           Expectations for unit workload must be commensurate with available 
           resources.  With appropriate consultation, academic officers (e.g. 
           deans or department chairs) must set relevant effort guidelines and 
           communicate them to the faculty as a group and individually.

     *     Accessibility to students, colleagues, administrators, and the 
           public requires that appropriate time must be spent at the faculty 
           member's University office.  It must be recognized, however, that 
           many faculty activities are appropriately carried out at sites away 
           from the faculty's University offices ( e.g. libraries and archives 
           on campus and elsewhere, research laboratories, home offices, 
           industry sites and professional meeting locations).

     *     Both the individual faculty member and the University have a 
           responsibility to maintain the individual faculty member's currency 
           in his/her field of knowledge which is related to his/her unit's 
           mission. 

     *     The faculty member and his/her appropriate administrator must 
           share a clear understanding of the effort expected of the faculty 
           member and that understanding must be reviewed periodically.  This 
           understanding should be developed in a timely fashion so that 
           faculty can adequately plan their activities. 

     *     As professionals, faculty are responsible for establishing a daily 
           work schedule that allows them to meet their teaching, research, 
           service/outreach, administration and governance obligations.  
           Persons of talent and energy will have difficulty accomplishing all 
           that is expected of them within the limits of a40 hour week.  
           Numerous national and local studies confirm that a typical faculty 
           member works approximately 55 hours per week.

============================
Effort Determination Process
============================

     In the university environment, there is a fine line between the 
institution's need to define how the institution will carry out its tripartite 
mission and the faculty member's obligation to determine what specific efforts 
best serve the institution's objectives.  As with most major research 
universities, the University of Minnesota has a tradition of collegiality and 
consultation in the determination of its mission, goals, and objectives.  
While freedom of action is a significant corollary of academic responsibility, 
individuals at all levels are not assumed to be free to follow only their own 
interests.  Similarly, departments and colleges must recognize the validity of 
extra- departmental or extra collegiate workload.  In a very real sense, 
effort determination is a "team" decision.

     At a minimum, all faculty members should have a clear understanding of 
the effort that the institution expects them to provide.  This expectation 
should at least address how much effort should be allocated to each component 
of the University's tripartite mission (teaching, research,  service/outreach) 
and how much to administration and governance activities.  The nature of work 
can vary according to the varying missions of units within the University and 
according to the stage of development of individual faculty members.  Thus, 
the University cannot prescribe a uniform expectation of effort for all 
faculty members.  The University can, however, ensure the timely determination 
of individual effort expectations by defining an appropriate process of 
faculty and administrative involvement.  While it is clear that each faculty 
member is entitled to significant professional latitude in determining how 
his/her efforts are carried out, it is also clear that the University has an 
obligation to establish reasonable expectations regarding both the effort and 
accomplishments of each faculty member.

     The process to follow in developing effort expectations is outlined 
below:

     1.     Upon passage of the Faculty Effort Principles and the Effort 
            Determination Process by the Faculty Senate and their approval by 
            the Administration, the Senior Vice President for Academic Affairs 
            will direct the deans of the colleges and the vice-chancellors for 
            Academic Affairs of the Morris and Crookston campuses, to develop, 
            consistent with these institutional faculty effort principles, 
            elaborations of these principles for their units which will 
            provide more specific guidance in the determination of individual 
            faculty effort expectations. [Footnote: It is hoped that the 
            Duluth campus administration and faculty will consider these 
            principles as part of their collective bargaining process.  It is 
            assumed that the medical faculty at Duluth will participate in the 
            Health Sciences process.]

     2.     Consistent with the Principles above, each college or campus will 
            use its regular faculty consultative process to develop college or 
            campus effort principles.  Since effort expectations may vary by 
            department or division within colleges or campuses, the college or 
            campus may choose to have both a unit-wide set of principles and a 
            more specific set for individual departments or divisions.

     3.     Upon the development of college, campus and subunit faculty effort 
            principles, the dean or vice chancellor shall forward such 
            principles to the appropriate vice president for approval.  When 
            approved at the vice president level, the principles shall be 
            forwarded to the Senior Vice President for Academic Affairs.  All 
            principles will become effective when they are approved by the 
            Senior Vice President for Academic Affairs.

     4.     All revisions of college, campus, or related subunit faculty 
            effort principles will follow this process.

     5.     When all of the relevant effort principles are approved, the 
            appropriate administrator will meet with each individual faculty 
            member to develop a clear understanding of the expected faculty 
            effort.  Normally effort expectations will be set sufficiently in 
            advance of their applicability that faculty can adequately plan 
            their activities. Appropriate documentation of these 
            understandings is desirable.

It is expected that the first cycle of this process will be completed within 
twelve months of its approval by the administration.

===========
Terminology
===========

     As administrators and faculty develop an understanding of effort 
expectations, they will need a common set of terminology to identify specific 
elements of faculty effort.  To promote standardization of the terminology, 
the Task Force is providing an initial list of the elements of effort (see 
attached).  The major categories in the list are the three traditional mission 
areas - teaching, research, and service/outreach.  In addition, we have 
identified a fourth category to include administration and governance 
activities.  This categorization is consistent with the Tenure Code separation 
of professional service and other service activities.  There are numerous 
subcategories within each category.  The Task Force is aware that the Outreach 
Council is proposing to eliminate the use of the term service in describing 
mission related activities .  The judgment of the Task Force as reflected in 
the proposed list of elements is that activities in support of professional 
groups belong in a mission category and should not be viewed as simply support 
service.  If the recommendations of the Outreach Council are adopted by the 
University, the existing wording in the Tenure Code and other documents will 
need to be changed.

     This extensive list of elements of faculty effort is an indication of the
complex and comprehensive set of duties that faculty members typically 
perform.  Obviously, not all of the faculty engage in all of these specific 
activities.  We expect that units will make use of this list in developing 
their effort principles, making explicit which aspects are most applicable and 
most important to the mission of the unit.  The initial list should not be 
seen as a fixed document, but rather one that is intended to evolve over time.  
Presuming that our initial effort will receive considerable refinement as this 
report is implemented, we recommend that together with the Faculty 
Consultative Committee (FCC), the Senior Vice President for Academic Affairs 
institute a systematic process for reviewing and updating this list on a 
regular basis.

==========================================
Database of Activities and Accomplishments
==========================================

     Most of this document is directed to the statement of institutional 
faculty effort principles and the process for elaborating and utilizing these 
principles within units. It is also important to include here a recommendation 
for reporting the activities and accomplishments of the faculty.

     Faculty effort principles and development processes will provide a 
necessary basis for accountability, but they may not be sufficient by 
themselves.  The record of actual faculty effort and accomplishments is a form 
of accountability that is commonly expected.

     While the institution must be careful not to impose onerous reporting 
requirements on itself and its faculty, it must have a means of summarizing 
faculty effort and accomplishments. Currently nearly all faculty members 
prepare an annual statement of activities and the University's Course 
Inventory provides information on some aspects of teaching.  However, the 
current institutional information seems substantially deficient in providing 
an overview of the full range of effort and, most importantly, of the broad 
array of faculty accomplishments.

    In response to this need, the Task Force recommends the following action:

          The Senior Vice President for Academic Affairs will, in 
          consultation with the FCC, appoint a task force to 
          recommend the most appropriate means of collecting and 
          reporting data on faculty activities and accomplishments.  
          Consideration should be given to data that reflect unit 
          activities and accomplishments to the extent that they are 
          more than a simple aggregation of the data for individuals.
          The recommendations of the Task Force will be available for 
          action by June, 1993.  With this recommendation, the Faculty 
          Workload Task Force is specifically not suggesting a very 
          detailed data collection activity in which form triumphs over 
          substance.  In particular, we would expect a data collection 
          effort that is designed around the list of effort elements but 
          does not address detail below the level of the first major 
          subdivisions under each of the four major categories (Teaching; 
          Research, Scholarly and Creative Work; Service/Outreach; and 
          Administration and Governance).


                            ATTACHMENT 
                     ELEMENTS OF FACULTY EFFORT


I.  Elements of Teaching (Undergraduate, Graduate and Professional)
__________________________________________________________________
 
  * Large Basic Lecture Courses 
            Lecturing Preparing and updating syllabi
            Preparing current lectures 
            Arranging guest lectures by other faculty and professionals in the 
            field or subject area 
            Preparing text materials
            Reviewing and selecting textbooks 
            Preparing visual aids and demonstrations
            Reading to keep up with recent developments 
            Preparing problem sets, homework assignments and exams 
            Publishing lecture notes 
            Meeting with students during office hours and at other times 
            Training and supervising teaching assistants and graders 
            Maintaining course records 
            Coordinating with other faculty in multi-section courses 
            Managing discussion sessions
            Grading exams Responding to student questions and comments

  * Regular Lecture and Lecture Discussion Courses 
            Lecturing 
            Preparing and updating syllabi 
            Preparing current lectures 
            Arranging guest lectures by other faculty and professionals in the 
            field or subject area 
            Reviewing and selecting textbooks and other readings 
            Preparing visual aids and demonstrations 
            Framing activities designed to facilitate focused discussions 
            Reading to keep up with recent developments 
            Preparing text materials 
            Publishing lecture notes 
            Preparing problem sets, homework assignments, and exams 
            Grading problem sets, homework assignments, and exams 
            Meeting with students during office hours and at other times
            Maintaining course records 
            Responding to student questions and comments

  * Laboratory and Field Courses 
           Devising and testing field exercises, laboratory experiments, and 
           models 
           Devising computer exercises 
           Teaching the laboratory or field exercise (lecturing and leading) 
           Arranging professional contacts to meet with students in field 
           settings 
           Organizing equipment for practice 
           Planning and supervising field trips 
           Preparing reagents, specimens, etc. 
           Supervising teaching assistants 
           Devising lab quizzes and exams 
           Grading exercises, quizzes and written and practical exams 
           Developing and presenting lectures on laboratory material 
           Guiding students and answering questions in lab and at other times 
           Maintaining course records

  * Seminars and Advanced Courses 
           Lecturing when appropriate, or evaluating student presentations 
           Reading extensive specialized literature 
           Reading lengthy student papers 
           Choosing, inviting, and hosting guest lecturers
           Meeting extensively out of class with students 
           Assigning grades and maintaining course records 
           Advising and directing student tutorials
           Selecting readings and other class materials

  * Clinical Professional Courses 
           Clinic and bedside teaching 
           Individual or small group discussions and evaluations 
           Patient related seminars and clinical materials review 
           Developing and presenting lectures on clinical materials 
           Lecturing 
           Preparing and updating syllabi 
           Devising clinical quizzes and exams 
           Grading quizzes and exams 
           Evaluating papers and care plans 
           Maintaining course records 
           Responding to student questions and comments 
           Guiding students and answering questions in 
           clinic/hospital and at other times 
           Teaching surgical and patient examining techniques 
           Maintaining course records 
           Planning and chart reviewal for student clinical experiences

  * Instructional Preparation and Follow-up 
           Learning about general institutional resources e.g. computer 
           facilities 
           Consulting internally on scientific methods 
           Handling post-course problems and complaints 
           Working with publishers to provide advice on needed texts 
           and appropriate authors
           Maintaining artistic and intellectual standing in the discipline

  * Studio Classes 
           Deliver instruction that enables students to make art,
           apply art, and facilitate arts activities

  * Instructional Improvement 
           Revising and designing curriculum 
           Exploring new teaching approaches 
           Obtaining and implementing student course evaluations
           Evaluating the teaching of peers 
           Developing and participating in internships and international 
           programs 
           Preparing and teaching honors courses 
           Attending relevant professional meetings 
           Previewing audiovisual and computerized programs for classroom use 
           Updating study guides and other educational materials

  * New Course Development 
           Reading texts, monographs, and research journals
           Consulting with other faculty at UM and elsewhere 
           Preparing grants for course and curricular development 
           Preparing new lecture notes, visual aids, etc. 
           Writing textbooks, study aids, etc.

  * Undergraduate Creative Work and Research Supervision 
           Meeting with prospective students to explain research possibilities 
           Planning suitable research projects 
           Training in necessary lab and data analysis techniques
           Frequently discussing results, giving guidance on next steps to 
           take, troubleshooting 
           Editing research papers 
           Helping prepare research presentations 
           Obtaining grant support

 * Student Advising (Graduate and Undergraduate) 
           Giving advice on course selection 
           Providing career guidance 
           Providing personal counseling and referral 
           Writing letters of recommendation 
           Supervising preprofessional student organizations 
           Serving on thesis guidance and oral exam committees
           Devising, administering, and grading graduate written prelim exams
           Providing approvals for use of university services 
           Advising ad hoc student groups 
           Providing guidance and direction in the field

*  Working With Other Faculty on Curricular Decisions and Development
           Coordinating multi-section courses 
           Preparing syllabi, textbooks, and exams
           Revising existing courses 
           Coordinating sequences of courses 
           Devising new courses 
           Developing new curricula, majors, minors, etc.

* Creative Work and Research Activities That Should Be Counted Under Teaching 
           Guiding and mentoring Master's and PhD candidates
           Supervising and training postdoctoral students 
           Attending research group conferences, journal clubs, and meetings 
           related to training young scholars 
           Obtaining and administering training and instructional development 
           grants 
           Reviewing theses and participating in review or examining 
           committees for post baccalaureate programs
           Colloquium coordination and presentation


II.  Elements of Research, Scholarly, and Creative Work
_______________________________________________________

     * Hands-on Faculty Creative Work and Research 
           Pursuing scholarly investigation in the laboratory, the library or 
           in the field 
           Participation in research as a faculty member/scientist in the 
           Minnesota Agricultural Experiment Station or similar unit 
           Creating works of art, writing music, designing, architecture, 
           performing works of art, etc.
           Undertaking scholarly investigations with colleagues at other 
           institutions (e.g. during quarter leave, or via telecommunications) 
           Applying art and facilitating arts and activities 
           Writing and publishing * research papers 
           Reviewing articles and monographs of peers 
           Writing research publications* with post-doctoral associates or 
           colleagues 
           Preparing scholarly presentations for local, national and 
           international meetings Editing collections of essays 
           Carrying out clinical research (laboratory, epidemiological, etc.)
           Clinical collaboration with basic researchers

           * Publication within the arts means placing work before 
             professional communities and the public.

     * Graduate and Professional Student Creative Work and Research 
           Assisting research students outside of the instructional setting 
           Supervising creative works outside of the instructional setting 
           Writing research publications in conjunction with graduate 
           assistants 
           Assisting students in travel, and attendance at research meetings
           Preparing students for their research presentations 
           Attending graduate research presentations 
           Preparing and presenting research at local, national and 
           international meetings 
           Writing laboratory specifications, and documentation  (e.g. lab 
           safety) 
           Supervising medical and other health sciences resident research 
           contributions

     * Undergraduate Creative Work and Research 

           Assisting in preparing material for undergraduate research projects
           Counseling graduate students in assisting undergraduate research 
           Assisting undergraduates in summer undergraduate research projects 
           Attending undergraduate research presentations 
           Maintaining relationships with organizations supporting 
           undergraduate research projects 
           Conducting tutorials and directed studies activities 
           Consulting internally on scientific methods

     * Supporting a Creative Work and Research Base 
           Writing unsolicited proposals to federal, state and local 
           government funding agencies 
           Writing unsolicited proposals to private foundations 
           Writing solicited proposals through the federal registry 
           Writing solicited proposals to private industry
           Obtaining research funding support
           Managing budgets, contracts and grant requests 
           Selecting and supervising technical support staff 
           Writing specifications for capital equipment purchases 
           Writing specifications for building and laboratory renovation
           Attending committee meetings for managing laboratory facilities 
           (e.g. the High and resolution electron microscopy center and
           human subject and animal experimentation review) 
           Preparing interim and final project reports 
           Arranging and conducting project site reviews 
           Attending meetings to discuss preparation of proposals 
           to funding agencies 
           Attending meetings to coordinate inter-institutional research 
           projects 
           Reading appropriate journals and other publications


III.  Elements of Service/Outreach
__________________________________

     * Professional Reviewing grants and manuscripts of peers 
           Serving on advisory boards of government and foundation -granting 
           agencies 
           Serving on national examining boards (e.g. The American Board of
           Medical Examiners)
           Providing editorial functions for professional journals or 
           collections of essays 
           Serving as officers and counselors for professional societies
           Evaluating non-University of Minnesota faculty accomplishments 
           for promotion and tenure 
           Maintaining liaison relationships with local, state and national 
           professional societies 
           Reviewing external books/papers/proposals as requested by others 
           Organizing and presenting workshops, symposia, and sessions at 
           meetings 
           Visiting other major research institutes and universities 
           at the request of funding agencies or other universities 
           Meeting with government, industrial and private foundation
           leaders to generate funding proposal interest 
           Hosting faculty visitors
           Mentoring junior colleagues 
           Serving on accrediting bodies

     * Clinical Service 
            Diagnosing and treating patients
            Holding diagnostic conferences
            Preparing and reviewing patient records 
            Providing public education about health-related issues 
            Facilitating patient care/management seminars

     * Extension and Outreach 
           Needs assessment
           Program evaluation 
           Research synthesis and developing interpretations 
           Writing periodic consumer interest articles for the popular press 
           Developing research based "fact sheets," bulletins, audio-visual 
           and other educational materials on new technology and other ideas 
           useful to consumer groups 
           Serving on advisory committees to various community and commodity 
           groups  
           Coordinating county and providing input to state 4-H youth programs 
           Conducting periodic mass media educational programs 
           Establishing demonstration plots illustrating new crop varieties 
           and experimental treatments 
           Developing and carrying out informational conferences, workshops, 
           field tours, and field day demonstrations 
           Responding to individual requests for information on horticulture, 
           forestry, agronomy, soils, pest control, etc. 
           Relaying consumer issues and problems to University specialists and 
           responding with recommendations 
           Carrying out applied research directed at specific short term needs 
           and problems 
           Providing expertise to public agencies 
           Developing field trials and demonstrations 
           Consulting on scientific methods

     * Community Service and Education 
           Working with other parts of the higher education system 
           Consulting without compensation with units of local, national and 
           international government 
           Collaborating and consulting with local industry 
           Facilitating the transfer of technology to industry 
           Serving without compensation as expert witnesses 
           Providing outreach programs to community professionals and c
           consumers of their services or products
           Assisting local school systems 
           Providing expertise to the media, community groups and the general 
           public 
           Answering phone and other contacts of the general public 
           Delivering non credit courses 
           Providing lectures, seminars, and workshops for the public 
           Preparing publications and other materials to communicate 
           information to the public

     * Quasi-State Agency Functions 
           Coordinating or conducting activities with government constituents


IV.  Elements of Administration and Governance 
______________________________________________

           Preparing course schedules
           Providing leadership for specific departments, colleges, or the 
           University
           Allocating space and facilities allocation 
           Supervising shared research facilities 
           Recruiting faculty and staff 
           Making hiring, promotion and tenure decisions 
           Taking part in faculty governance Developing educational policy
           Providing advice to administration 
           Handling grievances 
           Assisting with undergraduate student recruitment and orientation 
           (including minority and international students) 
           Assisting with graduate student recruitment and orientation 
           (including minority and international students) 
           Developing library acquisition policy 
           Developing research policy 
           Supporting fund-raising and other development activities 
           Serving on committees
           Ordering laboratory supplies for teaching and research 
           Administering clinical programs 
           Directing technology transfer activities with government and 
           industry 
           Managing shared research facilities 
           Recruiting and evaluating students for admission 
           Facilitating communication between faculty and central 
           administration


                                   ADDENDUM


     The workload principles and guidelines in all units shall enable its 
FULL-TIME TENURED AND TENURE-TRACK FACULTY to devote sufficient time to 
meeting their responsibilities as would reasonably be necessary:

     (a)  for all ranks, to make scholarly contributions expected of their 
          facilities, and
 
     (b)  in the case of assistant and associate professors, to sustain the 
          quality of continuing contributions required in the respective unit  
          to achieve tenure and promotion.

     This policy establishes a standard applicable to all faculty ranks.  It 
recognizes that University research is inextricably interwoven with teaching 
and often with service, and that the proportion of effort devoted to research 
need not be identical for each individual faculty member in a unit, but may 
vary around the unit's average.  Such activities are to form a part of the 
faculty member's normal work effort during his or her term of appointment.