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Eberly College of Arts and Sciences

Final Report

Efficiencies and Innovations Task Force

Submitted to

Dean Gregory Dunaway

February 17,2017

Elizabeth Fones-Wolf, HistoryBarbara Foster, ChemistryJames Harms, EnglishHelen Hartnett, Social Work

Maja Holmes, Public AdministrationGerald Lang (Chair), Forensic and Investigative ScienceKevin Larkin, PsychologyPaul Miller, PhysicsTrisha Phillips, Political ScienceTara Robbins, AdvisingSharon Ryan, PhilosophyRichard Thomas, Biology

Background Information

The economic challenges facing West Virginia have led to reductions in the state'sallocation to higher education for the past several years. West Virginia University hasnot been exempt from these reductions. Concurrently, operating costs for the Universityhave continued to increase. On September 12,2016, President E. Gordon Gee shareda letter with the university community that described the opportunities and challengesfacing West Virginia University. President Gee noted that for the University to remainfiscally sound, the overall budget will need to be reduced by $45 million by 2020.

At the inaugural Campus Conversation on September 20, 2016, Provost JoyceMcConnell discussed the University's strategic goals; Vice President Narvel Weese andVice Provost Russell Dean then presented the University's five-year budget plan. Thisplan envisioned significant cuts to university expenses for the next two academic yearsfollowed by a period of financial solvency.

Previously, on September 13, 2016, Dean Gregory Dunaway sent a letter to thecollege's faculty and staff indicating that the reduction for the college is 8% for thiscurrent fiscal year. At the October 4, 2016 Fall Faculty Meeting, Dean Dunaway sharedthe following information regarding the annual Budget of the Eberly College of Artsand Sciences:

• $41 million central allocation without fringes• $13 million non-central earnings (entrepreneurial funds from all sources)

• 84% (ca. $45 million) of the overall budget is dedicated to faculty and staffsalaries

• 98% (ca. $40 million) of the central allocation is dedicated to salaries

• 13% of the overall budoet is dedicated to operations• 3% of the overall budget is dedicated for capital expenditures and miscellaneous

categories

He announced that the 8% reduction translates into a $3.4 million reversion for the

current year and, more importantly, that this reduction would apply to the FY18 basebudget as well.

Dean Dunaway also identified four Principles Related to Budget Reductions thatwould guide his efforts, to the extent possible, to implement the budget reduction;

1. Protect Current Full-time Faculty and Staff2. Maintain Graduate Programs at Same Level3. Minimize the Impact on the Undergraduate Programs4. Minimize the Impact on Research

At the faculty meeting Dean Dunaway announced that he was establishing anEfficiencies and innovations Task Force. The Task Force would be composed of

department chairs, faculty, and staff from across the college and would serve as anadvisory group on "how to go forward" through this tough time and create newopportunities and stimulate new resources. The membership of the Task Force is listedon the cover page of this report.

Operations of the Task Force

The Task Force met weekly from mid-October through the beginning of the breakbetween semesters to gather data and information, and again through February to draftits report. At the initial meeting. Dean Dunaway met with the members to review hischarge: namely, to suggest how the college might carry out its core mission of nurturingstudent success, yet do so more efficiently and do so consistent with the needs of a 21®*century education. All options were available for consideration, including: restructuring,reorganizing, reducing programs, prioritizing investments, demanding greaterproductivity, looking for efficiencies, increasing entrepreneurship, and reducingbureaucracy.

It was clear to the members of the Task Force that a reduction of the magnitude of $3.4million to the college's base budget would have to focus on a reduction in personnel. AsDean Dunaway indicated at the college faculty meeting, the freezing of new hires andthe Voluntary Severance Incentive Plan would be key actions to manage the budget forFY2017 and FY2018. These actions alone probably would not cover the budgetreduction. A reduction in personnel of the magnitude associated with a $3.4 millionreduction in the base budget calls for thorough review of the college's operations andpriorities.

The Task Force took the following approach: managing the budget and makingdecisions therein is the prerogative of the dean of the college; the overarchingresponsibility of the Task Force is to provide the dean with a range of ideas forefficiencies and innovations to help shape his decisions currently and into the future.

Seven data sets were examined by the Task Force as a background for subsequentdiscussion. Each data set is briefly summarized below.

• Historical Enrollment Data for WVU

The historical trends in enrollment for WVU are readily available in the DecadeReports (Appendix A). Between Fall 2006 and Fall 2015, student enrollment onthe Morgantown campus increased from 27,115 to 28,776. Upon closerexamination, the first seven years of the ten-year time period saw increasinggrowth in enrollment annually with a peak enrollment in 2012 of 29,707;thereafter the enrollment decreased annually. Between 2015 and 2016,enrollment dropped slightly. Thus, WVU has ca. 1,000 fewer students enrolled in2016 compared to that at the peak in 2012. It was in October 2011 that then

President James Clements announced the addition of 100 new faculty lineswithin the general university, in part as a response to the continuing annualgrowth in enrollment.

Over the same ten-year time period, the Morgantown campus (including theHealth Science Center) has added ca. 500 faculty.

On-campus SCH Data within the College

Student credit hours is a measure of workload; the college not only providesinstruction for its majors, but also provides much of the instruction for theGEC/GEF, and foundational instruction for students in other majors.

The Eberly College maintains a ten-year cumulative record and a five yearrunning record of the student credit hours delivered by departments andprograms (Appendix B). Over the last five year period, the College hasexperienced a decrease in its delivery of on-campus student credit hours ofinstruction. Data for the 2015 fall term reflects a decrease of 16,700 fewer hours

of instruction (8%) from the 2010 fall term; similarly, data for the 2016 spring ternreflects a decrease of 20,000 fewer hours of instruction (11%) from the 2011spring term. Assuming a 3 credit hour course, then there were approximately5,550 fewer student enrollments in the 2015 fall semester compared to that in2010 and 6,700 in the 2016 spring term compared to that in 2011 across thevarious departments and programs. The distribution of the change in studentenrollment is not uniform among units in the college.

Graduate education comprises about 6% of the instruction delivered by collegefaculty. Graduate student enrollment in the college has decreased by nearly 300students from the fall 2010 term to the fall 2016 term, from 1,406 to 1,114 (datafrom Institutional Research).

EGAS Employee Count (Head Count)

The dean's office supplied the Task Force with head count data for employees inthe college from FY10 through FY16 (Appendix C). This time period overlapswith the time period for the SCH data above. The college had a net growth of 106personnel over this six year period; twenty-five (25) were tenure track faculty,seventy (70) were non-tenure track faculty, and eleven (11) distributed amongvarious categories of staff.

Number of EGAS Faculty (PTE)

The number of faculty PTE annually reported to HEPC in the fall semester isavailable from 2009 through 2016 (Appendix D). These data indicate that thecollege had a net growth of 78 PTE faculty between 2009 and 2016; 30 weretenure-track, 44 were non-tenure track; and 4 were clinical appointments. Note,the data for 2015 in this Appendix correspond to that of PY16 in Appendix 0. Thelarge discrepancy between the non-tenure track faculty headcount and thecorresponding PTE data in Appendix D indicate that many non-tenure trackfaculty are part time.

Supplemental Instruction Budget

The college supplements the base budget of departments to support lecturers ona per course basis plus added GTA lines (Appendix E). Dean Dunaway noted atthe fall faculty meeting that this budget had approached $2 million annually,supporting the delivery of some 400 courses annually, and that the magnitude ofthe budget was unsustainable given the budget reduction.

Student-Faculty Ratios among Big XII Schools and other Peer Groups

Student-faculty ratios were derived from the 2017 US NEWS college rankings(Appendix P) and aggregated according to WVU's mission peer group. BigTwelve schools, and the HEPC peer list of institutions. For reference, theaverage student to faculty ratio for all colleges reported by the Department ofEducation is 18.1 to 1. When drawing conclusions among the Big Twelveinstitutions, it is important to remember that the institutions in the Big Twelverepresent both private and public entities.

Delaware Study of Faculty Productivity

The Delaware Study of Instructional Costs allows comparison of WVUinstructional and research productivity by faculty rank as compared to nationalpeers who participate in the annual survey (Appendix G).

The first set of data includes the student credit hour productivity per total full-timeequivalent (all personnel who deliver instruction within the unit); the second set ofdata includes the student credit hour productivity for just the tenured and tenuretrack faculty, and the third set of data reflects the research productivity for thetenured and tenure track faculty. Focusing on just the data for the college, threegeneral points are relevant;

1. The WVU teaching faculty, course lecturers and graduate assistantsare carrying a heavy instructional load.

2. The instructional load for the WVU tenured and tenure track faculty incertain departments is less than that for their peers.

3. The research dollars generated per WVU faculty member is generallyless than that at peer institutions.

Lessons Learned from Peer Institutions

Recognizing that many institutions nationally either are undergoing or have undergonebudget reductions, members of the Task Force chose to conduct telephone interviewswith the leadership of peer departments and colleges. The objective was to look for"lessons teamed" from the experiences at other peer institutions. Appendix H contains acopy of the common script that guided the interviews and the notes from each interview.

Interviews occurred with the following individuals/institutions:

Chair, Department of Psychology, University of Kentucky

Dean, College of Arts and Science, University of Kentucky

Chair, History Department, University of Florida

Chair, Physics and Astronomy Department, University of Wyoming

Associate Dean, College of Arts and Sciences, University of Wyoming

Senior Associate Dean, College of Arts and Letters, Michigan State University

Dean, College of Liberal Arts, University of Mississippi

Faculty Member, Department of Chemistry and Biochemistry, Florida StateUniversity

Associate Dean, College of Arts and Sciences, Florida State University

Chair and Associate Chair, Department of English, Kansas State University

Chair, Department of Philosophy and Religion, North Carolina State University

Director, School of Public and International Affairs, Virginia Tech

The following message was clear from the interviews; no institution had a silver bulletfor dealing with budget reductions, and there was a similarity among the institutions intheir responses to the budget cuts. Differences in university budget models made somedirect comparisons between institutions difficult. Nonetheless, the challenges facingWest Virginia University are not unique.

The following points reflect common "lessons learned" from the interviews.

Meeting the Current and Future Budget Reversion

1. College-wide "hiring freezes" of open faculty and staff lines were used to stabilizethe budget.

2. Institutions used severance packages to entice faculty and staff to retire.3. Contracts for paid adjuncts and those in part-time positions were not renewed as

every effort was made to retain current full-time faculty and staff members.4. Eventual reductions in the base budget came from a reduction in personnel.

Actions Related to Adjusting to a Reduced Base Budget

5. Low enrollment undergraduate majors and graduate programs were eliminated.6. Programs and units were merged to save costs and create opportunities.7. Teaching loads for faculty were reviewed and college standards were set with

departmental expectations for adherence.8. A minimum student enrollment was established for both graduate and

undergraduate courses.9. Under-enrolled courses were eliminated.

10. Curriculum reviews were initiated to determine if each degree program wasjustified in meeting contemporary needs and missions.

11. GTA assignments were reviewed to ensure that standardized workloads were in-place.

Actions for Growing the Budget

12. Departments developed more on-line course offerings.13. Departments considered developing new on-line courses for non-traditional

students.

14. Departments needed to meet performance measures prior to receiving newfunding.

15. New entrepreneurial programs were explored quickly to find one's niche.

The "lessons learned" review indicated that many institutions are pursuing changes infaculty culture and recognizing that the colleges/departments will be funded throughenrollment driven models. While the allocation of budget cuts is driven by theinstitution's administration, faculty involvement in its implementation is critical. Opencommunication between the dean and the faculty was seen as critical in implementingreductions in personnel or alterations in workloads. To optimize faculty and staff morale,it was deemed important to prioritize reducing administrative personnel over reducinginstructional personnel.

Principles for Decision Making

The Task Force identified five themes as a foundation for ensuing discussions. Thesethemes complement the dean's four principles stated previously.

Endorse ONE united Eberly College of Arts and Sciences. By respecting andappreciating the diversity of units that make up the college, we are stronger as ONEArts and Sciences College. The college's strength is its people and programs and itscore mission; this thought does not preclude the need to make changes in structure orfunction (organization and operation) to remain contemporary.

Preserving Quality Academic Programs and R1 Status. A unit's academicreputation for quality education, its service outreach beyond the classroom to state andnation, and its contribution to the institution's R1 status should remain viable and

continue to evolve. This thought does not preclude change; the delivery of a high qualityeducation that supports student success is the college's highest priority. The status asan R1 institution is critical to future faculty recruitment.

Preserve faculty and staff morale. The preservation of morale is essential for thefuture growth of the college. This includes providing raises when possible, promotingthose who qualify, and supporting faculty development opportunities. Equitable workassignments within and across units are important for faculty morale; transparency iscritical for minimizing rumors.

Promote entrepreneurship. The endorsement of and reward for entrepreneurialactivities is an essential core for continuing operations. Those units that engage in suchactivities should be rewarded for their efforts. New entrepreneurial activity needs tooccur quickly to bridge the gap in lost funds.

Develop a vision and accompanying measures of operational expectations. It iscritical for the college to have a vision for the future, one that focuses on deliveringacademic programs for tomorrow, engaging in research that infuses knowledge intosolving today's problems, and enhancing the well-being of our State's citizens. Thisvision should be marketed both internally and externally. The vision statement shouldbuild confidence and support within central administration for the college's revampeddirection and preserve faculty and staff morale. The vision will aid recruitment of newpersonnel and students and build a case for donor support.

Specific Implementation Strategies

The background data for the college indicates a recent period of decreasing enrollmentand decreasing student credit hour delivery compared to a net growth in faculty over thesame time period. These trends, when juxtaposed against the severe budget reductionthat the college is facing, indicate that an awareness of change must be recognized byboth faculty and staff. Many historical ways of doing business cannot continue. Theprinciples for decision making outlined in this report are a guide for implementingchange.

Below are listed some suggested transformations in the operations of the college toretain its future viability. These transformations reflect the lessons learned" from otherinstitutions as well as observations of EGAS faculty, staff, and students that wereconsidered by the Task Force. In addition to managing the budget reduction, it isimportant to state that many of the changes below provide new resources to makeinvestments into the strengths of the college going forward. The college will be strongerwith a more limited portfolio.

To Enhance Efficiency

1. Align resources with student demand, research productivity, and serviceexpectations. Positions should not be filled without a demonstration of need.

2. Eliminate majors and programs with low enrollment.

3. Establish a minimum student enrollment for courses with the caveat that low

enrollment courses can be kept as uncompensated overload.

4. Review administrative positions, stipends, and costs within the college and eachdepartment.

5. Establish standards for teaching loads for faculty with departmental expectationsfor adherence.

6. Review the curriculum in each department to ensure it is contemporary, relevant,and of high quality; insure that program delivery is efficient and effective; witheach forthcoming 5 year program review, consider using external reviewers inthe process.

7. Review GTA assignments across units.

8. Recognize that faculty engagement with teaching, research, and service will varyover the individual's career; it is critical that policies exist that hold facultyaccountable for their workload, and make adjustments for changing contributionsto the institution's missions of teaching, research, and service.

9. Encourage a survey of peer-like institutions to determine the contemporarystandards for BS and BA degrees.

10. Streamline current policies and procedures to ensure rapid curricular change tonew bold, flexible, and relevant academic programs, thus enhancing recruitmentand increasing morale.

11. strive for equitable stewardship; set expectations of performance and annuallymonitor these standards to ensure uniformity throughout the college.

12. Encourage departments to survey peer R1 institutions to determine research andteaching expectations.

13. Encourage departments to survey peer R1 institutions to determine GTAassignments and compensation.

14. Right size units in response to work load. What is the appropriate size anddistribution of human resources for each unit in the college?

15. Support graduate programs; look to graduate students to teach and covercourses assigned to adjuncts.

16. Foster interdepartmental cooperation through shared lines or faculty andgraduate teaching assignments beyond the home department.

17. Meet performance measures prior to receiving new funding.

To Promote Innovation Opportunities

1. Develop more on-line for-credit course offerings.

2. Develop new on-line courses for non-traditional students.

3. Explore new entrepreneurial programs quickly to find one's niche in the academicmarket.

4. Develop educational pathways from undergraduate to graduate education, thuscreating a life cycle of "degree programs," and thereby, encouraging our bestundergraduate students to continue their graduate education here and increasegraduate enrollment. One example is the 4 plus 1 option either within or acrossdepartments.

5. Explore opportunities for development of collaborative centers/institutes that canbecome self-supporting and generate revenue.

6. Explore ways to engage in cross-department teaching to take advantage of"faculty expertise."

10

7. Collaborate to offer courses that support students in multiple degree programs,e.g., research methods.

8. Offer on-line or on-campus workshops or summer camps for youth.

Reorganization Possibilities

One question at the foundation of reorganization or restructuring is: what programs arenecessary to provide the core of a student's education? Similarly, what courses withinunits are necessary for the core of a quality education? In times of more abundantresources, new, often small, programs are established and new electives added to thecurriculum. In times of severe budget reductions, reorganization is almost a necessity ifthe college is to grow and invest going forward. Small units unfortunately suffer the mostduring times of retrenchment. Electives may need to be eliminated to preserve the corecomponents of a degree program. Restructuring and reorganizing units and programsshould save costs and create opportunities. Merging units needs to be driven from thedean's office as units will not pro-offer to do so.

The Parking Lot for Ideas

The following comments represent ideas discussed in meetings of the Task Force. Theyare listed to provide insight into the breadth of the conversations that occurred. Some ofthem restate or refocus observations/recommendations listed elsewhere in this report.

1. Dean should press central administration to keep entrepreneurial money in thecollege.

2. Is there an argument for one set of resources to handle GEF and a second setto accommodate the college's majors just like that in other units?

3. Departments should be required to do a review of their use of personnel inlight of what is truly necessary to maintain their degree programs.

4. A faculty members research/scholarship performance measures need to bemet or there will be an increase in the teaching load.

5. Teaching should not be a default assignment but performance should be heldto the highest standards.

6. How does the college get credit for remedial instruction?

11

7. Examine data on empty seats in classes and possibly reduce the number ofsections of some courses.

8. What "extra" activities require compensation?

9. Are we using adjunct faculty wisely and appropriately?

10. How do we do our work in the modern work place?

11. Because a program is accredited does not mean that the program isnecessarily protected from change or even loss of status.

12. Added institutionally-driven expectations for action at the college/departmentlevel is placing extra work on units that must be accounted for.

13. One size does not fit all.

14. Do we market the college or its departments effectively?

15. How do we recruit more students?

16. The college should promote more interdepartmental cooperation regarding useof graduate students, especially at the PhD level, to teach introductorycourses.

17. Remove private telephones in offices.

18. Review use of photocopier.

19. Pass credit card user fees to the user.

20. Opportunity costs can arise through changes in operations as well as throughreorganization.

21. Press the point that the Market Place is more expensive for units than otheroptions.

22. Should the college have an "Institute for Community Engagement" to supportits many community outreach programs, like summer camps, the prison bookproject, and the like?

12

23. Promote among senior faculty (and staff) the option that they can retain tenureand continue making important contributions to our mission while working atless than 1.0 PTE assignment. This is different than phased retirement.

24. Although final fiscal decisions should be made by the dean, the dean shouldseek departmental input regarding preferences as to which options would bemost and least palatable to the unit.

Concluding Remarks

The following remarks provide some final thoughts from the meetings of the Task Force.The college and each department needs a vision for the future. The members of theTask Force recognize that this will be much harder than meeting the budget reversion.But a vision will go far to offset mistrust and low morale by providing a pathway to thefuture. Historically, such vision statements are tied to a strategic plan. Through thevision for the future, there is a goal moving forward. Implementation of the college visionwill take several years and proceed concomitant with the allocation of promised newresources. Department vision statements and concomitant strategic plans need to beindicative of the future direction of the unit.

It is critical now to begin to market the college internally, to reinforce its status on thecampus as the core of a university education, to tout its importance as a provider ofquality courses, and to make a case for the needed resources to advance the reputationof West Virginia University.

One unknown is the effect that the new GEF will have on the college. The impact of thechange in the requirements of the liberal education of West Virginia University'sstudents must be closely monitored and modeled for its impact on the college's teachingload and thus its personnel needs and budget.

The Task Force also recommends that the dean's office evaluate the contribution made

by Arts and Sciences to the institution's R1 status. That information should then be usedto highlight the role of the college and to provide an argument for budget considerations.

The members of the Task Force thank you for selecting a collegial group of individualsfor this activity. The conversations were robust and forthright. Yet each member hadgreat respect for their colleagues and all points of view were heard.

13

Appendix A. WVU Headcount Enrollment from Fall 2006 to Fall2015 and from Fall 2015 to 2016

West Virginia University - Decade Reports

WVU All Campuses - Headcount Enrollment

WVU Enrollment - Ail Campuses

1.475 1,263 28,776 31,514

1,540 1,261 29,175 31,976

1,660 1,222 29,466 32,348

1.781 1,107 29,707 32,595

1,800 1,316 29,617 32,733

1,836 1,209 29,306 32,351

1,810 1,244 28,898 31,952

1 1,582 1,224 28,840 31,646

1,608 1,450 28,113 31,171

1,485 1,466 27,115 30,066

All WVU WVU-Maln □WVU-Tech Potomac State

Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015

40,000

• 30,000

20,000

10,000

Full-time EmployeesWVU & HSC

Year

Fall 2015 2,564 3,188

Fall 2014 2,508 3,130

Fall 2013 2,507 3,329

Fall 2012 2,382 3,378

Fall 2011 2.343 3,325Fall 2010 2,315 3,339Fall 2009 2,241 3,357

Fall 2008 2,164 3.219

Fall 2007 2,038 3,200Fall 2006 2,043 3,142

Full-time Employees at WVU & HSCWest Virginia University Employees

4,500OStaff I■Faculty

- 4,000

3,000

- 2,500

- 2,000

1,500

- 1,000

Full-time Employees

Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Fall 2015

Fall 2014

Fall 2013

Fall 2012

Fall 2011

Fall 2010

Fall 2009

Fall 2008

Fall 2007

Fall 2006

2,716 3,437

2,658 3,381

2,651 3.579

2,524 3,616

2,490 3,541

2.454 3,561

2,378 3,564

2,302 3,425

2,165 3,412

2,175 3,347

Full-time EmployeesAll

4,500■Faculty DStaff

4.000

2,000

1,000

07 08 09 10 11 12 13 14 15

Comparison of WVU Fall 2016 to Fall 2015 Headcount

August 24, 2016 to August 2

6,2015

Wost Virginia University - Morgantown - Fall 2016

Level

Resident

Non-

Resident

International

Reciprocitv

Total

Graduate

1878

1783

857

40

4558

Professional1008

500

23

31534

Undergraduate

10999

8932

1388

1303

22622

FTF

2271

2276

263

373

5183

hll

419

383

45

48

895

High School

944

26

00

970

Grand Total

13885

31215

2268

1346

28714

WVU Morgantown

Fall 2015

Difference

+/-Resident

Non-

Resident

international

Reciprocitv

Total

1939

1801

910

39

4689

-131

1022

508

20

115S1

■17

11

03

28

91

21

24

51319

225081

14

21

37

2092208

3634800

3»

44

1392

40

559

28

-339

13

80

09

21

49

1399311221

217528748

-34 :

•9.12K

Potomac State CollG

ge - Fall 2016

Le

vel

Re

side

nt

No

n-

Re

side

nt

Inte

rna

tion

al

Me

troT

otalU

ndergraduate1

11

0279

61

19

15

14

FT

F4

13

18

24

56

6SS

FT

T3

08

03

41

High S

chool2

78

10

02

79

Grand T

ota

lm

o279

6119

1514

Potomac State College - Fall 2015

Resident

No

n-

Re

side

nt

International :M

etro

To

tal

Diffe

ren

ce

+/-1

02

3349

81

20

15001

43

28

2055

62

6005

52

415

13

43-2

25

90

01

26

01

91

02

33

49

8120

1500■

14

0J9&%

WV

U Tc-ch - Fall 2016

Le

vel

Resident

No

n-

Resident

Inte

rna

tion

al

Reciprocitv

To

tal

Undergraduate

95

21

98

9510

12

45

FTF2

39

55

24

03

18

FT

T72

222

09

6H

igh School

12

21

00

12

3G

rand Total

952198

95

01

24

5

WV

U Tech - Fall 2015

Re

side

nt

No

n-

Resident

Inte

rna

tion

al

Reciprocitv

To

tal

Diffe

ren

ce

+/■8

75

21

4IC

S1

11

95

50

17

87

03

20

28

03

866

2513

01

04

-87

81

00

79

44

" 214

les

11195

50

4.Xt%

West Virginia U

niversity Total - Fall 2016W

est Virginia University Total - Fall 2015

LevelR

esident

No

n-

Resident

inte

rna

tion

al

Re

cipro

citvM

etro

To

tal

Graduate

18

78

17838

57

40

04

55

8P

rofessional10081

50

0'

23

30

15

34

Undergraduate

13

06

19

40

91

48

91

30

31

19

25

38

1G

rand Total

159471

1^2

23691

34

6119

31473

Resident

no

n-

Resident

Inte

rna

tion

al

Reciprocitv

Me

troT

ota

l

Diffe

ren

ce

+/-1

93

91

80

19

10

39

04

68

9■

13

11

02

2;

50

82

01

01

55

1-1

71

29

30

94

75

13

58

13

20

12

025203

17

815891

U7

84

2288m

mm

mw

mm

B3

0(U

OK

August 26,2016

Appendix B. On-campus SCH Data for EGAS Units for FallSemesters 2010 to 2015 and for Spring Semesters 2011 to 2016.

11/3/2016

On Campus SCH-Fall Term (EGAS)

ARSC

ASP

ASTR

BIOL

CHEM

COMM

ENQL

FIS (FIDP)

GEOG

GEOL

GERO

HIST

HUM

[NTS

LDR

MATH

MDS

NAS

PHIL

PHYS

POLS

PSYC

PUBA

RELG

SOCA

SOWK

STAT

DSCI

WGST (WMSn

WLLL (FORLl*

'includes lEP

TOTAL

PHYS ♦

ASTR

ASP ♦

HIST

P0LS*1NTS

SOWK«GERO

889

2,661

201008

5.20.11 827

1,105

17,300

14.420

13,874

16,917

948

5,200

8,701

132

11,598

4,983

110

596

20,141

484

321

4,764

5,777

6,372

14.299

717

2,709

17,921

2,764

4,857

1,393

17.399

186,432

6.882

12,225

6.482

2,898

•1.527

-132

36 ^

566

164

537

-159

1,112

440

659

597

-424

201108

6.1B.12

827

1,140

17,740

14,404

13,135

16.726

997

5.250

7.174

11,174

4,251

146

592

20,707

648

243

4,310

6,339

6,909

14,140

623

3,229

19,033

2,919

4,934

1,833

18,058

197,281

7,479

11,8

01

7,05

5

2,919

•1,649

1,923

•1,903

•240

201208

7.16.13

573

1,179

17,449

14,336

12,853

16.407

1,096

5,250

7,405

15

9,325

4,206

129

573

22,630

832

276

4,203

7.005

6,686

14,382

682

2,820

19,028

2,850

4,883

1,848

17,651

196.572

8,184

9,698

6.815

2,665

•129

-641

737

-194

•1.117

•1,303

201308

6.25.14

14

720

1.065

17,320

13,695

12,076

15,906

994

5.439

7,363

15

8,561

4,245

130

561

22.483

673

282

3,378

7,742

6,492

14,023

590

2,859

16,861

2,616

5,275

1.582

16,734

191.714

8,462

8,595

6.622

2,631

114

-218

337

-1,428

-104

■1,0

92 25

-1,9

39

•416

•1.0

62

20

14

08

8.3

1.1

5

66

3

1,17

917

,102

14,0

3210

,648

15,8

021,

405

5,65

07,

820

7,42

9A

15

31

55

67

523

,429

67

62

67

3,04

57,

383

5,56

513

,864

49

32,

892

16,9

222.

662

4,61

64

51,

482

16,8

11

185,

978

8,04

67.

633

-66

4

-12

0

1,71

9

■1,0

66

-31

0

•1,1

93

•392

5,72

02,

671

20

15

08

6.1

3.1

6 170

61

51,

110

16,6

3413

.635

9,84

315

.954

1,70

05,

335

7.61

6

6.76

53,

033

13

35

79

25,1

484

60

19

22,

607

7,03

95

,46

01

2.8

82

50

02,

236

15,8

562,

352

4.44

62

71.

809

15,6

18

179.

765

7,65

4

6,03

55,

593

2,36

1

20

15

08

Una

ofgr

aq 17

0

61

51,

071

16,2

321

2.8

86

9,51

115

,144

1,48

94,

993

7,22

6

6,15

13

,03

31

33

57

92

4,1

84

46

01

89

2,6

07

6,33

25

,01

012

.044

2,2

36

15

.73

21,

680

3,64

0

1,78

21

4,5

66

16

9,7

04

6,94

7

6.32

1

20

15

06

Gra

d

393

83

74

9

332

81

0

20

83

42

39

2

61

4

964

70

74

50

82

64

70

121

87

26

06 27 27

1,04

9

9.99

1

20

15

08

Pro

f 19

12

30

70

5 ye

arch

ange

2015

-201

0 ■12

-66

6-7

85

^.0

31

•96

37

51

13

5

-1,0

63-1

23

•4,8

33-1

,950 2

3-1

9

5,00

7-2

4-1

29

-2,1

571,

262

-91

2-1

.417

-21

7-4

73

-2,0

65-4

12

-41

1

41

6-1

.781

-16,

667

77

2-5

,290

-88

9

-53

5

-2% 0% -4%

-5%

-29

%-6

%7

9%

3%

-12

%-9

3%

-42

%-3

9%

21%

-3%

25

%-5

%-4

0%

-45

%2

2%

-14

%-1

0%

-30

%-1

7%

-12

%-1

5%

-8%

30

%-1

0%

11%

-43

%-1

2%

-19

%

10 y

ear

chan

ge

-63

24

4

2,90

06

29

-4,9

39

-1,2

92

1,01

6

1,46

8

-1,4_

97 64

4,61

2

•1,6

92

1,18

9

■2,3

62

-511

■27

0

1,76

4

1,72

6

;97

1,00

4

-478

2,05

6

2,21

5

91

7

-5.5

62-2

,29

6

11/3/2016

On Campus SCH-Spring Term (

EGAS)

ARSO

ASP

ASTR

BipL_

CHEM

GOMM

ENGL

FIS (FIDP)

GEOG

GEOL

GERO

HIST

HUM

INTS

LDR

MATH

MDS

NAS""

^IL _

PHYS

POLS

PSYG

PUBA

RELG

SOGA

SOW

STAT

267

201101

9.14.10816

-26

B82

-150

-362

140

287

WGST (WMST)

WLLL ("f"0RL)'

•incudes lEP

TOTAL

PHYS ♦

ASTR

HIST*ASP

POLS ♦IN

TS

SO

WK

+GE

RO

11

7

•14

•26-5

-39

8

1,024

2.067

131

2.420

7.468

641

25

3

74212.30411,28412,81417,026

95

8_4,3047.740

10.6894,6384

06

78

15,938711

26

6

64

7

62

4

-83

2

2012016.16.12

55

21,030

12.85111.90812,66616,104

97

04

,29

87.792

-1,31412

•65

33

34,6176,7236.413

12.8456

65

2,61019.0272.9414,6241.970

17.094

180,744

746811,7056

46

3

2,941

1,01984

£2-7

05

•16

8

•13

49

0

•93

14

5

-32

6

•15

24

7

20

3

62

-1.158

12

0

•1.096-1

•IS

10,0573.324

87

161

51

4

-30

3

13

6

18

9

61

-591

52

61

3

16,9577

95

2613,9126,5556

,40

013.335

5722,755

18,7012,9264,8712.173

17.156

179,586

7,68510,60964522,926

-23

62

20

13

01

7.15.13

1286

39

1,19112,768

17

3

72

12,42212.36316,240

1,1594,3597,750

9.4663,3152

9

1,458

•10

8

35

61

3

88

•95

301

-11

2

14

0

1.824

77

4

-50

4

-46

0

67

516.415

69

0153

3,9477,1685,963

13.5696

60

2,63718.4722.8315,1722,061

17,296

181.544

8.389

-28

353

1,2

99

-1.3

19

-66

20

14

01

72

1

-90

24

•2,024

-96

4

■4,051

10,1056,9922,837

88

8

•1,247

-59

3

•23

0

6.26.14

301711

1,33812,80011.99611,90415,957

1,2125,6588,072

8,1473,2495

6

71

6

18,834692155

3,6397,8895,343

■84

-68

6

•17

0

•1,464•1.016

•13

•1.2

07

35

4

•94

7

-51

0

20

15

01

8.3

1.1

5

•22

74

-89

7

■319

-33

5

13,075 -632

57

02,661

16,4482,6015,2402,064

16,332

177,666

9,2278,8586,399

2,607

-78

7

•141

•27

0

16

7

-1,125

•9,462

-38

3

•99

5

•341

-14

7

30

06

63

1,27412,11511,62610,42014,941

1,1994,4518.426

7.2002,7395

06

82

19,4116

70

22

9

-11

9

•16

7

-14

4

•1,250

23

2

•14

6

-1,1

95

-38

4

-25

8

2016016

.10

.161813

72

96

0

20

16

01

UG

161

372

11,94611,6829,170

15,1731,0543,5967,23166,816

81

0

2,7427,5705,008

12,443531

2,76415,6612.4604

,97

02,231

15,207

168,183

8.844

7,8635,0582.460

•171

-55

-28

9

-21

4

71

•161

-1,344

-7,259

-67

5

-34

7

•206

2,48148

66

520,221

5622

79

_2,4617,3994,663

J^,1W47

62,475

15,4832,2465,0412,070

13,863

160.805

8,3597,1884,7112,262

93

0

11,51311,0088.899

14,3679

15

3.2

75

6,619

6.2042

.47

84

86

62

19.2965

62

27

62,4586,7614

.22

0

11

,40

5

2,47515.339

1,4

63

4,4452,045

12,920

151,362

20

16

01

GrB

d

30

3746

70

2716

06

1393214

12

61

2

20

16

01

Pro

l61

5 yearchange

2018.2011-44

42

18

-35

6

92

5

63

64

43

7784

23

14

4

76

35

9625

94

3

9,325

7,6916,576

4,266

1,489

66

8

612

44

3

76

3

53

11

8

39

8-3,644-1,8539

6-7

08

•50

9

-4.073-2,157

-13

4,2

83

-14

9-5

4-2,156

67

6-1,750

-66

2-1

89

-13

5-3,544

-69

54

17

10

0-3,231

-19,939

89

4-4,517-1,742

•68

9

-54%2

9%

-3%4%

-28

%-1

1%

10%-1

6%

-7%

-37%-4

7%

20%-2

%27%

•21

%

lOyear

chanpe

2016-2006

-16%-4

7%

10%-27%

-5%-2

8%

-5%

-19%-24%9%

5%-19%

-11%

12

%-39%-27%-23%

21

7

1,552

•1,240

39

0

•1.109

97

3

-5,490•1,1493

5

66

5

7,0633

53

33

-2,783

1,002•2,527

-621

33

7

•6861,3395

0

760

-4.317

1,219

■6,294

•2.492

•66

0

Appendix C. EGAS Employee Headcount by Classification fromFY10 through FY16.

Key to Job Types: AP = Academic ProfessionalsCL = Classified

FN = Faculty Non-tenure TrackFT = Faculty Tenure TrackMT = Mountaineer TempNO = Non-classified

EGAS Employee Count FYIO

Count of JOB_TYPE

ORG

Biology

Chemistry

Communication Studies

Cultural Resources Management

Deans Office Arts & Sciences

Department of Public Administration

Eberly College Advising

English

Forensics Identification DL

Geology and Geography

History

Institute for Public Affairs

Leadership Studies

Mathematics

Multidisciplinary Studies Program

Native American Studies

Philosophy & Humanities

Physics

Political Science

Psychology

Regents BA

Religious Studies

School of Social Work

Sociology & Anthropology

Statistics

Womens and Gender Studies

World Languages Literatures and Linguistics

WVU Press Accounts

Grand Total

JOB_TYPE

AP

1

3

1

2

28

CL

11

9

3

1

14

1

2

5

2

5

2

4

1

1

9

5

4

1

5

3

1

1

3

3

96

FN

14

8

8

23

7

6

17

5

27

5

3

12

10

9

5

1

8

39

16

6

1

26

262

FT

17

19

12

MT NC

33

24

19

24

11

17

16

20

1

12

12

7

1

17

268

11

1

18

Grand Total

43

40

23

2

27

13

2

65

9

41

38

1

6

58

6

3

24

38

30

30

2

9

62

31

17

4

46

4

674

EGAS Employee Count FYll• —

1

Count of JOB_TYPE JOB TYPE

ORG AP CL FN FT MT NC Grand TotalBiology 1 11 14 17 1 44

Chemistry 2 8 10 17 1 1 39

Communication Studies 2 8 -J2 22

Cultural Resources Management 1 iDeans Ofhce Arts & Sciences 2 14 1 12 29

Department of Public Administration 2 75 14

Eberly College Advising 2 ' 2

English 2 5 30 1 1 67

Forensics Identification DL 1 2 7 1 11

Geology and Geography 4 5 526 2 42

History 2 14 19 35Institute for Public Affairs 1 1

Leadership Studies 1 1 5

—

6Mathematics 3

4"24 25 56

Multidisciplinary Studies Program 1 6 7Native American Studies 3 3Philosophy & Humanities 1 13 10 24Physics 8 9 17 3 37Political Science 5 11 16 1 33Psychology 4 2 21 1 28Regents BA 1 1 2

Religious Studies8 1 9

School of Social Work 4 6 49 11 70Sociology & Anthropology 3 16 12 31Statistics 2 e" 7 1 17Womens and Gender Studies

2 ^"1 1£

5World Languages Literatures and Linguistics 3 29 17 1 50WVU Press Accounts

3 1 4Grand Total 22 94 277 i 264 11 1 21 689

EGAS Employee Count FY12

Count of JOB^TYPE JOB TYPE

ORG AP CL FN FT MT NC Grand Total

Biology 12 12 17 1 42

Chemistiy 2 9 9 19 1 40

Communication Studies 3 8 12 23

Deans Office Arts & Sciences 1 15 3 11 30

Department of Public Administration 1 2 9 5 17

Eberly College Advising 2 2

English 2 5 30 30 67

Forenslcs Identification DL 1 1 7 1 10

Geology and Geography 4 5 5 27 2 43

History 2 19 20 41

Institute for Public Affairs 1 1

Leadership Studies 1 4 j 5

Mathematics 3 4 29 23 59

Multldlsclpllnary Studies Program 5 1 6

Native American Studies 4 4

Philosophy & Humanities 1 13 10 24

Physics 9 11 is 38

Political Science 5 12 16 33

Psychology 4 3 23 1 31

Regents BA 1 1 2

Religious Studies 9 " 1 10

School of Social Work 4 5 54 9 2 74

Sociology & Anthropology 3 16 13 32

Statistics 2 1 6 6" 1 16Womens and Gender Studies 1 3 1 1 6World Languages Literatures and Linguistics 3 40 18 1 62WVU Press Accounts 3 1 4

Grand Total 21 96 309 269 8 19 722




Biology 1 12 13 19 45

Chemistry 1 9 11 21 1 43




Eberly College Advising 1 1 2

English 1 5 31 31 68

Forensic Science Research Center 2 2

Forensics Identification DL 1 1 8 3 1 14

Geology and Geography 4 5 9 26 2 2 48

History 2 20 19 41

Institute for Public Affairs 1 1 2

Leadership Studies 3 3

Mathematics 3 4

iIorj

i

i

25 65

Multidisciplinary Studies Program 1 5 6



Physics 9 11 20 1 41



Regents BA 1 1 2

Religious Studies 8 1 9

School of Social Work 5 6 44 11 66


Statistics 1 1 3 7 1 13

Womens and Gender Studies 1 3 1 1 6

World Languages Literatures and Linguistics 3 39 17 59

WVU Press Accounts 2 2 1 5

Grand Total 21 100 322 282 7 23 755


Count of JOB.TYPE JOB_TYPE


Biology 2 10 11 18 1 42

Chemistry 3 10 9 21 1 1 45


Deans Office Arts & Sciences 2 18 16 36


Eberly College Advising 1 2 1 4

English 1 5 27 32 65



History 2 17 21 40






Physics 8 11 18 1 38






Statistics 1 1 4 8 1 15

Womens and Gender Studies 1 2 1 4

World Languages Literatures and Linguistics 1 3 40 17 61

WVU Press Accounts 1 2 1 4

Grand Total 26 96 314 284 1 6 22 748

EGAS Employee Count FY15.

Count of JOBJTYPE JOB_TYPE "-


Biology 2 13 14 18 2 49

Chemistry 1 10 8 21 1 41





English 1 4 27 30 62



History 2 15 21 38






Physics 1 9 12 20 42


Psychology 4 2 24 1 1 32


School of Social Work 5 5 52 12 1 75


Statistics 1 5 9 1 16

Womens and Gender Studies 5 1 1 7

World Languages Literatures and Linguistics 1 3 49 18 71

Grand Total 27 95 338 291 10 20 781

EGAS Employee Count FY16-



Biology 2 12 14 21 1 50

Chemistry 2 10 9 19 1 1 42





English 1 5 28 30 64

Forenslcs Identification DL 1 2 11 3 1 18


History 2 17 21 40



Multldiscipllnary Studies Program 1 6 7



Physics 2 7 10 21 1 41

Political Science 4 9 14 1 28

Psychology 4 6 23 1 1 35



Sociology & Anthropology 2 18 17 1 38

Statistics 1 4 11 16

Womens and Gender Studies 1 5 1 i 7

World Languages Literatures and Linguistics 1 2 44 19 t1 66

Grand Total 31 91 332 293 13 20 i 780

Appendix D. HEPC Data File on Faculty FTE, 2009 through2016.

Key to Job Types: ATI = Tenure TrackINTT = Non-tenure Track

INTT-CL = Non-tenure Track Clinical

Primary Dept Code:110 - Zo09

HEPC Annu HEPC Annu HEPC Annual PTE SUM

CiP Prima CIP Primary Primary Org Name D Parent Dept Cod ATI INTT INTT-CL Sum of FIE

050207 Women's Studies Center for Womens Stuc 110690000 1.00 0.12 1.12

099999 Communication, Journaiisr Communication Studies 110670000 12.00 4.01 16.01

160101 Foreign Languages and Lite Foreign Languages 110520000 17.00 13.61 30.61

230101 English Language and Liter English 110490000 33.00 13.28 1.00 47.28

240102 General Studies Regents BA 110460000 1.00 1.00

260101 Biology/Biological Sciences Biology 110450000 17.00 6.03 1.00 24.03

270101 Mathematics, General Mathematics 110570000 24.00 11.23 35.23

270501 Statistics, General Statistics 110680000 7.00 1.12 1.00 9.12

309999 Multi-/lnterdisciplinary Stu Multidisciplinary Studies 110730000 3.00 1.00 4.00

380101 Philosophy Philosophy & Humanitie 110580000 11.00 7.56 18.56

380201 Religion/Religious Studies Religious Studies 110640000 1.00 0.84 1.84

400501 Chemistry, General Chemistry 110470000 18.53 7.00 25.53

400601 Geology/Earth Science, Ge Geology and Geography 110530000 24.44 1.00 25.44

400801 Physics Physics 110590000 18.00 3.00 21.00

420101 Psychology, General Psychology 110620000 20.00 2.12 22.12

430111 Criminalistics and Criminal Forensics Identification 1 255010000 3.36 1.00 4.36

440401 Public Administration Division of Public Admin 110630000 5.72 0.24 1.00 6.96

440701 Social Work Division of Social Work 110770000 12.00 8.02 2.00 22.02

449999 Public Administration and: Leadership Studies 110750000 0.36 1.00 1.36

451001 Political Science and Gover Political Science 110610000 16.00 2.52 18.52

451101 Sociology Sociology & Anthropolo| 110650000 12 8.12 1 21.12

540101 History, General History 110540000 19.72 3.08 22.80

540101 History, General Native American Studies 110710000 1.11 1.11

Total 269.41 100.73 11.00 381.14

Primary Dept CodeillO -ZOiO

HEPC Annual FTE SUM HEPC Annual PTE SUM HEPC Annual FTE SUM

050207 Women's Studies 1.00 0.24 1.24

099999 Communication, Journalism, and Related Fi( ^ 12.00 4.28 16.28

160101 Foreign Languages and Literatures, General 17.00 15.81 32.81

230101 English Language and Literature, General 31.00 17.00 1.00 49.00

240102 General Studies 1.00 1.00

260101 Biology/Biological Sciences, General 17.00 6.38 1.00 24.38

270101 Mathematics, General 25.00 10.42 35.42

270501 Statistics, General 7.00 1.12 1.00 9.12

309999 MultiVlnterdisciplinary Studies, Other 4.12 1.00 5.12

380101 Philosophy 10.00 8.28 18.28

380201 Religion/Religious Studies 1.00 1.44 2.44

400501 Chemistry, General 17.00 8.00 25.00

400601 Geology/Earth Science, General 25.44 1.00 26.44

400801 Physics 17.72 3.00 20.72

420101 Psychology, General 21.00 1.12 22.12

430111 Criminalistics and Criminal Science () 3.36 1.00 4.36

440401 Public Administration 5.00 0.22 1.00 6.22

440701 Social Work 11.00 8.11 2.00 21.11

449999 Public Administration and Social Service Pro 0.36 1.00 1.36

451001 Political Science and Government, General 16.00 2.52 18.52

451101 Sociology 12.00 9.68 1.00 22.68

540101 History, General 19.00 3.05 22.05

540101 History, General 1 1.00

265.16 110.51 11.00 386.67

Primary Dept Code:110

HEPCAnnu HEPC Annual FIE SUM HEPC Annual FIE SUM

CIP Priman CIP Primary D Parent Dept Code ATI INTT INTT-CL SUM of FTE

050207 Women's Studies 110690000 1.00 0.92 1.92

099999 Communication, Journalism, and Related Fields 110670000 12.00 4.16 16.16

160101 Foreign Languages and Literatures, General . 110520000 18.00 17.24 35.24

230101 English Language and Literature, General 110490000 29.00 16.77 1.00 46.77

240102 General Studies 110460000 1.00 1.00

260101 Biology/Biological Sciences, General 110450000 16.00 6.66 1.00 23.66

270101 Mathematics, General 110570000 22.00 12.28 34.28

270501 Statistics, General 110680000 6.00 1.12 1.00 8.12

309999 Multi-/lnterdisclplinary Studies, Other 110730000 4.00 1.00 5.00

380101 Philosophy 110580000 9.84 6.92 16^76380201 Religion/Religious Studies 110640000 1.00 1.72 2.72

400501 Chemistry, General - 110470000 , 18.72 8.00 26.72

400601 Geology/Earth Science, General 110530000 25.44 1.00 26.44

400801 Physics 110590000 17.72 2.48 20.20

420101 Psychology, General 110620000 23.00 1.36 24.36

430111 Criminalistics and Criminal Science () 255010000 1.00 4.50 5.50

440401 Public Administration 110630000 5.00 0.60 1.00 6.60

440701 Social Work 110770000 9.00 8.62 2.00 19.62

449999 Public Administration and Social Service Profes 110750000 0.36 1.00 1.36

451001 Political Science and Government, General 110610000 16.00 3.52 19.52

451101 Sociology 110650000 12.72 9.00 1.00 22.72

540101, History, General 110540000 18.00 3.29 21.29

540101 History, General 110710000 1.00 1.00

Total 261.44 115.52 10.00 386.96

Primary Dept CoderllO - 201Z.


CIP Primary CIP Primary Primary Or.D Parent D ATT INTT INTT-CL Sum of FIE

050207 Women's S Womens ai l.llE+08 1.00 1.06 2.06

099999 CommunicCommunic l.llE+08 14.00 4.32 18.32

160101 Foreign Lar World Lang l.llE+08 17.00 17.06 34.06

230101 English Lan English l.lE+08 30.72 17.77 1.00 49.49

240102 General Sti Regents l.lE+08 1.00 1.00

260101 Biology/Bic Biology l.lE+08 16.00 8.04 1.00 25.04

270101 Mathemati Mathemati l.llE+08 25.25 11.77 37.02

270501 Statistics, C Statistics l.llE+08 7.00 1.13 1.00 9.13

309999 MultiVlnte Multidiscip l.llE+08 4.00 1.00 5.00

380101 Philosophy Philosophy l.llE+08 9.84 7.68 17.52

380201 Religion/Rc Religious Si l.llE+08 1.00 1.78 2.78

400501 Chemistry, Chemistry l.lE+08 20.72 9.00 29.72

400601 6eology/Ec Geology an l.llE+08 25.44 1.13 0.73 27.30

400801 Physics Physics l.llE+08 17.72 2.26 19.98

420101 Psychology Psychology l.llE+08 25.00 2.41 27.41

430111 Criminalisti Forensics l( 2.55E+08 3.00 3.63 1.00 7.63

440401 Public Adm Departmer l.llE+08 4.00 0.31 1.00 5.31440701 Social Worl School of S l.llE+08 11.00 7.33 2.00 20.33

449999 Public Adm Leadership l.llE+08 1.00 1.00 2.00

451001 Political Sci Political Sci l.llE+08 15.00 3.95 18.95

451101 Sociology Sociology B l.llE+08 12.00 9.32 1.00 22.32

540101 History, Ge History l.llE+08 18.00 4.93 22.93

540101 History, Ge Native Ami l.llE+08 1.11 1.11

Total 273.69 120.99 11.73 408.41

Primary Dept Code: 110 - ZOfB


CIP Primary CIPPriman Primary Or. D Parent D ATT iNTT INTT-CL Sum of PTE050207 Women's SWomensai l.llE+08 1.00 1.06 2.06

099999 Communic. Communic l.llE+08 13.00 4.31 17.31

160101 Poreign Lar World Lang l.llE+08 17.00 19.78 36.78230101 English Lan English l.lE+08 31.72 14.82 1.00 47.54260101 Blology/BIc Biology l.lE+08 18.00 7.82 1.00 26.82270101 Mathemati MathematI l.llE-t-08 26.00 16.52 42.52270501 Statistics, C Statistics l.llE+08 7.72 1.00 1.00 9.72309999 MuitiVlnte Muitidiscip l.llE+08 5.00 1.00 6.00380101 Philosophy Philosophy l.llE+08 10.00 7.42 17.42380201 Reiigion/R€ Religious Si l.llE+08 1.00 1.78 2.78400501 Chemistry, Chemistry l.lE+08 20.72 8.00 28.72400601 Geoiogy/Ec Geology an l.llE+08 27.16 1.13 0.73 29.02400801 Physics Physics l.llE+08 19.00 2.00 21.00420101 Psychology Psychology l.llE+08 22.00 3.13 25.13430111 Criminaiisti Porensics U 2.55E+08 3.00 3.63 1.00 7.63440401 Public Adm Departmer l.llE+08 5.00 1.78 1.00 7.78440701 Social Worl School of S l.llE+08 10.00 6.99 2.00 18.99449999 Public Adm Leadership l.llE+08 1.13 l.OO 2.13451001 Political Sci Political Sci l.llE+08 16.00 3.97 19.97451101 Sociology Sociology S l.llE+08 13.00 9.19 1,00 23.19540101 History, Ge History l.llE+08 21.00 4.28 25.28540101 History, Ge Native Amt l.llE+08 l.ll 1H

Total 282.32 125.85 10.73 418.90

Primary Dept Code:110-j^/y


ClPPrimar^CIP Primary Primary Or. D Parent D ATT INTT INTT-CL Sum of PTE


099999 CommunicCommunici l.llE+08 12.00 5.31 17.31

160101 Poreign Lar World Lang l.llE+08 19.00 20.97 39.97


260101 Biology/Sic Biology l.lE+08 17.00 8.82 1.00 26.82


270501 Statistics, C Statistics l.llE+08 8.72 3.26 11.98309999 Multi-/lnte Multidiscip l.llE+08 5.00 1.00 6.00380101 Philosophy Philosophy l.llE+08 9.64 6.81 16.45

380201 Religion/Rc Religious SI l.llE+08 1.00 1.65 2.65400501 Chemistry, Chemistry l.lE+08 21.00 8.00 29.00

400601 Geology/Ec Geology an l.llE+08 29.16 1.93 0.73 31.82400801 Physics Physics l.llE+08 19.00 2.00 21.00

420101 Psychology Psychology l.llE+08 24.00 2.00 26.00

430111 Criminalisti Porensics l( 2.55E+08 3.00 3.52 1.00 7.52

440401 Public Adm Oepartmer l.llE+08 6.00 1.78 1.00 8.78

440701 Social Worl School of S l.llE+08 12.00 7.07 2.00 21.07449999 Public Adm Leadership l.llE+08 0.52 1.00 1.52

451001 Political Sci Political Sci l.llE+08 15.00 3.76 18.76

451101 Sociology Sociology S l.llE-i-08 15.00 9.80 1.00 25.80

540101 History, Ge History l.llE+08 21.00 5.14 26.14540101 History, Ge Native Am« l.llE+08 1.13 1.13

Total 289.52 125.92 9.73 425.17

Primary Dept Code:110

HEPC Annu HEPC Annual PTE SUM HEPC Annual PTE SUM

CIP Primary CIP Primary Primary Or. D Parent D- ATT INTT INTT-CL SUM of PTE


099999 CommunicCommunici l.llE+08 13.00 4.18 17.18

160101 Poreign Lar World Lang l.llE+08 19.00 27.54 46.54


260101 Biology/Bic Biology l.lE+08 19.00 9.57 2,00 30.57


270501 Statistics, C Statistics l.llE+08 10.72 3.11 13.83

309999 Multi-/lnte Multidiscip l.llE+08 4.00 1.00 5.00

380101 Philosophy Philosophy l.llE+08 9.72 5.73 15.45

380201 Religion/R€ Religious SI l.llE+08 1.00 3.56 4.56

400501 Chemistry, Chemistry l.lE+08 19.00 8.72 27.72

400601 Geology/Ec Geology an l.llE+08 25.72 1.85 1.00 28.57

400801 Physics Physics l.llE+08 21.00 2.00 23.00

420101 Psychology Psychology l.llE+08 22.75 4.00 26.75430111 Criminalisti Porensics Ic 2.55E+08 3.00 5.19 1.00 9.19440401 Public Adm Departmer l.llE+08 7.00 0.81 1.00 8.81440701 Social Worl School of S l.llE+08 12.00 7.17 2.00 21.17449999 Public Adm Leadership l.llE+08 1.27 1.00 2.27451001 Political Sci Political Sci l.llE+08 14.00 4.24 18.24451101 Sociology Sociology £ l.llE+08 17.00 11.32 1.00 29.32540101 History, Ge History l.llE+08 21.00 3.28 24.28540101 History, Ge Native Amt l.llE+08 1.13 1.13

TOTAL 290.91 149.88 11.00 451.79

Primary Dept Code:110 -

HEPCAnnu

CIP Primary CIP Primary Primary Or. D Parent Dept C ATT

HEPC Annu HEPC Annual PTE SUM

INTT INTT-CL Sum of PTE

0207 Women's S Womens ai 110690000 1.00 1.26 2.26

9999 Communici Communio 110670000 13.00 5.86 18.86

160101 Poreign Lar World Lang 110520000 19.00 19.71 38.71

230101 English Lan English 110490000 32.00 14.42 1.00 47.42

260101 Biology/Bic Biology 110450000 19.00 9.45 2.00 30.45

270101 Mathemati Mathemati 110570000 26.00 22.19 48.19

270501 Statistics, C Statistics 110680000 8.00 3.26 11.26

309999 Multi-/lnte Multidiscip 110730000 4.00 1.00 5.00

380101 Philosophy Philosophy 110580000 9.72 5.73 15.45

380201 Religion/Rc Religious S1 110640000 1.00 4.14 5.14

400501 Chemistry, Chemistry 110470000 21.00 8.00 29.00

400601 Geology/Ec Geology an 110530000 27.00 3.13 0.80 30.93

400801 Physics Physics 110590000 22.00 3.00 25.00

400801 Physics STEM Ed C< 110590400 3.00 3.00

420101 Psychology Psychology 110620000 22.75 5.00 1.00 28.75

430111 Criminalist! Porensics l( 255010000 5.00 4.65 2.00 11.65

440401 Public Adm Departmer 110630000 6.00 0.65 1.00 7.65

440701 Social Worl School of S 110770000 12.00 5.53 2.00 19.53

449999 Public Adm Leadership 110750000 1.00 1.00 2.00

451001 Political Sci Political Sci 110610000 18.00 5.04 23.04

451101 Sociology Sociology S 110650000 18.00 11.45 1.00 30.45

540101 History, Ge History 110540000 19.00 5.63 24.63

540101 History, Ge Native Am( 110710000 1.24 1.24

TOTAL 299.47 144.34 15.80 459.61

Appendix E. EGAS Supplemental Instruction Budget.

2016-10-17 Per Course 6TA N 2015-16 & 2016-17 (Sp 2017 est) +6TA 2015-16

2015-16 On Campus Per

Course N (Lecturer &

Overload)

curent per

course rate

2015-16

cost at

current

rate

2016-17

cost at

current

rate diff

BaseTA

Lines

+TAS

2015-16 TArate

Addional

6TA cost

without caps

Fall 2015 Sp2016 Fall 2016

Sp 2017 perChain CSept)

BIOL 5 5 6 5 $4,800 $48,000 $52,800 $4,800 51 5 $12,636 + caps $63,180

CHEM 1 1 1.5 $4,800 $4,800 $12,000 $7,200 47 _ 3.5 $12,636 -f caps $44,226

COMM 3 $3,700 $11,100 $0 -$11,100 18 1 $12,400-heaps $12,400 1

1

~ $^,000ENGL 60 60' 56 51 $395,900 -$48,100 57 23$12,400 + caps $31,000

FIS 3.5 1 4 1 $4,800 $21,600 $24,000 $2,400 4 1 $12,400 + caps

3

h

h

ys

i'l

$12,400 n

L5GEOG/GEOL 1 2 1 1 $4,800 $14,400 $9,600 -$4,800 32 $12,636 + caps $18,954 1

$3,700 $«,iob.HIST 7 6 10 4 $51,800 $3,700 20 $12,400 + caps

ASP $3,700 3 $12,400-heaps

MATH except 122 27 21 22 $4,100 $196,800 $141,613College fall 2016-

all math 24 8 $12,400 -h caps $99,200 1

MATH 122 28 21 5 $3,500 $171,500 $140,000College Sp 2017

est $12,400 -h caps

PHIL 10 11 9 10 $3,700 $77,700 $70300 -$7,400

HUM 16 16 16 16 $3,700 $118,400 $118,400 SO

PHYS/ASTR $4,800 $0 24 5 $12,636 -h caps $63,180*

POLS 8 3 4 3 $3,700 $40,7OTn $25300 -$14,800 13 $12,400 -h caps

PSYC 3 $4,100 $12,300 $0 40 0.5 $12,400 -h caps

4

$6,200 J

PUBA 1 1 1 $3,700 $3,700 $7,400 $3,700 3

2016-10-17 Per Course 6TA N 2015-16 & 2016-17 (Sp 2017 est) +GTA 2015-16

2015-16 On Campus Per

Course N (Lecturer 8i

Overload)

curent per

course rate

2015-16

cost at

current

rate

2016-17

cost at

current

rate diff

BaseTA

Lines

+TAs

2015-16 TArate

Addional

GTA cost

without caps

Fall 2015 Sp2016 Fall 2016

Sp 2017 perChair* (Sept)

44SOCA 10.5 11 8 7 $3,700 $79,550 $55,500 -$24,050 9 $12,400

SOWK/GERO 5.5 4.5 9 5 $3,700 $37,000 $51,800 $14,800 6 $12,4(X) + caps

STAT 3 2 $4,100 $20,500 $20700 13 $12,400 Ba:

WLLL 23 24 33 36 $3,700! $173,900 $255700 1 $81,400 65 8$12,400 $99,200 86

lEP 56 58 $3,700 $421,800 *s8enote

$11,100LDR 2 1 2 4 $3,700 $22,200 $11,100 1 $12,400

4 2MDS $3700 $0 , V $12,400 caps

NAS 1 1.3 2 $3,700 $8.51(^ $7,400 -$1,110

RELG 7.5 8.5 7 7 $3.700| $59,200 $51,800 -$7,400

WGST 2 1 1 $3,700 $11,100 $3,700 -$7,400 S $12,400

$2ioi5,2^Sum 273 263.3-

$1717,913 433 36 $449740

Sum - lEP 217 205.3 197 157.5 $1,593,460 $1,517713 $350,740

—

+Math

GS3-H53t:

Mathdiff

$75,547

•WLLL $86,687

70 GTA Bnes for 2016-17 as of 8.11.16 (per Mison); 8 are lEP. 62 CoQege

Comoarison fBOaXbl 1 1 1 1

FallllOS^ 33 Lecturer courses 124 GTA courses (62x2) "157 (48 iEPGTAs; 39 lEP Lecturer courses)

Fall 2015 ° 23 Lecturer courses 4146 GTA courses (65 x 2) > 153 (48 lEP GTAs; 56 lEP Lecturer courses)- - ■ •

1 1 1 1 _

Appendix F. Student Faculty Ratios among Different InstitutionalPeer Groups.

Student to Faculty Ratios

Mission Peer Institutions - all land grant institutions with medicai schools

Institution Student to Faculty RatioMichigan State University 17:1

University of Kentucky 17:1

University of Minnesota 17:1

University of Wisconsin (Madison) 17:1

Ohio State University 19.1

Texas A&M University 20:1

University of Missouri (Columbia) 20:1

University of Florida 21:1

West Virginia University 21:1

University of Nevada (Reno) 22:1

University of Arizona 23:1

Big Twelve Schools

Institution Student to Faculty RatioTexas Christian University 13:1

Baylor University 15:1

University of Kansas 16:1

University of Oklahoma 17:1

University of Texas (Austin) 18:1

Iowa State University 19:1

Kansas State University 19:1

Oklahoma State University 20:1


Texas Tech University 22:1

Higher Education Policy Commission (HEPC) Peer Institutions

Institution Student to Faculty RatioUniversity of Hawaii (Manoa) 13:1

North Carolina State University 14:1

Virginia Tech 14:1

University of Iowa 15:1

SUNY Buffalo 16:1

University of Louisville 16:1

University of Maryland (College Park) 16:1

University of Utah 16:1

Michigan State University 17:1

University of Cincinnati 17:1

University of Connecticut 17:1

University of Kentucky 17:1

University of New Mexico 17:1

University of Vermont 17:1

University of Georgia 18:1

University of Massachusetts (Amherst) 18:1

Ohio State University 19.1

Virginia Commonwealth University 19:1

Texas A&M University 20:1

University of Missouri (Columbia) 20:1

University of Florida 21:1


University of Nevada (Reno) 22:1

University of Arizona 23:1

Appendix G. Delaware Study of Faculty Productivity.

^ ̂stVuginiaUnivefsi^tOFFICE OF THE PROVOST

October 27,2016

MEMORANDUM

To:

From:

Greg Bowman, Dean, College of Law; Gene Cilento, Dean, Statler College of Engineering and MineralResources; Gypsy Denzlne, Dean, College of Education and Human Services; Paul Kreider, Dean,College of Creative Arts; Maryanne Reed, Dean, Reed College of Media; Javier Reyes, Dean, Collegeof Business and Economics; Gregory Dunaway, Dean, Eberly College of Arts and Sciences; DanielRoblson, Dean, Davis College of Agriculture, Natural Resources, and Design

Russell K. DeanVice Provost

Subject: Delaware Study of Faculty Productivity

Please find enclosed two documents with Information excerpted from the latest Delaware Study of Faculty Productivity.

The first enclosure Is an Informational document that explains the study's background, methodology, and IncludedInstitutions. The second enclosure Is a spreadsheet of excerpted data. Including comparisons of \WU and nationalpeers for student credit hour productivity per full-time equivalent (for all faculty combined, as well as tenured or tenure-track faculty only) and research productivity.

More Information about the Delaware study Is available at httD://ire.udel.edu/cost/.

Please contact me If you have any specific questions.

Enclosed: 2015 Delaware Study Information Sheet2015 Delaware Study of Faculty Productivity (Fall 2014 Data)

C: Joyce McConnell, Provost and Vice President for Academic AffairsDan Durbin, Senior Associate Vice President of Administration & Finance

ACADEMIC AFFAIRS

RESEARCH

EXTENSION AND PUBLIC SERVICE

INFORMATION TECHNOLOGY

PC Box 62031 Stewart HallMorgantcwn. WV 26506-6203

0 304.293.7554

http://provost.wvu.edu/Equal Opportunity/Affirmative Action Institution

2015 Delaware Study Information Sheet

IntroductionThe Delaware Study of instructional Costs allows the comparison of WVU instructional and researchproductivity by faculty rank as compared to national peers who participate in the annual survey. ThisExcel file produced by the Office of Institutional Research contains both national and WVU data for themost recent submission of Fall 2014 faculty cohort data. This information is provided for each individualClassification of Instruction Program (CIP) code used as part of the U.S. Department of Education'sNational Center for Education Statistics. The numbers are then organized by WVU college. All chartsinclude Student Credit Hour (SCH) data and Research Productivity as submitted to the Delaware Study.

In formation FormulasThe first chart in the spreadsheet displays a comparison of WVU and national peers for student credithour productivity per full-time equivalent (PTE) of all categories of faculty (FAC). This data is provided forundergraduate (UG), graduate (GR), and both levels combined (Total). The second chart is the same asthe first, except that is compares only tenured or tenure-track faculty (T/TT) at WVU against only tenuredor tenure-track faculty at the peer institutions. In both the first and second charts, if column J isnegative, the number represents the number of additional SCHs needed to bring the department to thepeer average. If positive, it represents the amount of SCHs taught above the peer average. Thedifference in SCH productivity is blank if there is no national average for comparison. Note that this mayimpact the overall totals for some colleges. The calculation for coiumn J is:

WVU Total SCH (Column H)- National Total SCH (Column E)* WVU Total Instructional FTE Facultv (Column \)

Difference SCH Productivity (Column J)

The third chart shows WVU and national peer research productivity. This data is for tenured and tenure-track faculty only. If the difference in research dollars is negative, it represents the additional dollarsneeded to bring the department to the peer average. If positive, it represents the surplus of researchdollars above the peer average. Again, the difference is blank if there is no national average forcomparison and this may impact the overall total for some colleges. Column H is calculated as follows:

WVU Average (Columns E&F)- Peer Average (Columns C&D)* Total T/TT FTE of Facultv fColumn G)

Difference in Research Dollars (Column H)

AcronymsCIP - Classification of Instruction ProgramFAC - FacultyFTE - Full-time EquivalentGR - Graduate

SAS - Statistical Analysis SystemSCH - Student Credit Hours

UG - UndergraduateT/TT - Tenure and Tenure-Track

Included InsriturionsThe Carnegie Commission's changes for Doctoral Universities to include moderate research activity mayinfluence the groupings that the Delaware Study used to produce a national norm. However, themovement of the West Virginia University from Research High (R2) to Research Very High (R1), whilechanging the subset of the R1 participants, will not change WVU's benchmarking group. This isbecause, for consistency with previous years, both R1 and R2 institutions were used in the analysis. Tosome extent, the peers included in WVU's benchmarking comparisons vary from year to year because ofchanges in Delaware Study participants.

The benchmarking categories are by Carnegie Classification of the institution as follows:

• Research institutions, including:(R1) Research Universities - Highest Research Activity(R2) Research Universities - Higher Research Activity

• Doctoral institutions, including:(R3) Moderate Research Universities

The list of the 2015 Delaware Study participants includes:

(R1) Research Universities: Clemson University, Florida Intemational University, Kansas State University,North Carolina State, University at Raleigh, Ohio State University - Main Campus, SUNY - Albany, SUNY- Stony Brook, SUNY University at Buffalo, University of Alabama at Birmingham, University of Arkansas,University of California - Irvine, University of Central Florida, University of Cincinnati - Main Campus,University of Colorado at Boulder, University of Connecticut, University of Delaware, University ofHouston, University of Kansas, University of Kentucky, University of Massachusetts - Amherst,University of Mississippi - Main Campus, University of Missouri - Columbia, University of Nebraska -Lincoln, University of New Mexico - Main Campus, University of North Carolina at Chapel Hill, Universityof South Carolina - Columbia, University of Tennessee -• Knoxville, University of Texas at Austin, TheUniversity of Utah, University of Virginia - Charlottesville, Virginia Polytechnic Institute & State University,West Virginia University

(R2) Research Universities: Augusta University, Ball State University, Bowling Green State University -Main Campus, Catholic University of America, Central Michigan University, East Carolina University,Miami University - Oxford, Mississippi State University, Missouri University of Science and Technology,Montana State University - Bozeman, New Mexico State University - Main Campus, North Carolina A &T State University, Northern Arizona University, Northern Illinois University, Ohio University - MainCampus, Saint Louis University, Simon Fraser University, South Dakota State University, University ofAlabama - Huntsville, University of Alaska System - Fairbanks, University of Idaho, University ofMassachusetts - Boston, University of Massachusetts - Dartmouth, University of Massachusetts -Lowell, University of Missouri - Kansas City, University of Missouri - St. Louis, University of Montana,The, University of New Hampshire Main Campus, University of North Carolina at Charlotte, University ofNorth Carolina at Greensboro, University of North Dakota, University of Rhode Island, University ofSouthern Mississippi, University of Toledo, University of Vermont, University of Wyoming, Wichita StateUniversity, Wilfrid Laurier University, Worcester Polytechnic Institute

More Intormationhttp://ire.udel.edu/cost/

2015 DELAWARE STUDY OF FACULTY PRODUCTIVITY (Fall 2014 Data)

Tenured or Tenure Track Faculty-Student Cre

dit Hour Productivity

Peer Averaae

WVU Averaae

243.0

AGRICULTURE, AGRICULTURE OPERATIONS. AND RELATED SCIENCES

215.0

Agnc

uttu

ral Business and Management

236.0

277.0

259.0

Animal Sciences

278.0

308.0

411.0

Family and Consumer Saences/Human Sciences, General

185.0

215.0

202.0

263.0

Fore

stry

Rant Sciences

181.0

229.0

TOTAL

iBio

togy

, General

i220.0

-3.947.9

Chem

istr

y205.0

31.0

234.0

195

32

227

23.0

-161.0

iCri

mina

l Ju

stic

e191.0

23.0

211.0

23

29

53

2.8

-445.6

[Eng

lish

Language an

d Li

tera

ture

. Gen

eral

l102.0

19.0

121.0

76

18

94

35.8

-965.3

Ethn

ic. Cultural Minority, and Gender Studies

125.0

11.0

138.0

30

30

1.0

-108.0

[For

eign

Lan

guag

es & Li

tera

ture

s. Gen

eral

[103.0

17.0

121.0

57

40

97

20.0

«480.0

Geol

ogic

al and Ear

th Sde

nces

/Geo

scie

nces

[153.0

22.0

178.0

241

26

267

28.8

2.S66.B

Hist

ory

170.0

15.0

185.0

125

20

145

22.7

-907.6

Liti

eral

Art

s and Sciences, General Studies and Humanities

147.0

5.0

179.0

2.0

-358.0

Mathematics

164.0

22.0

187.0

126

23

150

36.0

-1.332.0

Multidiscplinary Studies

0.0

Philosophy

181.0

16.0

192.0

183

183

9.6

-86.8

Physics

{160.0

23.0

181.0

147

25

172

24.9

-224.4

Poli

tica

l Science and Government

166.0

21.0

186.0

194

29

223

14.9

550.9

[Psychology, Ge

nera

l191.0

28.0

218.0

98

30

129

27.8

-2.472.4

Public Administration

31.0

71.0

107.0

26

70

96

6.7

-73.5

Reli

gion

/Rel

igio

us Studies

i157.0

17.0

167.0

699

699

1.0

532.0

Sodal Wor

1(59.0

77.0

130.0

27

59

87

12.0

•516.0

[Soc

iolo

gyI

184.0

18.0

201.0

212

218

15.9

269.5

Stat

isti

cs138.0

63.0

199.0

40

85

125

8.6

-634.2

TOTAL

[Accounting and Re

late

d Se

rvic

es[Bu

sine

ss Ad

ministration. M

anag

emen

tiBu^ness/Managerial Economics

ITOTAL

[Chemical En

gine

erin

g[

178.0

49.0

226.0

178.0

49.0

228.0

160.0

37.0

206.0

160.0

37.0

206.0

217.0

30.0

244.0

217.0

30.0

244.0

132.0

30.0

162.0

86

26

112

317.8

15.7

29.8

26.5

72.0

15.44

Jt 793 A

-772.0

Civil E

ngineering

j127.0

32.0

163.0

97

24

121

20.46

-8S9.3

aectrical. Becfronics and Comm Eng

[120.0

44.0

166.0

84

37

121

38.63

-1.747.4

Enlgineering, G

eneral

[135.0

27.0

157.0

1.00

-157.0

Industrial Btgineering

[135.0

64.0

198.0

231

52

283

12.88

1.094.8

Mechanical Ert

gine

ertn

g[

154.0

33.0

191.0

164

32

197

37.50

225.0

Mini

ng ar^d Mineral En

gine

erin

g[

165.0

27.0

192.0

91

22

113

7.80

•616.2

Pefroleum En

gine

erin

gI

168.0

56.0

224.0

286

61

347

5.40

664.2

TOTAL

[Dra

ma/T

heat

re Art

s and Sta

gecr

aft

94.0

17.0

107 0

132

10

141

139.3

13.00

-Z167.9

109.0

13.0

121.0

105

9114

18.00

Creative Arts

Music

TOTAL

79.0

16.0

94.0

90

27

116

28.00

59.0

53.0

62.0

115.0

42

51

93

30.00

•660.0

109.0

47.0

153.0

51

36

87

10.42

-887.7

College of

94.0

68.0

162.0

112

63

176

19.8

277.2

Education. Other

57

57

3.0

Rehabiiltation and Therapeutic Prof

57.0

105.0

152.0

970

79

8.0

•584.0

Heatth and Phvical Education/Fitness.Other

167.0

36.0

211.0

142

45

187

12.7

•304.1

TOTAL

83.9

-1.958.6

Communication. Joumailsm. and Related Proorams. Other

336

38

373

12.0

Reed College of

Journalism

148.0

13.0

1158.0

113

10

123

12.0

Media

total

24.0

Collogo of Law

Law (LLB., J.D.)

1.0

167.0

168.0

0155

155.0

27.1

*Difference in SCH Productlvity-if negative, repfesents the nutnlwr of adcfitional SCH"s needed to bring the department up to the

2015 DELAWARE STUDY OF FACULTY PRODUCTIVITY (Fall

200.0

226.0

233.0

260.0

239.0

230.0

261.0

333.0

234.0

285.0

225.0

258.0

198.0

242.0

106.5

AGRiCULTURE, AGRICULTURE OPERATIONS. AND RELATED SCIENCES

Agri

cult

ural

Business and Management

lAnlmal Sciences

iFamlly and Co

nsum

er Sci

ence

s/Hu

man Sciences. G

eneral

[Forestry

[pla

nt Sc

iences

TOTAL

[Biology, G

ener

al243.0

259.0

319.0

3.163.8

Chemistry

264.0

17.0

281.0

304

17

321.0

44.1

1.763.2

Criminal Justice

244.0

17.0

264.0

170

14

185.0

9.4

-742.6

Engl

ish Language and Lit

erat

ure,

General

165.0

8.0

174,0

234

12

246.0

65.8

4.736.9

Ethnic. Cu

ltur

al Minority, and Gender Studies

[192.0

8.0

199.0

418

424,0

4.1

329.3

Fore

ign 1-

angu

ages

& Li

teratures. Gen

eral

[163.0

9.0

172,0

203

14

218.0

64.7

2.973.9

Geological and Ear

th Sde

nces

/Geo

scie

nces

167.0

16.0

184,0

321

19

340.0

39.9

6.224.4

History

i201.0

11,0

213,0

228

13

241.0

36.4

1.018.1

Liberal Ar

ts aiK

J Sc

ienc

es. Ge

nera

l St

udie

s an

d Hu

mani

ties

206.0

4.0

208.0

161

161.0

27.5

-1.294.4

iMathematics

291.0

11.0

303.0

371

14

386,0

65.3

5.419.9

jMultidiscplinary S

tudi

es[

239

239.0

6.7

Phil

osop

hy[

226.0

9.0

235.0

344

344.0

17,0

1.851.9

Phys

ics

{200.0

15.0

215.0

208

18

226,0

38.0

417.6

Political Science and Government

191.0

16.0

208,0

239

21

260.0

23.3

1.210.6

Psychology. General

260.0

18.0

278,0

340

22

362.0

39.8

3.340.7

Public Administration

45.0

70.0

118,0

16

69

84.0

11.2

-360.1

Reli

gion

/Rel

igio

us Studies

242.0

9.0

248.0

983

983.0

3.3

2.425.5

Social Work

106.0

93.0

186,0

77

76

153.0

25.2

-832.9

Sodology

259.0

12.0

271,0

564

568.0

30.4

9.028.8

Statistics

225.0

38.0

284,0

254

60

313.0

16.1

467.5

TOTAL

[Accounting and Re

late

d Services

Business Adm

inis

trat

ion,

Management

Business/Managerial Economics

TOTAL

[Chemical Engineering

[

279.0

44.0

320.0

217

43

260.0

240.0

33.0

270.0

309

56

365.0

331.0

25.0

353.0

372

32

403.0

124.0

23.0

154.0

86

24

110.0

620.8

22.5

46.5

36.2

105.3

16.7

41,721.9

-734.4

Civi

l Eng

irre

erin

g[

127.0

28.0

161.0

91

22

114.0

21.7

-1.020.4

Electrical. B

ectr

onic

s and

Comm Enq

[120.0

35.0

162.0

214

30

244.0

55.3

4.536.2

Entg

inee

ring

. Gen

eral

I232.0

18,0

247.0

269

271.0

13.1

314.4

Indu

stri

al Ef

tgir

>eCT

ng135.0

64.0

206.0

267

39

307.0

18.5

1.865.5

Mechanical Engineering

165.0

28.0

195.0

172

28

200.0

44.0

219.8

Mining and Min

eral

Engineering

I

157.0

24.0

180.0

81

19

101.0

9.4

-742.6

Petroleum En

gine

erin

g157.0

45.0

202.0

260

40

299.0

8.3

802^

College of

Creative Arts

College ofEducation and

Human Services

Reed College ofMedia

College of Law'Difference hi SCHI

TOTAL 186.9 ^Sj240j^lDrama/Theatre Arts and Stagecraft 143.0 12.0 152.0 219 7 226.0 22.2

Fine and Studio Art 137.0 9.0 145.0 134 7 140.0 26.9

Music 110.0 12.0 124.0 89 17 106.0 52.6 ■BiTOTAL 101.7

Education.General 94.0 55.0 149.0 63 84 147.0 63.4 -317.1

Communication Disorders Sciences 100.0 57.0 157.0 141 53 194.0 38.4 1.1S2.0

Education. Other 0.0 34 34.0 5.1

Rehabilitation and Therapeutic Prof 88.0 122.0 210.0 64 89 153.0 12.8 -522.8

Health and Phvical Education/Fltness.Other 224.0 19.0 243.0 180 39 219.0 23.6 91.5

Teacher Education and Professional Development. Spei^flc Sub 140.0 28.0 168.0 160 15 175.0 30.7 •518.5

TOTAL 173.9 ■114j89^Communication. Joumalism. and Related Programs, Other 481 23 504.0 23.8

Journalism 164,0 9.0 173.0 174 53 228.0 45.1

TOTAL 68.9

Law (LL.B.. J.D.) 3.0 138.0 141,0 - 130.0 130.0 41.8

2015 DELAWARE STUDY OF FACULTY PRODUCTIVITY (Fall 2014 Data)Tenured or Tenure Track Faculty—Research Productivity

Research $ per T/TT Facui

AGRICULTURE, AGRICULTURE OPERATIONS. AND RELATED SCIENCES $329,610.00 $231,585.30 23.3

Agricultural Business and Management $169,562.00 $70,842.38 20.0 ;^2v374;859Animal Sciences $260,012.00 $300,546.60 21.3 :;^86i;443

Family and Consumer Sciences/Human Sdenoes, General $56,801.00 $22,982.94 7.0 "^250.734Forestry $332,443.00 $263,423.40 26.0

Plant Sciences $344,055.00 $200,607.10 19.3

TOTAL 116.8

Biology. General $88,000.00 $51,890.24 25.0 -$902,906

Chemistry $104,638.00 $70,044.57 23.0 -$795,682 :Criminai Justice $16,915.00 $124,998.40 3.0 $324,092

English Language and Literature, Genera! $2,757.00 $3,479.76 36.0 $26,018 ;Ethnic. Cultural Minority, and Gender Studies $4,176.00 $24,582.80 1.0 $20,367 1Foreign Languages & Literatures. General $5,286.00 51.197.16 20.0 .$81,789

Geological and Earth Sciences/Geosciences $71,230.00 $102,762.40 30.2 $960,987

History $4,184.00 $2,274.68 23.0 •$43,913

Mathematics $16,466.00 $11,273.88 36.0 -$186,916

Muitidiscplinary Studies 0.0

Philosophy $2,222.00 $1,140.82 9.6 -610.423

Physics $97,005.00 $224,819.90 25.0 $3,195,490

Politicai Science and Goyemmenf $5,985.00 $13,608.01 15.0 $114,345

Psychology, General $43,724.00 $13,923.40 28.0 -$834,327Public Administration $46,620.00 $6,848.91 7.0 -$278,400

Religion/Religious Studies $2,741.00 $0.00 1.0 -$2,741

Social Work $46,676.00 $7,178.16 12.0 -$474,038

Sociology $10,613.00 $28,186.41 16.0 $281,158

Statistics $32,526.00 $23,463.18 8.7 -$79,034

TOTAL 319.5 $1,222,310

Accounting arrd Related Services $4,679.00 $8,423.22 15.7

Business Administration. Management $7,884.00 $10,660.64 30.7 r:,

Business/Manageriai Economics $9,164.00 $24,651.91 27.0

TOTAL 73.5 ^ - 22

Chemical Engineering $147,066.00 $137,761.50 17.0 -$158,175

Civil Engineerinq $119,236.00 $98,970.59 22,0 -$445,822

Electrical, Electronics and Comm Eng $101,750.00 $120,445.80 39.0 $729,106

Entqineering, General $194,329.00 $1,298,681.00 1.0 $1,104,043

Industrial Engineering $114,878.00 $64,192.16 13.4 -$412,445

Mechanical Engineering $125,058.00 $228,125.30 40.0 $4,122,904

Mining and Mineral Engineering $328,114.00 $440,009.20 8.0 $896,126

Petroleum Engineering $0.00 $105,017.40 6.0

TOTAL 146.4 $5,834,737

DramanTieatre Aits and Stagecraft $2,419.00 $77.02 13.0

Fine and Studio Art $1,516.00 $5,489.74 18.0 ,-$71.623 1Music $3,222.00 $5,021.74 28.0 :;r;^60;4or-*^lTOTAL 59.0

Teacher Education and Professional Develooment, Specific Sub $38,351.00 $4,723.64 11.0 -$369,871 ;

Education. General $52,309.00 $1,349.64 30.0 -$1.528.806 i

Communication Disorders Sciences $33,775.00 $901.40 20.0 1 -$657,428 i

Education, Other $830,802.80 3.01 H

Rehabilitation and Therapeutic Prof $36,703.00 $795.73 8.0 i -$287,281

Health and Phvical Education/Fitness.Other $27,598.00 $35,188.71 13.0 ' $98,673 ;

TOTAL 85.0 -$2,744,712

Communication, Journalism, and Related Proorams. Other $1,182.98 12.0

Journalism $5,944.00 $13,298.05 13.0

TOTAL 25.0

Law (LL.B.. J.D.) $13,966.00 $31,450.94 25.2 r $44oSS31

Creative Arts

College of

Education and

Human Services

Reed College ofMedia

College of Law"OifferencQ in Research OoltarsHf nesativa, represents the number of additional research S's needed to bring the department up to the peer average. If positive, it represents the surplus of research S's above the peer

Appendix H. Lessons Learned from Peer Institutions.

Lessons Learned From Peer Departments/Colleges: Common Script

Purpose: to gather information as to how your unit dealt with budget reductions, includingplanning and decision-making

Budget Model: what type of budget model does your institution use to fund units?

RCM (Responsibility Center Management): align resources with university priorities;connect performance and incentives

OR

Historical Base with Incremental Adjustments: the allocated central budget is adjustedannually with incremental additions or subtractions based on some measure ofinstitutional performance (SCHs, majors, research dollar generation, and the like,recognizing that one-size does not fit all); the goal is to balance the expected revenueswith needed expenditures

Retain Entrepreneurial Funds: units keep some or all of their specially generatedincome and budget those funds accordingly within the unit

Budget Related Questions:

How did you unit make decisions about budget reductions?

To what extent were changes made across the board? Or were changes based on thestrengths of the individual unit?

How were changes implemented within the unit?

What changes were most effective in reducing costs or increasing efficiency?

Were efforts made to encourage/increase greater entrepreneurialism?

Did you uncover any notable cost saving opportunities?

Academic Related Questions:

What changes, if any, did the institution make in the general education requirements orunit specific requirements for students to earn a degree?

Did your unit reorganize itself to manage the budget reductions?

Were changes made in the method(s) of course delivery?

Did you adjust your teaching policies for faculty?

Were more adjunct faculty employed or was there an effort to reduce their use?

Did the (potential) change in policies have an impact on research productivity?

Was "buy-in" achieved from faculty and staff, and if so, how?

How did you deal with faculty and staff morale?

Were any programs/department eliminated or merged?

Were there any cutbacks in graduate programs (student numbers or completeprograms)? On what basis was the decision made - department or college initiative?

Were there unexpected consequences as a result of the implemented changes, eitherpositive or negative?

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