Report of the Committee on Faculty Workloads
School of Music, Western Carolina University
April 30, 2014
Respectfully submitted by workload committee members Andrew Adams, Terri
Armfield, Dan Cherry, and Shannon Thompson.
The committee would like to thank Dr. Elizabeth Heffelfinger for her guidance.
The recommendations below reflect the committee’s investigations and discussions
throughout this semester. It is vital that the faculty as a whole also considers these issues
and offers ideas that will lead to solutions acceptable to both the faculty and the
administration.
The Charge to the Committee
The School of Music has never seated a committee to study faculty workloads. One
semester was too short a time in which to accomplish the broad scope of the committee’s
charge. The work on these questions will have to continue throughout the 2014-15
academic year and beyond. Our recommendations reflect the outcomes of our
investigations into the committee’s charge that are noted in quotation marks below:
“Please review Music faculty loads at Western and, so far as is possible,
provide meaningful comparisons with loads at sister schools in the UNC system
as well as our official WCU peer institutions.”
Our study of thirteen institutions showed a broad array of approaches to work loads—a
partial list of these schools includes Morehead State University, Western Illinois
University, Central Washington University, East Carolina University, Elizabeth City
State University, and Appalachian State. Most of these schools are accredited by the
National Association of Schools of Music (NASM); nonetheless, their approaches to
assigning workload are widely divergent and, as will be noted below, reflect the very
loose parameters in the NASM guidelines.
“…compare various methods of determining faculty loads with NASM
standards…”
As noted below, the standards suggested by NASM are guidelines that do not determine
workloads at the institutions for which they provide accreditation.
“Make a recommendation to the faculty as to whether a change in the method
of determining faculty loads should be made, what system the committee would
recommend, and provide a clear explanation of how it would affect teaching loads
of current faculty.”
1
The WCU Faculty Handbook states: “Each college/school has a standard load
expectation for its faculty that is built upon student credit hour targets approved by the
Provost” (p. 176). Continuing points for discussion include the equal assignment of 4/4
and 3/3 loads throughout the College of Fine and Performing Arts; the loads of faculty
who teach only academic courses and their load assignments with regarding to NASM
policy; and the assignment of release time in the School of Music.
“Release time is a part of the picture, so please review the last ten years of Music
faculty loads to see where release time is given and its relation to overload…”
See the discussion under section 7 below.
1. This committee should be a standing committee from this time onward to review
workloads in the School of Music, workload policies at Western Carolina
University, and workload policies at regional and national institutions.
The workload committee reflects WCU Policy on workload formulation as passed by the
Faculty Senate in April 2014:
Individual faculty teaching loads are best managed at the department and
college/school level. Faculty teaching loads will be determined through
consultation among faculty, department heads, and deans. Given the complexity
of faculty professional work activities, teaching loads may vary from one faculty
member to another and over the course of an academic year. Equivalency in load
should be decided by the department/school head in consultation with the dean.
In addition to reflecting University policy, ongoing discussion among the faculty with
regard to workload is a healthy part of shared governance. The committee urges faculty
members to study the sections on workload from the WCU Faculty Handbook and the
NASM Guidelines that are attached to this report.
2. Reflecting University policy, the committee recommends the following statement
be placed on workload assignments: “Workloads in the School of Music are
determined through consultation among the Dean, Department Head, and Faculty.
The Guidelines of our accrediting agency, the National Association of Schools of
Music (NASM), are also valuable criteria.”
The last page of assigned loads includes Guidelines and Explanations that state in part:
“The School of Music calculates faculty loads following the guidelines of our accrediting
agency, the National Association of Schools of Music (NASM).”
NASM does not consider its guidelines to be determinative or restrictive. The 2013-14
Handbook of the National Association of Schools of Music addresses load standards on
half of page 63 and one sentence on page 64—in total, half of one page in a 270 page
document. NASM gives wide leeway for each institution to determine its own load
policies; for example, “b. Guidelines, Recommendations, and Comment (1)” states:
2
“Institutions use a variety of methods for calculating teaching loads. The choice of
method is the prerogative of the institution.” Later, in its discussion of the relative load
weight of classroom versus studio teaching, the Handbook notes: “The following
statements about two types of instructional responsibilities, therefore, provide indicators,
not rules.”
The NASM guidelines describe studio and classroom activity as part of the wider
responsibilities of the faculty. Before any discussion of actual time in the classroom or
studio, the Guidelines note (p. 63):
a. Standards
(1) Faculty loads shall be such that faculty members are able to carry out
their responsibilities effectively.
(2) Faculty members, according to their title and job description, shall
have adequate time to provide effective instruction, advise and evaluate
students, supervise projects, research, and dissertations, continue
professional growth, and participate in service activities.
b. Guidelines, Recommendations, and Comment
(4) Music faculty teaching only classroom/seminar courses should have
their load determined in the same way as faculty in other departments of
the institution.
(5) All faculty should have sufficient time for artistic, scholarly, and
professional activity in order to maintain excellence and growth in their
respective areas of expertise.
Arguably, “adequate time to provide effective instruction” includes time for preparing
each course (including choosing ensemble repertoire and preparation of parts); grading
tests and papers; and testing individual students in theory, aural skills, and piano classes.
Each of these valuable components of classroom and studio pedagogy should be
considered as an intrinsic part of the workload assignment.
The stipulation that “Music faculty teaching only classroom/seminar courses should have
their load determined in the same way as faculty in other departments of the institution”
is among the only true directives in the NASM guidelines. The School of Music should
consider course loads in the Department of English as suggestive of loads for purely
academic instructors in the School of Music.
3
The NASM Guidelines also note in Section 4.b. (p. 63):
2. Policies concerning loads should be clearly developed and published with
regard to the variety of educational, artistic, and administrative duties undertaken
by music faculty, and any conversions between clock hours and credit hours.
3. …Normally, the upper limit for a full load for classroom instruction in a
lecture/seminar format is approximately 12 clock hours per week; for private
studio instruction, approximately 18 clock hours per week.
The committee noted the importance of considering clock hours in assigning faculty
loads, especially in the unique workloads of those with both studio and academic
assignments.
Finally, the consistently high workloads and overloads (discussed below) have, arguably,
been a factor in the School of Music not appointing a new full professor in over a decade.
3. The committee recommends that the School of Music follow the Faculty
Handbook with regard to assigning overloads, including the Dean’s approval in
certain situations; a maximum overload of three credits per semester; and the
monetary compensation of overloads.
The following policy, advocating that overloads should be “assigned carefully,” is given
on page 179 of the WCU Faculty Handbook:
Since faculty have scholarship and service responsibilities as well as teaching
assignments, overloads should be assigned carefully so that faculty do not become
over-extended and can meet their regular responsibilities.
The Provost’s Office distinguishes between two types of overload: those funded out
of the general fund and those funded through self-supported revenue courses through
Educational Outreach. Regardless of type, faculty may teach a maximum of one
course overload (3 credits) per semester with the approval of their dean. Overloads
funded via Educational Outreach may be taught by faculty members at their election
with the concurrence of the department head and dean. However, overloads funded
via general funds shall be authorized only by the dean when it is impossible or
impractical to hire part-time faculty because of last minute staffing problems due to
emergencies or unexpected high enrollment. Deans shall notify the Provost’s Office
whenever they approve an overload funded by the general fund. The notification
should include a brief explanation consistent with this policy. Overloads exceeding
three hours will be approved only in the rarest circumstances. Overloads, and other
exceptions to this policy, must be approved in advance by the Provost.
There is a particular need to address the concept of non-monetary compensation in the
form of a heavy-load semester being followed by a low-load semester. As the current
4
WCU policy on overloads is vague, the workload committee has contacted the Faculty
Senate regarding the need for clarification and revision.
The policy that is followed by NC State University in Regulation 05.20.37 (Faculty
Teaching Workload) can serve as a model:
2.2 Course Overload: a workload assignment that exceeds the expected teaching
load for the discipline/department or the teaching load defined in the faculty
member’s Statement of Mutual Expectations; faculty may receive additional pay
or alternative compensation (such as a subsequent course reduction) for overload
assignments.
In its study of workloads in the School of Music from the past several years, the
committee calculated the following semester averages based on assignments distributed
to the faculty and on revised loads submitted to this committee:
Spell
Sink
West
Schallock
Peebles
13.73
13.48
13.38
13.34
13.25
D. Cherry
Frazier
Pearson
13.16 (13)
13.15 (13)
12.96 (13)
17 semesters
17 semesters
4 semesters
Bauer
Lancaster
Thompson
Adams
Ulrich
Armfield
Reitz
Wohlrab
M. Baker
Starnes
Wlosok
12.83
12.75
12.74
12.73
12.72
12.69
12.66
12.61
12.6
12.58
12.58
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3)
(12 2/3)
(12 2/3)
(12 2/3)
17 semesters
6 semesters
17 semesters
15 semesters
17 semesters
17 semesters
12 semesters
17 semesters
2 semesters
6 semesters
17 semesters
Gonko
W. Martin
A. Cherry
Jeffress
12.53
12.43
12.38
12.26
(12 1/3+)
(12 1/3+)
(12 1/3+)
(12 1/3)
9 semesters
17 semesters
16 semesters
13 semesters
Solomon
Bennett
Henson
12.2 (12)
12.11 (12)
12.06 (12)
(13 2/3+)
(13 1/3+)
(13 1/3+)
(13 1/3)
(13 1/3)
17 semesters
4 semesters
17 semesters
17 semesters
17 semesters
4 semesters
15 semesters
13 semesters
5
B. Martin
Gaetano
12.03 (12)
11.93 (12)
17 semesters
17 semesters
In multi-semester averages of 31 faculty, 5 current faculty have an average load of 13 1/3
hours or higher (that is, an overload as an average load); 3 have 13 hours; 11 have 12 2/3;
4 have 12 1/3; and 6 have 12. The average load is 12 2/3. These average high loads
demonstrate that heavy-load semesters are rarely balanced by low-load semesters.
In addition, the Faculty Handbook states: “Overloads exceeding three hours will be
approved only in the rarest circumstances.” In the School of Music, there have been
seven instances of 16 credit-hour semesters since the fall of 2005 in addition to numerous
15 credit-hour semesters. Unless overloads are monetarily compensated or balanced by
low-load semesters, the meaning of the word “overload” is unclear.
4. The current School of Music workload guidelines state: “A full-time load is
considered to be 11-13 hours.” For clarification and for a common frame of
reference, the committee recommends that the School of Music adopt the following
wording: “A full-time load is considered to be 11-13 hours: 11 credit hours or below
is a low load; 12 credit hours is a standard load; 13 credit hours is a high load; 13
1/3 credit hours and above are an overload. An academic year average of 24 is
considered a standard load.”
The word “overload” is used on workload assignment sheets but is not defined and is
subject to both omission and to a variety of applications. On the three revised workloads
submitted for the committee’s review (2011-12; 2012-13; and 2013-14), two loads were
listed nearly identically and were noted as models for the above recommendation:
2013-2014
Lancaster
Fall 2013
Spring 2014
13 1/3 (designated as overload)
13 (not designated as overload)
2011-2012
Wlosok
Fall 2011
Spring 2014
13 1/3 (designated as overload)
13 (not designated as overload)
These two loads are consistent with the statement that “A full-time load is considered to
be 11-13 hours” and with the precedent that 13 1/3 and above is an overload. However,
there were notable discrepancies in the use of “overload.” In the spring of 2013, Dr.
Bauer’s 13 credit-hour load was marked as “overload.” On three occasions loads of 12
1/3 were noted as overloads: Dr. Armfield and Dr. Peebles in the spring of 2014, and Dr.
D. Cherry in the spring of 2013. More explicit definitions of 11, 12, 13, and beyond 13
credit hours would help to address this confusion.
An assignment of 13 1/3 hours one semester (an overload) should be balanced by 11
hours the next. When this is impractical, an academic year average of 26 credit hours
should be balanced by a succeeding academic year at 22 credit hours.
6
Ultimately, it is the responsibility of faculty members to monitor their workload
assignments and to advocate for balanced loads. This oversight could also be among the
recurring duties of the workload committee.
A credit-hour load of 24 per academic year has been stated in WCU policy: “…WCU
established 24 credit hours as the standard load for all tenure-track faculty in departments
offering undergraduate only or undergraduate and graduate courses.” (“Monitoring
Faculty Teaching Loads. Western Carolina University. 1996-97” currently available on
the WCU website.)
5. The committee recommends that the load credit for all academic courses be
determined uniformly by the number of hours in the classroom.
The justification for load credit for “lecture” vs. “labs” courses is inconsistent in School
of Music policy. The current School of Music workload guidelines state:
Lecture Classes: The faculty load assigned follows the University policy of one
credit for each hour in class per week. A three-unit load reflects three contact
hours per week…
Laboratory Classes: Almost all of these classes meet for two fifty-minute periods
a week. A load credit of 1 1/3 units is given for each class…
The workload committee was unable to find a University policy that articulates a lecture
class should receive “one credit for each hour in class” while a lab class receives less.
The Committee requests clarification on this point on behalf of the faculty. If there is an
overarching “University policy of one credit for each hour in class per week,” then
approximately thirty courses in the School of Music are not given the proper load credit.
The list of “Load Credit for Undergraduate Music Courses” provided to the workload
committee (included with this document) states:
For traditional academic courses, faculty load hours equal the number [of] hours
of instructional time (and the number of course credits).
For classes that meet for one more hour than the number of credits and involve
significant in-class work for development of skills analogous to the laboratory
experience of science courses, faculty load is figured at 2/3 the number of
instructional hours per week. So a 1-hour course meets twice and earns 1 1/3 load
hours while a 2-hour course meets three times and earns 2 load hours.
In the sciences, lecture and lab courses are two interdependent parts of one pedagogical
unit; it is confusing to use the terms “lecture” and “lab” separately to describe courses in
music. Another argument used to justify a lower course load for some classes is that
preparation and grading tests and papers in academic courses is more time consuming
than in “skills” classes. Again, there is little if any justification for this argument. The
7
need for frequent and individual testing in aural skills and keyboard skills courses is
equally time consuming and equally dependent on instructor expertise. To reflect a
lowered teaching load, piano class and aural skills instructors might consider lecturing on
one class day and devoting the second class to individual practice with little or no
organized instruction.
In the absence of University policy, a lesser course load for core music skills classes is
determined by subjective arguments that have not been codified as policy and that
minimize the importance of the work of some faculty. This important question deserves
continued faculty-wide discussion.
The distinction between “lecture” and “lab” course is not recognized by NASM. The
NASM Handbook states:
Institutions vary significantly in the amount of time they expect faculty to devote
to instructional and other responsibilities such as composition and performance,
research, and community service. The following statements about two types of
instructional responsibilities, therefore, provide indicators, not rules. Classroom
instruction in lecture/seminar format is weighted differently from private studio
lessons in calculating the teaching component of faculty loads. Normally, the
upper limit for a full load for classroom instruction in a lecture/seminar format is
approximately 12 clock hours per week; for private studio instruction,
approximately 18 clock hours per week.
This passage, the only one that addresses this topic, juxtaposes “lecture/seminar” courses
with “studio lessons.” It does not compare “lecture” courses with “seminar” courses nor
does it suggest disparities in the course load assigned to each type of class. Again, NASM
Guidelines state: “Institutions use a variety of methods for calculating teaching loads.
The choice of method is the prerogative of the institution.” According to NASM, the
WCU School of Music is at liberty to determine the load credit for these courses as its
own faculty deems appropriate.
6. The workload committee recommends that the course load for all major
ensembles be identical to the clock hours that they rehearse and that release time for
directors of major ensembles be equally assigned.
As with the distinction between load credit for “lecture” vs. “lab” courses, current
School of Music policy with regard to load credit for major ensembles is inconsistent as
is the release time given to directors of major ensembles.
The current School of Music workload guidelines state:
Large ensembles generally receive 1 load unit per contact hour. For some small
ensemble classes only 2/3 unit is given. This reflects the amount of preparation
time needed to rehearse these ensembles and the relationship between the
ensemble and the mission of the School.
8
It is not clear how the mission of the School of Music relates to workload assignment.
The Mission states:
The School of Music is a unit in the College of Fine and Performing Arts of
Western Carolina University, a comprehensive state university. The School
supports the general objectives of the university by providing nationally
accredited curricula in music with professional and liberal arts emphases.
The School of Music serves as a primary advocate for the arts in the area, and as a
source of musical culture and education for the region through performances,
clinics, workshops, festivals, and consultant work. A commitment to excellence of
scholarly and creative activity in music performance, pedagogy, research, and
composition prepares students for the professional world. A highly active
performance agenda both on and off campus provides students with many
opportunities to use their musical training in direct service to the local and
regional community. The School of Music primarily serves North Carolina, but
students are recruited nationally.
The phrase “A highly active performance agenda both on and off campus provides
students with many opportunities to use their musical training in direct service to the
local and regional community” upholds the equal importance of all ensembles and
performing opportunities.
The guidelines also note: “Large ensembles generally receive 1 load unit per contact
hour…this reflects the amount of preparation time needed to rehearse these ensembles.”
However, University Choir rehearses for three hours per week but is given 2 1/3 hours
credit. Wind Ensemble and Symphonic Band receive “4 hours load for 3-4 hours weekly
rehearsal.” As all ensembles should be equally valued under the School of Music
Mission, Wind Ensemble and Symphonic Band should receive load credit equal to the
number of hours they rehearse no matter the semester in which they are offered.
The list of “Load Credit for Undergraduate Music Courses” provided to the workload
committee states [the italics are original]:
Faculty load hours for Large and Small Ensembles vary according to several
factors. Load hours generally equal the number of hours of rehearsal for large
groups and 2/3 the number of hours of credit for small ensembles, unless they
have a significant off-campus performance agenda or significant set-up
requirements. Large ensembles typically perform on two concerts per semester,
while small ensembles often share a concert with other small ensembles.
This policy states that “Load hours generally equal the number of hours of rehearsal for
large groups…” The workload guidelines noted above state: “Large ensembles generally
receive 1 load unit per contact hour.” As noted above, these policies are inconsistent with
regard to past load assignments for at least three ensembles.
9
Finally, as a matter of equity, large ensemble directors should receive equal release time.
Both the Director of Bands and the Director of Choral Ensembles should receive equal
release time.
7. As release time forms a large part of some faculty loads, the committee
recommends that the School of Music formulate a method to evaluate release time
as part of the AFE, TPR, and PTR processes.
The comparisons of release times below should be considered with regard to several
variables. The reporting of release time for supervision of student teachers was not
uniformly recorded and, understandably, was subject to necessary adjustments.
Workloads of faculty in the marching band were not included in the 2006-07 loads; since
that time there have been additions to the band staff that are largely based on release
time. Finally, special releases are sometimes given that are of short or relatively short
duration, such as the release through the Provost’s office in the spring of 2014 for Dr.
Adams. Beyond these variables, it is evident that release time has increased since 2007.
In the fall of 2006 there were eight faculty members with a combined 40.3 hours of
release time; in the fall of 2013 there were fifteen faculty members with a combined 63.8
hours of release time.
In the spring of 2007 there were ten faculty members with a combined 48.9 hours of
release time; in the spring of 2014 there were seventeen faculty members with a
combined 69.8 hours of release time.
Release Time Fall 2006
Bauer
Frazier
Gonko
Kehrberg
B. Martin
Pearson
Peebles
Spell
Grad Program
Comm./Elect. Coord.
CAT studio
SOM Head
Coach MT
Music dir.
Accompanying
Dept. Head
Sound
3
3
6
9
3
3
3
9
1 1/3
Total 40.3
Release Time Spring 2007
Adams
Bauer
Frazier
Gonko
Kehrberg
B. Martin
Accompanying
Grad Program
Comm./Elect. Coord.
Belk creative
CAT studio
Interim Dean
Coach MT
3
3
3
3
6
9
3
10
Pearson
Peebles
Schallock
Spell
Music dir.
Accompanying
Dept. Head
Student teachers
Sound
3
3
9
2 2/3
1 1/3
Total 48.9 hours
2
1 1/3
3
1 1/3
3
3
3
3
3
0
2
9
1 1/3
1 1/3
3
3
0 2/3
1 1/3
6
2
2
6
0 2/3
3
Total 63.8 hours
Release Time Fall 2013
Adams
Bennett
A. Cherry
D. Cherry
Frazier
Henson
Lancaster
B. Martin
Peebles
Schallock
Sink
Spell
Starnes
Ulrich
West
Accompanying
SMBQ
Assist. Dept. Head
SMBQ
Comm./Elect. Coord.
Belk Creative
Drumline Asst.
Tech. Support Bands
Assts. Dir. Bands
Director of choirs
Accomp. faculty
Dir. SOM
SMBQ
Supervise teachers
Program coordinator
SOM tech. support
Concert attendance
Recording
Dir. Athletic bands
Supervise teachers
SMBQ
Associate Dean
Supervision teachers
Director of bands
Release Time Spring 2014
Adams
Bauer
Bennett
A. Cherry
D. Cherry
Frazier
Henson
Lancaster
Accompanying
Digital Measures
Opera
SMBQ
Assist. Dept. Head
SMBQ
Comm./Elect. Coord.
Belk Creative
Tech. Support Bands
Assts. Dir. Bands
Director of choirs
1
9
2
1 1/3
3
1 1/3
3
3
3
3
0
11
B. Martin
Peebles
Schallock
Sink
Spell
Starnes
Ulrich
West
Accomp. faculty
Dir. SOM
SMBQ
Supervise teachers
Program coordinator
SOM tech. support
Concert attendance
Recording
Dir. Athletic bands
Supervise teachers
SMBQ
Associate Dean
Supervision teachers
Director of bands
2
9
1 1/3
1 1/3
3
3
0 2/3
1 1/3
6
1
2
6
0 2/3
3
Total 69.8 hours
There are currently no processes outlined in the School of Music Collegial Review
Document by which release time is assessed, either by individual faculty or through a
peer review process in the same manner as classroom activity. Some releases are 3 hours
while many academic courses are given 1 1/3 credit. This means that a three-hour release
would require approximately 4 to 5 hours of work per week to be comparable to a 1 1/3
credit course.
If a release activity is to be given more than twice the load credit of an academic course it
is imperative that both activity and outcomes are clearly documented, reviewed, and
assessed. Those receiving release should systematically document their work through a
weekly log; catalogue of emails that document activities; and/or submission of a final
report with documentation.
Conclusion
The workload committee has had engaged and meaningful discussions on these questions
throughout this semester. The ideas in this report, like those to be discussed in the future,
will undoubtedly prompt vigorous debate. For the committee, simply exploring these
issues in an open forum has been enormously helpful.
The committee members recognize that giving value to faculty activities and assigning
workloads and release time are challenging undertakings. We examined practices from
numerous regional institutions and from institutions around the country. One general rule
can be stated as a result of this investigation: no two institutions approach these
challenges in exactly the same ways. This is undoubtedly why NASM states that “The
choice of method is the prerogative of the institution” and why the WCU Handbook
states that “Individual faculty teaching loads are best managed at the department and
college/school level.”
12
As noted above, the committee looks forward to receiving ideas from the faculty as a
whole. Suggestions already offered to address the question of loads and overloads
include:
•
•
•
•
•
•
•
•
•
enforcing the policy of limiting applied lessons to enrolled music majors or
minors and no longer offering minor lessons students not in the music program;
in some instances, smaller applied studio sizes would allow academic courses to
be assigned more uniformly;
not offering musical theatre majors voice lessons or access to School of Music
core musicianship courses;
limiting the number of small, single-instrument ensembles to once per academic
year and encouraging mixed ensembles;
fewer faculty recitals or limiting faculty to one recital per year would require less
release time for faculty accompanists;
undertake a program prioritization in the School of Music to assess the place of
the BM in performance in relation to the historic success of the program in music
education.
all major ensembles should be given equal load credit as they all reflect the
School of Music’s mission equally
ensemble directors could be given release time in semesters in which they tour or
give special performances
rethinking the pedagogy of large classes (such as large sections of music
appreciation) and low-credit courses to more accurately reflect the course credit
assigned them. This may include fewer written assignments in music appri or
more in-class practice time for keyboard skills courses.
This report mainly focuses on those who teach a split load of applied lessons and
academic courses. Next year, the committee should closely examine equity within the
College of Fine and Performing Arts and across the University with regard to purely
academic loads. In addition, it should be noted that salaries in the School of Music tend to
be lower than those across the WCU campus as is evident by comparing salaries listed by
the Charlotte Observer with the Chronicle of Higher Education’s AAUP Salary Survey
(http://chronicle.com/article/2013-14-AAUP-Faculty-Salary/145679/#id=200004).
Heavy loads and overloads in the face of low salaries have factored into the generally low
morale among the School of Music faculty.
Calculating from the fall of 2005, overloads reached their peak in the 2010-2011
academic year with 22 faculty members on overload; in the 2013-14 academic year that
number had dropped to 10. Overloads have fallen as the number of students has
decreased and as trailer courses have been reduced. It is possible that the increase in
release time in the past several years has contributed to the increase in the number of
overloads.
The faculty can only hope that the downward trend in overloads will continue so that
loads allow faculty time not only for committed teaching but also for scholarship and
13
service. In particular, the demands for scholarship commensurate with promotion to full
professor are challenging and require a great investment in time to attain. If the School of
Music is committed to mentoring associate professors to the rank of full professor, it
must also be committed to assuring that faculty have the time to devote to attaining
national and international recognition.
By continuing and expanding this discussion, the School of Music can be a leader on
campus for a University-wide approach to loads and overloads that allows a healthy
balance between teaching, scholarship and creative activity, and service.
14
Overloads and Release Time in the School of Music
Fall 2005 to Spring 2014
Faculty Overloads
2014
2013
Spring
Fall
7 faculty on overload
4
AY = 11 faculty on overload
186 students
2013
2012
Spring
Fall
6
9
AY = 15
194 students
2012
2011
Spring
Fall
8
9
AY = 17
203 students
2011
2010
Spring
Fall
10
12
AY = 22
212 students
2010
2009
Spring
Fall
7
13
AY = 20
205 students
2009
2008
Spring
Fall
5
9
AY = 14
199 students
2008
2007
Spring
Fall
3
5
AY = 8
203 students
2007
2006
Spring
Fall
4
3
AY = 7
203 students
2006
2005
Spring
Fall
Not available
9
AY = 9
198 students
Note: Revised loads were provided for Fall 2011, Spring 2012, Fall 2012, Spring 2013,
Fall 2013, and Spring 2014. For these semesters, the first loads emailed to faculty and the
revised loads are shown separately. Numbers of overloaded faculty are based on the
revised load assignment.
2005 to 2006 Academic Year
Fall 2005
23 full-time faculty
Bauer 14
Frazier 16 1/3
Holquist 16
Mattingly 16
Pearson 13 2/3
9 on overload
15
Doc. Date: 8x05
Schallock 13 2/3
Spell 15
West 13 2/3
Wohlrab 13 2/3
0 low
Spring 2006
Not available
2006 to 2007 Academic Year
Fall 2006
23 full-time faculty
Armfield 14
Spell 13 2/3
West 13 1/3
3 on overload
Doc. Date: 1-16-06
4 on overload
Doc. Date: 9-20-06
5 on overload
Doc. Date: 2-27-07
3 on overload
Doc. Date: 11-21-07
1 low: Frazier 10 2/3
Spring 2007 23 full-time faculty
Holquist 14
Spell 13 2/3
Thompson 13 2/3
Wohlrab 13 1/3
1 low: D. Cherry 10 2/3
2007 to 2008 Academic Year
Fall 2007
24 full-time faculty
D. Cherry 13 1/3
Peebles 13 2/3
Thompson 13 1/3
Ulrich 13 1/3
West 13 1/3
0 low
Spring 2008 28 full-time faculty
D. Cherry 15 1/3
Frazier 14 2/3
Peebles 14 1/3
1 low: Bennett 10 2/3
2008 to 2009 Academic Year
16
Fall 2008
28 full-time faculty
Adams 13 1/3
D. Cherry 14
Gonko 13 2/3
Jeffress 13 2/3
B. Martin 13 1/3
Peebles 14 1/3
Spell 13 1/3
Thompson 13 1/3
Wohlrab 14
9 on overload
Doc. Date: 07-18-08
5 on overload
Doc. Date: 12-18-08
0 low
Spring 2009 28 full-time faculty
Adams 14 2/3
Frazier 13 1/3
W. Martin 14
Peebles 13 1/3
Wlosok 14 1/3
3 low: Bennett 10 1/3; Jeffress 10 2/3; Thompson 10 2/3
2009 to 2010 Academic Year
Fall 2009
27 full-time faculty
Adams 13 1/3
Armfield 13 2/3
Bauer 13 1/3
Buckner 13 1/3
D. Cherry 14 2/3
Frazier 14
Henson 13 1/3
B. Martin 13 2/3
W Martin 13 1/3
Peebles 13 1/3
Schallock 15
Thompson 13 1/3
Wlosok 13 1/3
13 on overload
Doc. Date: 8-14-09
7 on overload
Doc. Date: 9-9-09
0 low
Spring 2010 27 full-time faculty
Adams 13 1/3
Bauer 14 1/3
Buckner 13 1/3
D. Cherry 14
17
Jeffress 13 1/3
Spell 14
Thompson 13 1/3
1 low: Solomon 10 2/3
2010 to 2011 Academic Year
Fall 2010
26 full-time faculty
Armfield 13 1/3
Bennett 13 1/3
Buckner 13 1/3
D. Cherry 14 2/3
Frazier 13 1/3
Gonko 13 1/3
Peebles 13 1/3
Reitz 14
Robin 13 1/3
Schallock 15 2/3
Spell 14 2/3
Wlosok 13 1/3
12 on overload
Doc. Date: 7-8-10
10 on overload
Doc. Date: 1-10-11
9 on overload
Doc. Date: 1-09-12
0 low
Spring 2011 27 full-time faculty
Armfield 14 1/3
Bauer 13 2/3
Buckner 14 1/3
D. Cherry 13 1/3
Gonko 14
Robin 15
Schallock 14
Thompson 13 1/3
West 13 1/3
Wohlrab 14 1/3
1 low: Henson 10 1/3
2011 to 2012 Academic Year
Fall 2011
26 full-time faculty
Adams 15 2/3
Armfield 13 2/3
D. Cherry 13 2/3
Frazier 13 2/3
Schallock 14 1/3
18
Skvorec 13 2/3
Spell 15 1/3
Ulrich 15
West 15
1 low: Henson 10
Fall 2011
26 full-time faculty 9 on overload
Doc. Date: 1-23-12
Adams 15 2/3
Armfield 13 2/3
D. Cherry 13 1/3
Frazier 13 2/3
Schallock 14 1/3
Skvorec 13 2/3
Spell 15 1/3
Ulrich 15
West 15 2/3 [revision from 1-09-12; addition of supervision student teachers]
1 low: Henson 10
Spring 2012 26 full-time faculty
Henson 13 2/3
Peebles 15 1/3
Schallock 14
Skvorec 14
Spell 14 2/3
Thompson 13 1/3
West 14
Wlosok 13 1/3
8 on overload
Doc. Date: 1-09-12
1 low: Gaetano 10 2/3
Spring 2012 26 full-time faculty 8 on overload
Doc. Date: 1-23-12
Henson 13 2/3
Peebles 15 1/3
Schallock 13 2/3 [revision from 1-09-12; supervision teachers lowered by 1/3]
Skvorec 14
Spell 14 2/3
Thompson 15 1/3 [revision from 1-09-12; addition of WW pedagogy]
West 14
Wlosok 13 1/3
1 low: Gaetano 10 2/3
2012 to 2013 Academic Year
19
Fall 2012
26 full-time faculty
D. Cherry 13 2/3
Gaetano 13 1/3
Jeffress 13 1/3
Lancaster 13 1/3
Pebbles 15
Schallock 16
Thompson 14 2/3
West 15 1/3
8 on overload
Doc. Date: 8-9-12
1 low: B. Martin 10 1/3
Fall 2012
26 full-time faculty 9 on overload
Doc. Date: 4-5-13
D. Cherry 13 2/3
Frazier 13 1/3 [revision from 8-9-12; addition of internship]
Gaetano 13 1/3
Jeffress 13 1/3
Lancaster 14 1/3 [revision from 8-9-12; Mu. Ed. Seminar raised to 1 from 1/3]
Pebbles 15
Schallock 16
Thompson 14 2/3
West 15 1/3
1 low: B. Martin 10 1/3
Spring 2013 26 full-time faculty
Frazier 14 1/3
Henson 13 1/3
B. Martin 13 1/3
W. Martin 13 1/3
Sink 13 1/3
5 on overload
Doc. Date: 8-9-12
2 low: Bennett 10 2/3; Jeffress 10 2/3
Spring 2013 26 full-time faculty 6 on overload
Doc. Date: 4-5-13
Frazier 14 1/3
Henson 13 1/3
W. Martin 13 1/3
Peebles 14
Sink 16 [revision from 8-9-12; MIDI/Synth Studio enrolment increase]
Spell 14 1/3 [revision from 8-9-12; addition of major; flute quartet; flute lit.]
1 low: Jeffress 8 2/3
20
2013 to 2014 Academic Year
Fall 2013
26 full-time faculty 6 on overload
Doc. Date: 6-4-13
D. Cherry 14 [revised 1-14-13; two fewer majors = 12 2/3]
Gaetano 13 1/3
Lancaster 13 1/3
Spell 14
Thompson 13 1/3 [revised 1-14-13; one fewer majors = 12 2/3]
West 15
0 low
Fall 2013
26 full-time faculty 4 on overload
Doc. Date: 1-14-13
Gaetano 13 1/3
Lancaster 13 1/3
Spell 16 [revision from 6-4-13; addition of two majors]
West 15
0 low
Spring 2014 26 full-time faculty 6 on overload
Doc. Date: 6-4-13
Armfield 13 2/3 [revised 1-14-13; aural skills 1 1/3 credit, not 2]
D. Cherry 14 [revised 1-14-13; fewer majors = 12]
Frazier 13 1/3
Henson 13 1/3
Peebles 15 [revised 1-14-13; Music theory IV omitted]
Sink 13 1/3
0 low
Spring 2014 26 full-time faculty 7 on overload
Doc. Date: 1-14-13
Adams 13 2/3 [addition of Digital Measures release]
Frazier 13 1/3
Henson 14 [revised, addition of 482:01]
Schallock 14
Spell 15 [revised, addition of two majors, grad. recital; ind. Study]
West 13 2/3 [revised, addition of supervised teaching]
Wohlrab 13 1/3 [revised, add two majors and one minor]
1 low: W. Martin 10 2/3
Average Semester Workload by Faculty Ranked by Total: Fall 2005 to Spring 2014
[Robin
[Skvorec
Spell
14.15 (14)
13.8 (13 2/3+)
13.73 (13 2/3+)
2 semester average]
2 semesters]
17 semesters
21
Sink
West
Schallock
Peebles
13.48
13.38
13.34
13.25
(13 1/3+)
(13 1/3+)
(13 1/3)
(13 1/3)
4 semesters
17 semesters
17 semesters
17 semesters
D. Cherry
Frazier
Pearson
13.16 (13)
13.15 (13)
12.96 (13)
17 semesters
17 semesters
4 semesters
Bauer
Lancaster
Thompson
Adams
Ulrich
Armfield
Reitz
Wohlrab
M. Baker
Starnes
Wlosok
12.83
12.75
12.74
12.73
12.72
12.69
12.66
12.61
12.6
12.58
12.58
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3+)
(12 2/3)
(12 2/3)
(12 2/3)
(12 2/3)
17 semesters
6 semesters
17 semesters
15 semesters
17 semesters
17 semesters
12 semesters
17 semesters
2 semesters
6 semesters
17 semesters
Gonko
W. Martin
A. Cherry
Jeffress
12.53
12.43
12.38
12.26
(12 1/3+)
(12 1/3+)
(12 1/3+)
(12 1/3)
9 semesters
17 semesters
16 semesters
13 semesters
Solomon
Henley
Bennett
Henson
B. Martin
Gaetano
12.2
12.15
12.11
12.06
12.03
11.93
(12)
(12)
(12)
(12)
(12)
(12)
4 semesters
13 semesters
15 semesters
13 semesters
17 semesters
17 semesters
Academic Year Workload Totals in Alphabetical Order: Fall 2005 to Spring 2014
AY totals above 24 are shown in bold.
Adams
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F N/A
F 12 2/3
F 13 1/3
F 13 1/3
F 11 2/3
F 15 2/3
F 11
F 12 1/3
S 12
S 12 2/3
S 14 2/3
S 13 1/3
S 11 2/3
S 11
S 12 2/3
S 13 2/3
22
Total 12
Total 25 1/3
Total 28
Total 26 2/3
Total 23 1/3
Total 26 2/3
Total 23 2/3
Total 26
Armfield
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 13
F 14
F 12 2/3
F 12 2/3
F 13 2/3
F 13 1/3
F 13 2/3
F 11 1/3
F 12
S N/A
S 12 1/3
S 12
S 13
S 12
S 14 1/3
S 12 1/3
S 11 1/3
S 12 2/3
Total 13
Total 26 1/3
Total 24 2/3
Total 25 2/3
Total 25 2/3
Total 27 2/3
Total 26
Total 22 2/3
Total 24 1/3
M. Baker
2006-07
2007-08
F N/A
F 12 2/3
S 12 2/3
S N/A
Total 12 2/3
Total 12 2/3
S. Baker
2007-08
F 12
S N/A
Total 12
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 14
F 13
F 13
F 13
F 13 1/3
F 12
F 12 2/3
F 12 2/3
F 12
S N/A
S 12 2/3
S 12 1/3
S 13
S 14 1/3
S 13 2/3
S 11 2/3
S 13
S 12 1/3
Total 14
Total 25 2/3
Total 25 1/3
Total 26
Total 27 2/3
Total 25 2/3
Total 24 1/3
Total 25 2/3
Total 24 1/3
Bennett
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F N/A
F 13
F 12 1/3
F 12
F 14
F 12 2/3
F 12
F 12 1/3
S 11
S 10 2/3
S 10 1/3
S 12
S 12
S 13
S 13
S 11 2/3
Total 11
Total 23 2/3
Total 22 2/3
Total 24
Total 26
Total 25 2/3
Total 25
Total 24
A. Cherry
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
F 12
F 12
F 12
F 12
F 13
F leave
S N/A
S 12
S 12
S 12
S 13
S 13
Total 12
Total 24
Total 24
Total 24
Total 26
Total 13
Bauer
23
2011-12
2012-13
2013-14
F 13
F 13
F 13
S 12
S 12
S 12
Total 25
Total 25
Total 25
F 13
F 13
F 13 1/3
F 14
F 14
F 14 2/3
F 13 1/3
F 13 2/3
F 12 2/3
S N/A
S 10 2/3
S 15 1/3
S 12 2/3
S 14
S 13 1/3
S 12 1/3
S 12 1/3
S 12
Total 13
Total 23 2/3
Total 28 2/3
Total 26 2/3
Total 28
Total 28
Total 25 2/3
Total 26
Total 24 2/3
2005-06
2006-07
F 11 2/3
F 12
S N/A
S N/A
Total 11 2/3
Total 12
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 16 1/3
F 10 2/3
F 13
F 12 1/3
F 14
F 14 1/3
F 13 2/3
F 13 1/3
F 12 1/3
S N/A
S 11 1/3
S 14 2/3
S 13 1/3
S 11 2/3
S 12 2/3
S 13
S 14 1/3
S 13 1/3
Total 16 1/3
Total 22
Total 27 2/3
Total 25 2/3
Total 25 2/3
Total 27
Total 26 2/3
Total 27 2/3
Total 25 2/3
Gaetano
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 11 1/3
F 12 2/3
F 12 2/3
F 12
F 12
F 11 1/3
F 12
F 13 1/3
F 13 1/3
S N/A
S 11 1/3
S 12
S 11 1/3
S 12
S 12
S 10 2/3
S 11 1/3
S 12
Total 11 1/3
Total 24
Total 24 2/3
Total 23 1/3
Total 24
Total 23 1/3
Total 22 2/3
Total 24 2/3
Total 25 1/3
F 12
F 11 2/3
F 13 2/3
F 12
S N/A
S 11
S 13
S 11 1/3
Total 12
Total 22 2/3
Total 26 2/3
Total 23 1/3
D. Cherry
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
Connor
Frazier
Gonko
2006-2007
2007-2008
2008-2009
2009-2010
24
2010-2011
F 14 1/3
S 14
Total 28 1/3
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F N/A
F 12
F 12
F 12
F 12
F 12
F 12
S 12
S 12
S 12
S 12
S 13
S 12
S 13
Total 12
Total 24
Total 24
Total 24
Total 25
Total 24
Total 25
Henson
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F N/A
F 11 1/3
F 13 1/3
F 12
F 10
F 11 2/3
F 12 1/3
S 12
S 11 2/3
S 11 2/3
S 10 1/3
S 13 2/3
S 13 1/3
S 14
Total 12
Total 23
Total 25
Total 22 1/3
Total 23 2/3
Total 25
Total 26 1/3
Holquist
2005-06
2006-07
2007-08
F 16
S N/A
Total 16
F 12 1/3
S 14
Total 26 1/3
Phased retirement through spring 2011
Jeffress
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F N/A
F 13 2/3
F 13
F 12
F 12 2/3
F 13 1/3
F 13
S 13
S 10 2/3
S 13 1/3
S 12 2/3
S 12 1/3
S 8 2/3
S 11 2/3
Total 13
Total 24 1/3
Total 26 1/3
Total 24 2/3
Total 25
Total 22
Total 24 2/3
Lancaster
2011-12
2012-13
2013-14
F 12 1/3
F 14 1/3
F 13 1/3
S 12 2/3
S 11
S 13
Total 25
Total 25 1/3
Total 26 1/3
Lanford
2005-06
2006-07
2007-08
F 11 2/3
F 13
F 12
S N/A
S 12
S 12
Total 11 2/3
Total 25
Total 24
B. Martin
2005-06
F 12
S N/A
Total 12
Henley
25
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 11 2/3
F 12
F 13 1/3
F 12 2/3
F 12 2/3
F 13
F 10 1/3
F 11
S 12
S 12
S 12
S 12 2/3
S 11 1/3
S 12 1/3
S 11
S 13
Total 23 2/3
Total 24
Total 25 1/3
Total 25 1/3
Total 24
Total 25 1/3
Total 21 1/3
Total 24
W. Martin
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 13
F 13
F 12 2/3
F 12 2/3
F 13 1/3
F 11 2/3
F 12 2/3
F 13
F 12
S N/A
S 12 1/3
S 11 2/3
S 14
S 12
S 12 2/3
S 11 1/3
S 13 1/3
S 10 2/3
Total 13
Total 25 1/3
Total 24 1/3
Total 26 2/3
Total 25 1/3
Total 24 1/3
Total 24
Total 26 1/3
Total 22 2/3
A. Mattingly
2005-6
2006-07
F 16
F 13
S N/A
S N/A
Total 16
Total 13
J. Mattingly
2005-06
2006-07
F 12
F 12
S N/A
S N/A
Total 12
Total 12
F N/A
F 12
S 12
S 12
Total 12
Total 24
Pearson
2005-06
2006-07
F 13 2/3
F 12 1/3
S N/A
S 13
Total 13 2/3
Total 25 1/3
Pebbles
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 12 2/3
F 11
F 13 2/3
F 14 1/3
F 13 1/3
F 13 2/3
F 12 1/3
F 15
F 13
S N/A
S 12 1/3
S 14 1/3
S 13 1/3
S 13
S 12
S 15 1/3
S 14
S 12 1/3
Total 12 2/3
Total 23 1/3
Total 28
Total 27 2/3
Total 26 1/3
Total 25 2/3
Total 27 2/3
Total 29
Total 25 1/3
Miller
2007-08
2008-09
26
Reitz
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 13
F 12
F 14
F 13
F 13
F 13
S 12
S 13
S 13
S 12
S 12
S 12
Total 25
Total 25
Total 27
Total 25
Total 25
Total 25
2010-11
F 13 1/3
S 15
Total 28 1/3
2007-08
F N/A
S 12 2/3
Total 12 2/3
F 13 2/3
F 12 1/3
F 13
F 13
F 14
F 15 2/3
F 14 1/3
F 16
F 12 2/3
S N/A
S 12
S 11 2/3
S 12 2/3
S 12 1/3
S 14
S 13 2/3
S 12 1/3
S 14
Total 13 2/3
Total 24 1/3
Total 24 2/3
Total 25 2/3
Total 26 1/3
Total 29 2/3
Total 28
Total 28 1/3
Total 26 2/3
2012-13
2013-14
F 12 2/3
F 12 1/3
S 16
S 13
Total 28 2/3
Total 25 1/3
Skvorec
2011-12
F 13 2/3
S 14
Total 27 2/3
Solomon
2008-09
2009-10
F 13
F 12 2/3
S 12 2/3
S 10 2/3
Total 25 2/3
Total 23 1/3
F 15
F 13 2/3
F 12 2/3
F 13 1/3
F 12
F 15
F 15 1/3
F 12 2/3
F 16
S N/A
S 13 2/3
S 12 2/3
S 11 1/3
S 14
S 12 2/3
S 14 2/3
S 14 1/3
S 15
Total 15
Total 27 1/3
Total 25 1/3
Total 24 2/3
Total 26
Total 27 2/3
Total 30
Total 27
Total 31
Robin
Rolls
Schallock
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
Sink
Spell
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
27
Starnes
2011-12
2012-13
2013-14
F 12
F 12 2/3
F 12 2/3
S 13
S 13
S 12 1/3
Total 25
Total 25 2/3
Total 25
Thompson
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 11 2/3
F 13
F 13 1/3
F 13 1/3
F 12 2/3
F 13
F 12
F 14 2/3
F 12 2/3
S N/A
S 13 2/3
S 11
S 10 2/3
S 13 1/3
S 13 1/3
S 15 1/3
S 12
S 11 2/3
Total 11 2/3
Total 26 2/3
Total 24 1/3
Total 24
Total 26
Total 26 1/3
Total 27 1/3
Total 26 2/3
Total 24 1/3
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 12
F 12 2/3
F 13 1/3
F 13
F 13
F 13
F 15
F 12 1/3
F 12 2/3
S N/A
S 12 2/3
S 12 1/3
S 12 1/3
S 12 2/3
S 12 1/3
S 12 1/3
S 12 2/3
S 12 2/3
Total 12
Total 25 1/3
Total 25 2/3
Total 25 1/3
Total 25 2/3
Total 25 1/3
Total 27 1/3
Total 25
Total 25 1/3
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 13 2/3
F 13 1/3
F 13 1/3
F 12
F 12
F 12
F 15 2/3
F 15 1/3
F 15
S N/A
S 12 2/3
S 13
S 13
S 13
S 13 1/3
S 14
S 13
S 13 2/3
Total 13 2/3
Total 26
Total 26 1/3
Total 25
Total 25
Total 25 1/3
Total 29 2/3
Total 28 1/3
Total 28 2/3
Wlosok
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
F 13
F 12
F 13
F 12 1/3
F 13 1/3
F 13 1/3
F 13
S N/A
S 12 1/3
S 11 2/3
S 14 1/3
S 13
S 12
S 13 1/3
Total 13
Total 24 1/3
Total 24 2/3
Total 26 2/3
Total 26 1/3
Total 25 1/3
Total 26 1/3
Ulrich
West
28
2012-13
2013-14
F 11 2/3
F 11 2/3
S 12 1/3
S 12
Total 24
Total 23 2/3
Wohlrab
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
F 13 2/3
F 12
F 12 1/3
F 14
F 11 2/3
F 13
F 12 2/3
F 13
F 12
S N/A
S 13 1/3
S 11
S 11 2/3
S 12 2/3
S 14 1/3
S 12 1/3
S 12
S 13 1/3
Total 13 2/3
Total 25 1/3
Total 23 1/3
Total 25 2/3
Total 24 1/3
Total 27 1/3
Total 25
Total 25
Total 25 1/3
29