AGENDA ITEM NO: 9.2
UNIVERSITY COUNCIL
PLANNING AND PRIORITIES COMMITTEE
REQUEST FOR INPUT
PRESENTED BY:
Bob Tyler, Chair, Planning and Priorities Committee
DATE OF MEETING:
June 16, 2011
SUBJECT:
Faculty Complement Foundational Document
COUNCIL ACTION:
For input only
Background
The Faculty Complement Foundational Document is part of the suite of foundational
documents developed through the integrated planning process. The need for this
foundational document was identified through the Strategic Directions in 2003 and the
terms of reference were approved by University Council in March 2005.
The drafting of this document was informed by a workshop held in April 2005,
conversations with department heads, deans, the Planning and Priorities Committee,
Human Resources and the U of S Faculty Association in 2008/09 and a series of focus
groups in November/December 2010. Further information on the development of the
document, along with relevant changes which have arisen through collective bargaining,
can be found in the discussion guide accompanying the draft document.
This initial draft was developed by the steering committee and shared with the Planning
and Priorities Committee, deans’ council, and department heads. At this time, the steering
committee is seeking feedback from the academic community.
Feedback can be submitted to the steering committee by emailing kyla.shea@usask.ca or
by completing the online form at www.usask.ca/ip. Comments received prior to October
15, 2011 will be particularly helpful in informing the next draft of the document. A
revised document is expected to be submitted to Council for approval in November 2011.
ATTACHMENTS:
Attachment #1 – Faculty Complement Foundational Document
Attachment #2 – Faculty Complement Foundational Document Discussion Guide
For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 To be a world class University striving for excellence, we need to be adapting strategies that will recruit and retain outstanding faculty. ‐ Strategic Directions, 2002 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ As an engaged University, we are committed to an environment where faculty members are supported, challenged, encouraged, rewarded, recognized and inspired. We recognize that faculty success is one of the most important investments we make as a university – in terms of money, time and effort. We know that strong universities have strong faculty complements: neither exists without the other. Faculty members are fundamental to the University, and the university is in many respects and, particularly in academic matters, a self‐governing institution of faculty. We cannot become a world class university striving for excellence without a faculty complement striving for the same. This document is one step in this process, articulating the principles for faculty complement planning and highlighting selected strategies for supporting faculty throughout their careers. It comes a time when the faculty complement has undergone a major change. In the past decade, our institution has experienced one of the largest demographic turnovers in its history, hiring over six hundred new faculty members in the process. At the University of Saskatchewan, the talent, expertise, skill and devotion of the faculty have supported one of the broadest arrays of degree level programs in Canada for over one hundred years. As we look towards the future, we aim to maintain and enhance the synergy of teaching and research in light of emerging provincial and national needs for innovation, increased productivity, changing teaching pedagogies, demographic shifts and evolving student needs and desires. Our faculty will be teaching students through the examination of pressing issues and organizing their scholarship within a framework that is externally connected and integrated as appropriate across disciplines. As an institution we will support them to do so. We believe a vital faculty complement should: reflect the diversity of Saskatchewan and the world; encompass a range of disciplinary perspectives; and have a balance of faculty in various stages of their careers. As an institution, we must intensify our commitment to the recruitment, support and development of faculty who meet international standards and increase the vitality of the complement. Principles The following principles are designed to guide decision‐making around faculty planning at both the departmental and institutional levels. Engagement ‐ Faculty members are engaged in the teaching, research, outreach and engagement and administrative and governance; continuous contribute to those activities in varying degrees at different 1 For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 points in the career; and pursue personal and professional development opportunities related to those activities. Workload Balance ‐ Faculty members have flexible, individually‐oriented employment opportunities through the assignment of duties process. International Standards ‐ Faculty members are held to international standards in their teaching, research and outreach and engagement activities. Collaboration ‐ Faculty members are increasingly called upon to collaborate and will look to collaborate within their unit and across units and disciplines in order to create a critical mass. Collegiality ‐ Faculty members work together to achieve common success in a respectful and cooperative manner. Leadership ‐ Faculty members contribute to the university throughout their careers through academic leadership as committee members, chairs, directors, department heads, and so on according to their abilities; and the expectations of participation and leadership increase as members increase in rank. Who are our faculty? One way to understand who our faculty are is to define what they do. Our faculty are engaged in helping others (students, other faculty members, the public) discover more about themselves, the society, and the natural environment. They are teachers, mentors, and scholars advancing knowledge and translating knowledge for all society to use. Universities worldwide have been called upon to broaden their mandate from traditional teaching and research roles to embrace greater levels of engagement with communities, industries, governments and other sectors. While previous generations of faculty at the University of Saskatchewan have engaged in these roles since the University’s inception, the expanded mandate has nonetheless transformed the faculty complement, along with the role of faculty members significantly in recent years. Our institution, with our strong history of engagement with the community, and perhaps due to our smaller size, has embraced a larger community of scholars to increase the intellectual capital available to support our teaching, research, and outreach and engagement missions. Within the faculty complement continuum that exists, one finds faculty‐in‐training (i.e. graduate students and post‐doctoral fellows), teaching faculty (i.e. community‐based sessional faculty and MA‐MSc. trained professionally qualified teachers), clinical faculty, teacher‐scholars, researchers, guest lecturers and adjunct professors from provincial and federal government organizations and national research installations such as the Canadian Light Source Synchrotron (CLS) as well as other employers, sharing their training and experiences. This is our vision of faculty – a community of engaged scholars spanning a continuum of experiences and activities dedicated to life‐long learning and knowledge discovery. 2 For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 For the University of Saskatchewan, this continuum translates into one career path with multiple sets of standards dependent on the individual’s training, interests and career objectives. This may mean recognizing that some faculty members primarily focus on teaching undergraduate students, whereas others prefer to devote most of their energy to research and graduate student training. Still others may engage strongly in clinical teaching work, and have limited interest in research, but contribute significantly to community outreach service. Others may take an active interest in university administration or governance roles. Many faculty members may choose to change their balance of teaching, research, community outreach and administration over the course of their careers. In every aspect of their work – teaching, research, engagement – faculty members will be expected to incorporate best practices and to be innovative. Regardless of their particular distribution of work, each faculty member should be seen as equally and continuously contributing to the work of the department and/or college. Faculty members work within a collegial environment – one where members are united in a common purpose and respect each other’s abilities to work toward that purpose. Such an environment demonstrates both independence of thought and mutual respect; allows for the expression of diverse views and opinions; and is characterized by collaboration and constructive cooperation. What We’ve Done In 1998, the University embraced the Teacher‐Scholar model, by approving the Framework for Planning. This model ‐ imparting knowledge gained through research – is of fundamental importance to a faculty complement at a world class research‐intensive University. While our commitment to that model is unwavering, we are recognizing that we must be flexible enough to accommodate other career paths in order to effectively utilize our resources to fulfill our teaching, research and outreach & engagement missions. During the past few years, as this document has been developed, numerous strategies to support the success of a dynamic faculty complement have been proposed and implemented through collegial decision‐making and collective bargaining processes. Additional flexibility has been added to faculty appointments through the development of joint and academic programming appointments. Clinicians and research chair holders have been brought within scope of the faculty association. Over one billion dollars in construction of new teaching and research facilities has taken place. Faculty professional development has been supported through the establishment of the Gwenna Moss Centre for Teaching Effectiveness (GMCTE). The standards for tenure and promotion have been raised and continue to be reviewed and updated. The University is currently working on agreements which will see us share faculty positions with co‐located science institutions and explore principles or guidelines for spousal hires. Over the past decade, our faculty complement has changed as we’ve hired over six hundred new faculty members. In 2000, 44% of fulltime, core faculty members were at the rank of full professor, 26% were assistant professors and 23% were at the rank of associate professor. In 2010, 34% of faculty were full 3 For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 professors, 28% were associate professors and 29% were assistant professors. The percentage of female faculty members has increased from 27% in 2000 to 37% in 2010. Forty percent of faculty members under the age of forty are female. Twelve percent of faculty members hired since 2000 are international. In focus groups conducted in November and December 2010, faculty members, graduate students, and sessional lecturers characterized their experiences as challenging, busy, excellent, frustrating, inspiring, interesting, sleepless, hectic and variable. They identified areas where many of the experiences were positive such as the interview process for new hires and teaching, as well as areas where the experiences ranged from very positive to very negative such as the first few months on campus. They identified strong support from the department as critical to their success and that support, recognition and training for department heads and others in administrative roles is an institutional weakness. Mentorship was identified as a strategy for helping faculty members develop and continually improve their teaching skills and research productivity. They identified the need for practical supports in areas such as administrative management of grants and practical advice on topics such as dealing with student issues. They overwhelmingly identified a need to continue to improve the recognition of teaching excellence. New faculty members spoke more often of the need for work‐life balance, while senior faculty members more often identified the need for all faculty members to be well‐rounded University citizens. Most participants expressed a desire for less bureaucracy and appreciation for the collegial atmosphere at the University of Saskatchewan. Strategies to Attract and Retain Faculty Members Potential Faculty Members Faculty hiring is an investment in the future, probably the single most important investment any University can make. The Strategic Directions identified global competition for faculty as an important issue in the first part of the 21st century. After a decade, the competition for doctoral graduates in many disciplines remains fierce, not only from other universities but also other employers. However, the recent economic growth of the Province of Saskatchewan and public support for the University have positioned the institution’s salary and benefits packages to be highly competitive in recruitment of faculty, especially from the international arena. We need to be proactive and more effective at advertising and recruiting from the United States, United Kingdom, Europe and elsewhere, as well as across Canada. One area, in which we need to be particularly proactive, due to keen competition, is the recruitment of Aboriginal faculty members. Without prompt and concerted efforts in this area, we are unlikely to achieve our goal of becoming the pre‐eminent Canadian medical‐doctoral University in Aboriginal education in five areas including student affairs, academic programming, research scholarly and artistic work, cultural initiatives, and community outreach (Forging New Relationships: The Foundational Document on Aboriginal Initiatives). 4 For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 Two additional areas for improvement still outstanding are the spousal hiring process/policy and the opportunity to engage spouses and families in the recruitment and on‐boarding process. The topic of spousal hiring for dual career academics has been identified at various levels of the institution as a topic to be explored further. In other instances, the University will consider an expanded work placement service for spouses which would utilize the numerous connections our leadership, faculty and staff have within the community. Recognizing that moving to the University of Saskatchewan, and to Saskatoon, is less likely to be an individual’s decision and more likely a family one, there is an opportunity to provide additional information on life in Saskatoon and Saskatchewan. Potential topics could include information on recreational activities, the school system, health care, taxes and cost of living. Two possible venues for sharing this information would be through an expanded recruitment package to be distributed by departments or by connecting potential hires with faculty members in matching situations (i.e. children the same age, similar cultural backgrounds, etc). New Faculty Once hired, faculty members and their families would be connected to an administrative person who would provide guidance on finding a real estate agent or housing, daycare or schools and other practical activities associated with moving to a new community. This person would also provide support for the faculty member in ensuring they are assigned an NSID, have research accounts established, office and laboratory space secured, and office infrastructure ordered before the new faculty member sets foot on campus. They would also ensure that new faculty are aware of orientations and other programming that would assist them as they begin their careers. The first few years of a faculty member’s career are crucial to establishing a long satisfying, productive career and the first few months often lay the foundation for the next few years. During the first few months of employment, faculty members should be expected to participate in a wide‐ranging orientation program. This program would incorporate existing sessions on teaching from the GMCTE, proposed research mentorship workshops from the Office of the Vice‐President Research, governance from the University Secretary and Council leadership and administrative matters such as PAWS and P‐cards, among others. Ideally, participants would meet with senior leadership to learn more about the institutional goals, priorities and plans. Networking with other new faculty members would be an integral component of each session. These sessions would provide participants with a comprehensive introduction to the University of Saskatchewan while limiting “information overload”. Following the orientation program, new faculty members would be expected to choose one of two coaching programs, lasting one or more years. Both programs would help the faculty member develop a multi‐year work plan addressing teaching, research, involvement in outreach and engagement, and participation in departmental, college and institutional administration and governance. The first program would match the new faculty member with a team of three faculty mentors. The team would include both 5 For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 junior and senior people from within the same department as well as another college. This team would be able to provide a balance of perspectives from multiple disciplines, an understanding of the institution’s history and future aspirations and an awareness of current policies and procedures. The second coaching program would see a group of fifteen to twenty new faculty members form a learning community, under the guidance of one or two senior faculty members 1 . This program would include a strong emphasis on peer feedback and networking across the disciplinary boundaries. These programs would operate under the oversight of the Vice‐Provost, Faculty Relations and be independently assessed with an established set of metrics regarding their effectiveness on a regular basis. It would be expected that all faculty members involved would have these activities recognized as part of their assignment of duties. Faculty Approaching Tenure or Promotion The University of Saskatchewan is committed to the career long support of faculty personal and professional development goals as those goals relate to teaching, research, outreach and engagement. Through the Office of the Vice‐Provost, Faculty Relations, the desired mentorship and networking sessions to support individuals as they apply for tenure and progress through the ranks should be identified, communicated and implemented. These activities, much like the coaching programs described above, would be recognized in the assignment of duties. Academic Leadership The roles of department head and dean in the mentorship, leadership and support of their faculty members cannot be understated. In multiple focus groups, these individuals were identified as critical to faculty success and satisfaction. These roles have evolved considerably over the past decades to become chief executive officers and managers within the colleges. Department heads are also colleagues, and their relations with faculty in their units are critical in gaining guidance and insight into the informal as well as the formal aspects of faculty development. Their role in faculty mentorship is considerable and defining expectations and support systems for department heads in this area will be paramount going forward. Over the past few years, programs, some formal, some ad‐hoc, have been put in place to provide training for deans and department heads in the areas of i.e. financial and human resources management. These are important programs which were developed independently to fulfill identified needs. They should be regularized, use integrated material from multiple units and be independently assessed on a regular basis. 1
For more information on a similar program, see: http://citl.gwu.edu/pages/flc.html. 6 For Council Discussion Faculty Complement Foundational Document Initial Draft As of May 30, 2011 Across our campus, we are privileged to have a network of informal leaders who are either beginning to step into or have recently stepped away from formal leadership roles. At this time, we do not have a mechanism to recognize or consult with this wide network of leaders. We propose creating an academic leadership program, similar to the one in place at University of North Carolina – Chapel Hill 2 . This program would attract individuals who are strongly interested in playing a role in university administration and governance. A small group of faculty members from across the University would be selected through an application process each year. They would be provided with an intensive course on leadership and mentorship from a top organization such as the Banff Centre or Royal Roads University and then meet on a regular basis to discuss key issues facing the University and opportunities to meet with University leadership. They would also be expected to participate in workshops and conferences held from time to time for all graduates from all years of the program. Summary Faculty success is one of the most important investments we make as an institution – in terms of money, time, and effort. Faculty members are expected to be well‐rounded University citizens, participating in research, teaching, administration and governance, and are expected to take on new roles through their engagement and new partnerships with other faculty members and participants outside the University as well as within the academy. The ideas and initiatives raised in this document will require collaboration, through the collegial decision‐making and collective bargaining processes, from units across campus – both academic and administrative. The challenge before us is to ensure that the University has the systems in place to recognize and reward the activities of faculty members which align with the principles described at the beginning of this document and continue to build a stable, vital faculty complement. To do so will result in what we believe to be one of the most robust programs for faculty support and professional development in the country. 2
For more information, see: http://iah.unc.edu/programs/leadership‐programs/academic‐leadership. 7 Appendix 1 The data used for the graphs below include both in‐scope and out‐of‐scope faculty who are librarians, instructors, lecturers, assistant professors, associate professors and professors. This is snapshot data collected in October of each year. Figure 1: Faculty Headcount by Gender
800
743
736
744
Source: Information Strategy and Analytics
753
748
731
725
718
717
735
738
600
400
200
296
337
338
345
360
277
320
384
2000
2001
2002
2003
2004
2005
2006
2007
414
422
425
2008
2009
2010
Male Female
0
Figure 1: Faculty headcount by gender. Faculty is defined as both in‐scope and out‐of‐scope individuals who are librarians, instructors, assistant professors, associate professors and professors. Data is collected by Human Resources in October of each indicated year. Figure 2: Percentage of Females
Source: Information Strategy and Analytics, Statistics Canada
50%
45%
41%
45% 44%
43% 43% 42% 44% 44% 43%
40%
35%
30%
30% 31% 32% 31%
27% 29%
33%
35%
37% 36% 37%
U of S Faculty Complement
Canadian Doctoral Graduates
25%
20%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Figure 2: Percentage of female faculty members employed at the University of Saskatchewan or graduating from doctoral programs in the indicated year. University of Saskatchewan data is collected by Human Resources in October of each year and includes both in‐scope and out‐of‐scope individuals who are librarians, instructors, assistant professors, associate professors and professors. Canadian doctoral graduates data was obtained from Statistics Canada Table 477‐0014 ‐ University degrees, diplomas and certificates granted, by program level, Classification of Instructional Programs, Primary Grouping (CIP_PG) and sex, annual (number) (accessed May 3, 2011). 8 Figure 3: Faculty Headcount by Rank
Source: Information Strategy and Analytics
1400
1200
1131 1157 1163
1085 1069 1098 1085 1102
1064
1020 1032
1000
Professor
Associate Professor
Assistant Professor
800
Lecturer
Instructor
600
Librarian IV
400
Librarian III
Librarian II
200
Librarian I
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Figure 3: Faculty headcount by rank. Faculty is defined as both in‐scope and out‐of‐scope individuals who are librarians, instructors, assistant professors, associate professors and professors. Data is collected by Human Resources in October of each indicated year. 9 Figure 4: Student to Faculty Ratio
Source: Human Resources, Information Strategy and Analytics
30.0
25.7
25.0
23.2
20.0
18.9
18.0
17.5
17.8
16.9
16.3
15.0
10.0
All Faculty
All Faculty minus librarians
5.0
All faculty minus librarians, instructors, lecturers, special lecturers, extension specialists, senior fellows, special advisors
All tenured faculty
0.0
2000/2001
2001/2002
2002/2003
2003/2004
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
2009/2010
Figure 4: Student to faculty ratios at the University of Saskatchewan. Students are defined as all undergraduate and graduate students as of October Census Day of the indicated year (data obtained from Information Strategy and Analytics). Faculty are defined according to the Statistics Canada definition below and are counted in October of the indicated year (data obtained from Human Resources). Statistics Canada Full‐time definition: •
•
•
Staff appointed on a full‐time basis whose term of appointment is 12 months. New appointees hired on a full‐time basis whose term of contract is 12 months although they may be at the institution for less than 12 months during the first year. Staff who were appointed to teach full‐time and at a later date have entered into a formal agreement with the institution to carry a fraction of a normal full‐time load. Statistics Canada Teaching Staff definition: •
•
•
•
All teachers within faculties, whether or not they hold an academic rank. Academic staff in teaching hospitals. Visiting academic staff in faculties (colleges, schools, etc.) Research staff who have an academic rank and a salary scale similar to teaching staff. 10 Figure 5: Domestic and International Faculty Hires
Source: Vice‐Provost, Faculty Relations
100
90
86
80
10
70
63
60
4
65
1
60
52
11
11
5
11
56
60
5
8
48
8
40
20
10
58
50
30
74
72
76
59
64
63
62
47
49
47
48
International Hires
Domestic Hires
55
40
10
0
2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
Figure 5: The number of individuals hired by the University of Saskatchewan in the indicated year and the breakdown of Canadian and international hires according to country of citizenship at the time of hiring. This data only includes in‐scope faculty members. 11 FOR GENERAL DISTRIBUTION
Discussion Guide:
This discussion guide is an accompaniment to the draft Faculty Complement
Foundational Document and provides context to the document as well as posing
a few focused questions to guide the discussion of the draft document.
Focus Questions:
1. What are the top three ideas addressed in the document?
2. What ideas expressed in the document should be redefined?
3. What gaps do you see in the document?
Feedback:
Please provide written feedback to the steering committee by contacting Kyla Shea,
strategic planning and projects officer, institutional planning and assessment.
Email: kyla.shea@usask.ca
Phone: (306) 966-4685
Context and Purpose of the Foundational Document
As excerpted from the Terms of Reference approved by University Council
on March 7, 2005.
With roughly one-third of the nation’s faculty expected to retire by 2010, the Strategic
Directions appropriately identified the global competition for faculty as a hallmark of the
first decade of the 21st century. Given the defining nature of decisions associated with the
faculty complement for the University of Saskatchewan over the next 30 years, and the
turnover of faculty we anticipate in the immediate future, there is a pressing need to be
certain that we have the policies and processes in place to support our goals and aspirations
and that we deploy all of the university’s resources most effectively to our teaching, research,
and outreach mandates as we seek to become one of the most distinguished universities in
Canada and the world.
The University of Saskatchewan is already in the midst of significant turnover of its faculty
complement; this is expected to accelerate to 2010 and slightly beyond. The Strategic
Directions provide guidance on who we should attract: “intensify our commitment to the
recruitment, support and development of faculty who meet international standards” and the
changes we need to contemplate: “create a university complement plan which provides more
flexibility within the appointments process, encourages faculty who embrace the teacherscholar ideal, and facilitates collaboration across units and disciplines to build critical mass.”
A Framework for Action: The University of Saskatchewan Integrated Plan 2003 – 2007 calls for
(page 39) a Faculty Complement Foundational Document “to address a full range of issues
related to faculty recruitment and retention.” It suggests that the Foundational Document
“is likely to propose different kinds of faculty appointments including genuine joint
appointments and appointments to units other than departments and colleges.”
Discussion Guide
Purpose
The primary purpose of the Faculty Complement Foundational Document is to provide an
overarching vision for the nature, composition, recruitment and retention of the University of
Saskatchewan faculty complement over the first 20 years of the millennium. Building on best
practices at other universities, in Canada and elsewhere, as well as the initial work completed
in the development of College Complement Plans for the 2004-2007 planning cycle, the Faculty
Complement Foundational Document is expected to, as a starting point:
Define what is meant by the term “faculty” in the context of the broad institutional
commitment of the university and its partners to the creation, integration and
application of knowledge within a dynamic framework of teaching and learning;
Develop an institutional plan for appointment categories to realize this broad
institutional commitment, including: providing guidance on the relative proportion
and mix of our faculty complement; exploring opportunities for joint appointments
with co-located non-university organizations; ensuring equity and other diversity
goals are realized; and providing the flexibility that is needed to make the most of
research groups and interdisciplinary initiatives;
Project the future size of the faculty complement and the financial and infrastructure
support required for the university as part of a growing province and community;
Provide guidance on strategies to attract and retain outstanding faculty, and to engage
and fully utilize the expertise and skills of retirees, adjunct faculty and community
based clinical faculty; and
Develop a set of principles to take maximum advantage of the existing pool of
talent and expertise available on the campus and to provide opportunities for
faculty to contribute to the overall institutional goals by meeting individual and
institutional objectives.
Through the development of a Faculty Complement Foundational Document, the University of
Saskatchewan has committed to investing in dialogue and research aimed at the nature and
composition of its teaching and research faculty and the technical and support staff required to
ensure that they meet their potential. The vice provost will lead this dialogue, which will require a
broad-based consultative approach.
Discussion Guide
The following timeline shows the development of the Faculty Complement
Foundational Document (FCFD) as well as relevant changes which have arisen
through collective bargaining.
2004–05
Steering committee formed; initial meetings and draft work plan developed; background
documents and statistics reviewed.
Key issues in FCFD identified as: joint appointments; teaching or alternative faculty stream;
recruitment of faculty and compensation issues (salary and merit); and workload and
continuous contributions of faculty.
March 7, 2005
Terms of Reference approved by University Council
April 2, 2005
Workshop to discuss key issues
2005–07
Faculty bargaining underway
Work on FCFD suspended until bargaining concluded
2007
New collective agreement covering 2005-07 and 2007-09 signed
Joint appointments
Memorandum of Agreement on flexibility on starting salaries
Letter of Understanding on refreshing university and college standards for clinical appointments
Continuous contributions through Article 11 assignment of duties
FCFD steering committee reactivated and begin reviewing plans for drafting document.
September 2008 –
March 2009
Steering Committee meets regularly
Discussion draft shared with department heads, deans and Planning and Priorities Committee,
Human Resources, U of S Faculty Association (USFA)
2008–09
Begin bargaining with USFA for a one-year agreement
2009
2009–10
2010
Sign one-year extension with USFA for agreement 2009–10
Competitive salaries
More merit funds available
Begin faculty bargaining for a three-year agreement
MOA on scope signed to bring all full-time faculty into USFA, irrespective if funding source
Work on FCFD suspended until bargaining concluded
Sign new collective agreement 2010–13
Academic programing appointment
MOA #14 now integrated into CBA
More merit funds added to CBA
MOA on spousal hires
MOA on teaching by non-members
September 2010 –
April 2011
Steering Committee meets regularly
Focus groups to inform the document
June 2011
Draft is shared with community
Discussion Guide