1.07-8 Effort Assignment for Instructional Activities

I.      Introduction

Areas of assignment at the University of Georgia include instruction, research, public service and administration.  This policy addresses the assignment of EFT (equivalent full-time for budgetary purposes) for instructional responsibilities and course workload.  And, the policy aims to recognize and support this understanding of instructional EFT and responsibilities.

Instructional responsibilities include teaching courses in face-to-face settings, in hybrid formats, and online. Instructional responsibilities also may include selecting, reviewing and preparing course materials and course syllabi; constructing exams, grading and evaluating students’ work; meeting with students outside the classroom; setting up laboratories and studios; arranging field experiences; developing courseware; developing new courses or restructuring the curriculum; writing textbooks and reading to stay current in one’s field. All of these activities may consume significant amounts of faculty time outside of the classroom.  It is recognized that the aforementioned activities may account for the majority of time devoted to instruction.

Further, faculty involved in graduate instruction, especially at the doctoral level, teach students about advanced topics that are the subjects of active research in their disciplines.  Therefore, the boundary between research and teaching at the doctoral level is largely indistinct. 

II.   Relationship of credit hour expectations and allocation of instructional EFT

a. EFT reflects budgeted time and is calculated on a 0 to 1.0 scale.   Faculty on a fiscal (12-month) contract will have an EFT total of 1.0.  Faculty on an academic (9-month) contract will have an EFT total of 0.75.  Both types of contracts are considered full-time employment for the contract period.  
b. Deans have the responsibility to assign, reassign, and monitor EFT in all areas of assignment for all faculty based on the needs of the department/college and as approved by the Provost.  Assignment of EFT should be reviewed annually to ensure it reflects changing workload needs.  
c. Academic Contract Faculty: Full-time faculty on academic contract whose EFT assignment is equally divided between teaching and research/service have an instructional EFT of .375 which provides for four 3-credit hour courses across the fall and spring semesters plus other instructional activities.   Full-time faculty on academic contact whose EFT assignment is 100% instruction have responsibility for 24 credit hours or 4 courses per term (.75 EFT) during fall and spring semesters plus other instructional activities.
d. Fiscal Contract Faculty:  Full-time faculty on fiscal contract whose EFT assignment is equally divided between teaching and research/service (.50 EFT) have responsibility for 16 credit hours or five 3-credit hour courses during the contract year.  Full-time faculty on fiscal contract whose EFT assignment is 100% teaching have the largest credit hour responsibility at 32 credit hours (1.00 EFT) or ten 3-hour courses during the contract year. 

III.   Considerations in aligning instructional workload and credit hour expectations

a. Class sizes and support provided to the instructor (e.g., graduate teaching/lab assistants) may factor into workload assignments. 
b. Credit hour reductions in instruction may be justified for department heads, undergraduate and graduate coordinators and others with specific administrative assignments related to instruction.  Further, disciplinary norms may necessitate deviation from the basic expectations outlined above.
c. Faculty with a demonstrated record of strong and consistent extramural funding for research and/or public service and distinguished scholarship may receive instructional credit hour reductions on a case-by-case basis. 
d. Although all faculty are expected to mentor graduate and undergraduate students as part of their normal assigned duties, deans may consider awarding limited instructional EFT to faculty who supervise the research of an exceptionally large number of graduate or undergraduate students.
e. In all cases, EFT should match workload responsibilities and assignments, and any exceptions to these general standards by deans should be documented, in writing, and should be granted only for exceptional reasons.
f. For policies on additional/overload compensation, see UGA Academic Affairs Policy 1.07-7 Faculty Teaching Overload Compensation and Board of Regents Academic Affairs Policy 4.10 Faculty Overloads and Instructional Staff Responsibilities.

Note:  Portions of this policy were adapted from the University of North Carolina Policy Manual

  • Office of the Senior Vice President for Academic Affairs and Provost, January 24, 2014