teaching and learning. Teaching‐Research Balanced Model This model is followed by most tenured and tenure-track faculty. It combines a teaching focus with a secondary emphasis in research and creative activity. The goal of faculty working under the model is maintaining or establishing an active research program. Faculty members who work under this model are required to show scholarship in discipline‐specific research or scholarship of teaching and learning. The proportion of the effort directed towards each area is determined by the Chair in consultation with the faculty member, based on Department, College and University needs, and specified in the FPA. Research Emphasis Model Faculty requesting this model must demonstrate the exceptional quality and significance of their scholarship. Strongly persuasive criteria should be used to support a request for this workload model. Faculty on this model are encouraged to involve students in their research. Faculty who work under this model, and expect to continue working under this model, are required to demonstrate continued, significant progress in scholarship annually. It is expected that a faculty member on this model will show a greater level of scholarship (i.e., greater quantity of scholarship or products of more significance) than those on other models. Administration Emphasis Model The Administrative Model applies to designated administrative faculty. Selection of this model must be done with the support and written approval of the faculty member’s supervisor, as well as the Dean of the College. The performance criteria for these faculty members will be the aggregate performance of the unit or program(s) supervised by the faculty. Faculty members engaged in this model are required to be active in multiple levels of service and to establish strong and effective leadership practices. Clinical Faculty Clinical faculty are non-tenured, non-tenure-track faculty with professorial rank. (See The Handbook for more information.) They undergo annual review and may apply for promotion. Since their primary responsibilities are in the area of professional service and teaching, they must demonstrate their leadership in professional service and excellence in teaching in their annual reviews. All Models As each model has some degree of flexibility, each faculty member will develop a specific formulation for the FPA in consultation with the Chair, and subject to the approval of the Dean. As the activities of a faculty member may change over the course of the career, so may the workload model. Indeed, FPAs may be re-negotiated with the Chair at any time in
teaching and learning. Teaching‐Research Balanced Model This model is followed by most tenured and tenure-track faculty. It combines a teaching focus with a secondary emphasis in research and creative activity. The goal of faculty working under the model is maintaining or establishing an active research program. Faculty members who work under this model are required to show scholarship in discipline‐specific research or scholarship of teaching and learning. The proportion of the effort directed towards each area is determined by the Chair in consultation with the faculty member, based on Department, College and University needs, and specified in the FPA. Research Emphasis Model Faculty requesting this model must demonstrate the exceptional quality and significance of their scholarship. Strongly persuasive criteria should be used to support a request for this workload model. Faculty on this model are encouraged to involve students in their research. Faculty who work under this model, and expect to continue working under this model, are required to demonstrate continued, significant progress in scholarship annually. It is expected that a faculty member on this model will show a greater level of scholarship (i.e., greater quantity of scholarship or products of more significance) than those on other models. Administration Emphasis Model The Administrative Model applies to designated administrative faculty. Selection of this model must be done with the support and written approval of the faculty member’s supervisor, as well as the Dean of the College. The performance criteria for these faculty members will be the aggregate performance of the unit or program(s) supervised by the faculty. Faculty members engaged in this model are required to be active in multiple levels of service and to establish strong and effective leadership practices. Clinical Faculty Clinical faculty are non-tenured, non-tenure-track faculty with professorial rank. (See The Handbook for more information.) They undergo annual review and may apply for promotion. Since their primary responsibilities are in the area of professional service and teaching, they must demonstrate their leadership in professional service and excellence in teaching in their annual reviews. All Models As each model has some degree of flexibility, each faculty member will develop a specific formulation for the FPA in consultation with the Chair, and subject to the approval of the Dean. As the activities of a faculty member may change over the course of the career, so may the workload model. Indeed, FPAs may be re-negotiated with the Chair at any time in