EDUCATION FORUM Teaching (and Research) Squeezed A little over a year ago, in the December 2001 issue of the News, ( Theory Squeezed ) I made some observations concerning how creeping information in ation was squeezing some important topics, mainly theory, out of the curriculum in almost indiscernible fashion. Most of us have been at least vaguely aware of another set of in ationary pressures that are negatively impacting our capacities to carry out the teaching and research aspects of our jobs. It was my being thrust into the role of Interim Department Head1 that encouraged me to attempt to quantify these in ationary pressures. After all, if one is going to manage faculty workloads, one should try to understand the nature of the work that becomes the load. Stated Responsibilities It is undoubtedly true at most institutions that faculty are bound to a letter of hire and/or wording in a faculty handbook that specify their workload in general terms similar to this: . . .raises, promotion and tenure will be based on an evaluation of your performance of your duties, which are N1 % teaching, N2 % research, and N3 % service. . . where N1
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Teaching (and research) squeezed
Ross, Rocky
Follow ACM SIGACT News
, Volume 34 (1)
Association for Computing Machinery – Mar 1, 2003
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