Abstract

Counting credit hours is not an equitable way to measure faculty workload in physical therapy education considering online delivery with heavy workloads negatively impacting satisfaction, learning outcomes, and research productivity. The University of St. Augustine for Health Sciences (USAHS) is a graduate-level institution in the United States, with seven Doctor of Physical Therapy programs offered in four US locations. USAHS faculty workload includes 50% teaching, 20% scholarship, 30% a combination of service, administration, release, and discretionary time. The aim of this study was to develop a faculty workload measurement tool that quantifies productivity, was easy to use, and equitable. Two large faculty pilots were completed; data and open-ended responses were used to develop a final version of the workload measurement tool to be fully implemented in late 2018. The task force developed a workload measurement tool that appears to be accurate, transparent, and impartial. With the addition of directions and the self-calculating formulas, the form provides quick, consistent information to faculty and their supervisors regarding the division of workload between the four main areas of faculty time.

Comments

Presented at the American Physical Therapy Association Combined Section Meeting, January 23-26, 2019, in Washington, D.C.

References

Cowdery, J. E., Agho, A. (2007). Measuring workload among health education faculty, Californian Journal of Health Promotion, 5(3), 73-79.

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Thomas, E. (2003). The credit hour and faculty instructional workload. New Directions for Higher Education, 122, 45 – 55.

Wilborn, T., Timpe, E., Wu-Pong, S., et al. (2013). Factors influencing faculty perceptions of teaching workload. Currents in Pharmacy Teaching and Learning, 5(1), 9-13.

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