Compensa)ng  Faculty  for  Engaging  in  Undergraduate  Research:  

Mul)ple  Models      Christopher  S.  Kim  

Director,  Office  of  Undergraduate  Research  Associate  Professor,  Earth  and  Environmental  Sciences  

Chapman  University,  Orange,  CA  

Agenda  

•  Ac@vity  •  URPD  survey  results,  discussion  •  Case  study:    The  Chapman  University  credit  banking  system  

•  Case  study:    College  of  Science  course  release  applica@on  process  

•  Case  study:    CRASSH  and  BURN  in  Humani@es  and  Social  Sciences  

•  Ac@vity  

Ac@vity  

•  Write  down:  – 1-­‐2  biggest  barriers  to  faculty  par@cipa@on  in  UR  at  your  ins@tu@on  

– 1-­‐2  most  effec@ve  incen@ves  for  faculty  par@cipa@on  in  UR  at  your  ins@tu@on  

•  Share/discuss  with  one  other  person  in  the  room.  

•  Share  with  the  rest  of  the  session  aPendees.  

Barriers  •  Concern  about  holding  research  back  •  Difficulty  in  conceptualizing  inclusion  of  undergrads  

(discipline-­‐specific)  •  Grad  students  take  precedence  •  CC  (and  all  other)  faculty:    teaching  load  •  Time,  @me,  @me  •  Low  ins@tu@onal  priority  •  Lack  of  recogni@on  for  UR  •  Lack  of  student  awareness  of  UR  opportuni@es  •  Genera@on-­‐specific  issues  •  Resources  to  support  UR  enterprise:  living  expenses  

(summer),  supplies,  instrumenta@on,  space,  library,  IT  •  Faculty  compensa@on  

Incen@ves  

•  Promo@on/tenure  •  Reduced  teaching  loads  for  new  faculty  •  Lower  class  size  •  Training/professional  development  for  students  

•  Faculty  mentor  awards  •  Other  public  recogni@on  of  faculty  mentors  

To  increase  faculty  par@cipa@on  in  UR:  

•  Faculty  must  value  and  priori@ze  undergraduate  research  

•  Value  can  be  created  through:  – Time  – Money  – Resources  – Recogni@on  – Merit  

•  All  require  (variable)  ins@tu@onal  investment  

URPD  Faculty  Compensa@on  Survey  

•  Sent  to  URPD  Division  listserv  (urpd@lists.networkats.com)  

•  Available  6/14-­‐6/21/13  •  33  responses  •  Complete  survey,  access  full  results  at:  

hPp://bit.ly/14f46EB  

University  categoriza@on  (n=33)  

Doctorate-­‐Gran@ng  University,  

39%  

Master's  College/University,  

36%  

Baccalaureate  

College,  24%  

Associates  College/Other,  0%  

“Undergraduates  at  my  ins@tu@on  par@cipate  in  undergraduate  research…”  

100%  

85%  

73%  

70%  

48%  

12%  

0%   20%   40%   60%   80%   100%  

For  independent  study  credit  

As  volunteers  

For  pay  

As  part  of  a  formal  course  

As  internships  

Other  

Comments/Discussion  

•  NSF-­‐REU  programs  •  Courses:  – As  component  of  a  course  (good  for  GEs)  – As  a  research  methods/capstone  course  

•  Research  requirement  for  some  majors  •  Volunteering:  invisible  compensa@on?  •  Faculty  project  vs.  student-­‐generated  project  •  Summer  research  programs:  impact  on  students,  faculty  

“Undergraduates  at  my  ins@tu@on  par@cipate  in  undergraduate  research…”  

100%  

85%  

73%  

70%  

48%  

12%  

0%   20%   40%   60%   80%   100%  

For  independent  study  credit  

As  volunteers  

For  pay  

As  part  of  a  formal  course  

As  internships  

Other  

“Faculty  are  rewarded  at  my  ins@tu@on  for  engaging  undergraduates  in  research  with...”  

26%  

26%  

20%  

20%  

7%  

0%   20%   40%   60%   80%   100%  

Course  release/teaching  credit  

Ins@tu@onal  recogni@on  

Monetary  compensa@on  

Other  

Addi@onal  resources  

Comments/Discussion  

•  Faculty  Research  Awards  •  Variability  across  departments/schools  •  Incorpora@on  of  UR  in  faculty  T&P  •  Ra@o  of  student  research  credit:  teaching  credit  varies  widely  – Arbitrary  – Equal  course  release  for  all  faculty  – 0  (most  common)  – Remainder  range  from  8:1  to  10:1  

Research-­‐course  equivalents  •  Course-­‐based  calcula@on:  

–  23  students/class  *  3  credits  à  69  credits  =  1  course  (23:1)  •  Student  4me-­‐based  calcula@on:  

–  Assume  in  class  23  students  spend  3  hrs/week  –  Assume  in  research  1  student  spends  3.33  hrs/week  –  (23*3)  /  (1  *  3.33)  à  21  credits  =  1  course  (7:1)  

•  Faculty  4me-­‐based  calcula@on:  –  Assume  a  course  takes  14  hrs/week  (lecture,  prep,  grading,  office  hours)  –  Assume  mentoring  research  takes  1.3  hrs/week  –  14/1.3  à  11  credits  =  1  course  (3.7:1)  

•  Tui4on-­‐based  calcula@on:  –  Assume  16  credits/semester,  38%  discount  rate:  $809/unit  –  Assume  $70k  avg  salary,  4  courses/semester:  $8750/course)  –  $8750/$809  à  11  credits  =  1  course  (3.7:1)  –  Fault:  tui@on  is  not  used  only  for  faculty  salaries  

Faculty  Support  and  Student  Research:  A  Proposed  Courseload  Model  for  

Chapman  University    

Context  •  Par@cipa@on  in  student  research  and  crea@ve  ac@vity  (SR)  has  demonstrable  effects  on  student  reten@on,  success,  and  confidence  (LopaPo,  2004)  

•  Incen@ves/opportuni@es  for  faculty  to  mentor  undergraduate  SR  are  mostly  limited  to  OUR  ini@a@ves  and  are  highly  under-­‐compensated  ($83.33/student  research  credit)  

•  Chapman  faculty  surveys  on  research  (administered  2010,  2012)  strongly  indicate  that  4me  is  the  primary  obstacle  to  greater  par@cipa@on  in  SR  

Courseload  Proposal  

•  Establish  a  formalized,  consistent  student  research  credit  accrual  process  which  can  equate  to  a  “course  equivalency”  for  faculty  

•  Varying  “exchange  ra@os”  for  different  research  ac@vi@es  –  E.g.  mentoring  of  undergraduate  student  research  conducted  for  credit  will  be  compensated  at  an  8:1  ra@o  

– Accrual  of  24  student  research  credits  over  @me  can  yield  one  (3  teaching  unit)  course  equivalency,  i.e.  a  one-­‐course  reduc@on  in  teaching  load  for  a  forthcoming  semester  

Type  of  Research  Ac4vity   Exchange  Ra4o  

Undergraduate  Research:  

Mentoring  Undergraduate  Student  Research/Crea@ve  Ac@vity  

8:1  

Graduate  Research:  

Service  on  Comprehensive  Examina@on  CommiPees  

9:1  

Service  on  Thesis  or  Disserta@on  CommiPees   9:1  

Chairing  a  Thesis  or  Disserta@on  CommiPee     3:1  

Direc@ng  a  Graduate  Level  Independent  Study     8:1  

Considera@ons  •  New  course  designa@ons  (291/491  for  undergrads)  to  be  created  in  all  departments  

•  Exis@ng  299/499  system  will  remain  in  place  •  Timesheet  system  automa@cally  produced  in  Blackboard  (piloted  Spring  2013)  

•  Registra@on  of  research  units  must  occur  during  regular  course  registra@on  process  (i.e.  previous  semester)  

•  All  research  must  be  presented  at  end  of  semester  in  some  form  (SCCUR,  Student  Research  Day)  

•  Faculty  development  to  support  student  research  planning  and  mentoring  

Growth  in  UR  for  credit,  2007-­‐2012  

770  839  

989.5  

1178  

1458.5  

0  

200  

400  

600  

800  

1000  

1200  

1400  

1600  

Total  299/384/499  Research  Cred

its  

2007-­‐  2008  

2008-­‐  2009  

2009-­‐  2010  

2010-­‐  2011  

2011-­‐  2012  

0  

100  

200  

300  

400  

500  

600  

700  

COS   SBE   CHSS   COPA   CES   CFM  

Total  299/384/499  Research  Cred

its  

2007-­‐2008  

2008-­‐2009  

2009-­‐2010  

2010-­‐2011  

2011-­‐2012  

Growth  by  College  

Science   Business   Humani@es/Social  Sciences  

Perf.  Arts   Educa@on   Film  

Total Student Units 1500

Tuition Revenue $1,246,000

Current Cost $125,000

Total Teaching

Units 188

Total Courses to Replace 63

Max Replacement

Cost $281,250

Add’l cost given 25%

participation $37,986

Add’l cost given 50%

participation $75,971

Add’l cost given 100% participation

$151,943

Based  on  enrolled  299/499  research  credits    Using  current  tui@on  ($21,445/semester),  avg.  credits/semester  (16),  discount  rate  (38%)    Credits  *  $83.33/credit    Using  8:1  Student:Faculty  credit  ra@o    Assuming  standard  course  =  3  teaching  credits    Adjunct  faculty:    $4500/course       Net revenue

under current system

$1,121,496

Net revenue given 25%

participation $1,083,510

Net revenue given 50%

participation $1,045,524

Net revenue given 100% participation

$969,553

S@ll  to  be  determined  

•  Approval  process  by  dean  •  Parameters  for  courseload  reduc@on  (max  courses,  credit  ceiling,  sabba@cal  use)  

•  Redefining  independent  research  credits  as  “courses”  to  maintain  full  @me  faculty  taught  courses  

Schmid  College  of  Science  and  Technology  Course  Release  Applica@on  Guidelines,    

AY  2013-­‐2014    Laura  Glynn,  Peter  Jipsen,  Chris  Kim,  Alison  McKenzie,  Walter  Piper:  Schmid  College  of  Science  and  Technology  

Context  

•  Mul@ple  external  program  reviews  emphasized  need  to  provide  more  @me  for  faculty  research  ac@vi@es  

•  Course  releases  provided  by  chancellor’s  office  (5/semester  for  next  3  years)  

•  Prior  course  releases  were  assigned  at  the  pleasure  of  the  dean  

•  CommiPee  formed  to  determine  systema@c  process  to  assign  future  course  releases  

Components  of  Applica@on  •  5-­‐year  peer-­‐reviewed  publica@on  (PRP)  score  

–  300  word  contextual  statement  •  h-­‐index  (X  publica@ons  with  ≥X  cita@ons)  •  Using  Google  Scholar  

–  10  papers  with  12  cita@ons  each:    10  –  10  papers,  5  with  4  cita@ons,  5  with  7  cita@ons:  7  –  10  papers,  2  with  20  cita@ons,  8  with  1  cita@on:  2  –  300  word  contextual  statement  

•  5-­‐year  list  of  funded  research  grants  –  300  word  contextual  statement  

•  5-­‐year  faculty  research  load  –  300  word  contextual  statement  

•  CV  

PRP  Score  (based  on  past  5  years)  

Authorship  rank*  and  placement  of  publica4on   score  

If  mid-­‐  or  last  author  (e.g.  2nd  of  4,  11th  of  11,  etc.)  in  a  lower-­‐@ered**  journal  (boPom  75%)  

1  

If  mid-­‐  or  last  author  in  a  top-­‐@er  journal  (top  25%)   2  

If  first  or  corresponding  author  in  a  lower-­‐@er  journal   2  

If  first  or  corresponding  author  in  a  top-­‐@er  journal   3  

*Chapman  students  will  be  omiPed  from  considera@on  in  determining  authorship  rank.    **@ers  to  be  defined  by  Journal  Cita@on  Reports,  discipline-­‐specific.    

Publica@on  Score  is  sum  of  all  scores  for  each  publica@on  within  the  evalua@on  period.  So,  if  I  published  4  papers  in  the  past  5  years..  

ARTICLE   JOURNAL   SCORE  

Piper,  Kim  and  McKenzie  (Piper  corr.  author)  

Wilson  Journal  of  Ornithology  (lower  @er)  

2  

Glynn,  Jipsen  and  Piper  (Glynn  –  corr.  author)  

Ecology  (top  @er)   2  

McKenzie,  Kim  and  Piper  (McKenzie  corr.  author)  

Wilson  Journal  of  Ornithology  (lower  @er)  

1  

Kim,  Jipsen,  McKenzie  and  Piper  (Piper  corr.  author)  

Ecology  (top  @er)   3  

Sum  à          8  

1st  author  lower  @er  journal:  2  pts  

Co-­‐author  top  @er  journal:  2  pts  

Co-­‐author  lower  @er  journal:  1  pt  

Corr.  author  top  @er  journal:  3  pts  

Call  for  applica4ons  

Faculty  indicate  intent  to  apply  by  email  (including  current  CV)  

Feb.  8  2013  

PRP  score,  h-­‐index  calculated  and  provided  to  faculty  (with  full  documenta4on)  

Feb.  15  

Mar.  8  

Applica4on  due  to  Associate  Dean/Head  of  Faculty  

Associate  Dean/Head  of  Faculty’s  recommenda4on  due  to  Dean  

Decision  on  course  releases    made  by  Dean,  faculty  informed  

Mar.  22  

Apr.  5  

Apr.  19  

Course  Release  Applica4on  Timeline  for  AY  2013-­‐2014  

Faculty  provide  link  to  Google  Scholar  profile     Feb.  22  

Results  

Faculty  Group  

Cita4ons  since  2008  

h-­‐index  since  2008  

i10  index  since  2008   5  year  PRP  

Faculty  with  3/2  teaching  load   392   8.6   9.3   26.3  Faculty  with  3/3  teaching  load  receiving  course  release   203   7   5.8   20.1  Faculty  with  3/3  teaching  load  not  receiving  course  release   100   5.3   4   11.5  

10  applicants,  all  with  3/3  loads  5  faculty  awarded  1  course  release/semester  for  the  next  3  years  

Wilkinson  College  of  Humani@es  and  Social  Sciences  

Ac@vity  #2  

•  Write  down:  – The  way(s),  if  any,  that  faculty  are  currently  compensated  for  UR.  

– The  most  likely  way  that  compensa@on  for  faculty  can  be  increased  at  your  ins@tu@on.  

•  Share  with  a  different  person  in  a  group  of  3.  •  Share  with  the  rest  of  the  session  aPendees.  

Resources/Ques@ons  

•  Web:    www.chapman.edu/our    

•  Email:    our@chapman.edu  

•  Facebook:    www.facebook.com/ourchapman  

•  Faculty  directory/bios:      hPp://www.chapman.edu/our-­‐faculty