4.3.6 Categories of Faculty Activity

The three major areas of scholarly activity are (1) Teaching and Instruction; (2)  Research and Creative Activities; and (3) Public, Professional and University Service. Precise demarcation between the three major areas is often difficult and sometimes impossible; in any case, all activities of a faculty member must be considered as an integrated whole. Therefore, every department must maintain discipline- and departmental-specific descriptions of appropriate activities in each category of activity. Faculty activity in each of the areas may vary from year to year, or even semester to semester, according to the interests and abilities of the faculty member, and according to the needs of his or her department, college, or the University as agreed to by the chairperson and dean. (Rev 4/24/19)

Teaching: Under this category, examples may include but are not limited to the following:

  • Facilitating the acquisition of knowledge through course delivery
  • Community engaged educational programs including extension presentations
  • Supervision of academic service learning activities
  • Clinical teaching
  • Study abroad programs
  • Distance education and off-campus educational initiatives
  • Continuing education
  • Contract courses or programs for specific audiences
  • Educational programs for alumni
  • Participatory curriculum development
  • Academic advisement for undergraduate students
  • Academic advisement of graduate students
  • Teaching and mentoring of undergraduate student researchers
  • Teaching and mentoring of graduate student researchers
  • Attendance at venues of teaching professional development
  • Assessments of course effectiveness (Rev 4/24/19)

 Research and Creative Activities: Under this category,examples may include but are not limited to the following:

  • Dissemination of research (books, book chapters, and peer-reviewed journal articles), including basic and applied discovery, teaching pedagogy, and community-based, contractual, and patent discovery, etc.
  • Creative activities such as plays (creation, production, and/or performance), poetry, fiction, music (composition and/or performance), art and dance exhibitions, etc.,
  • Presentation of scholarly work at appropriate colloquia, seminars, conferences, and lectures,
  • Grants and contracts awarded to conduct research,
  • Translational and application of research for community engagement,
  • Cooperative Extension and applied technical publications
  • Creation of and contributions to software projects.

Service: Under this category, examples may include but are not limited to the following:

  • University service, such as a) nonacademic advisement of students (advising student groups or providing career, professional, or personal advisement), b) departmental committees and special assignments, c) college senates, committees, and special assignments, d) University Senate committees and special assignments, e) service to the University of Delaware Chapter of the AAUP, f) administrative appointments, and g) participation in activities related to student affairs
  • Integrated scholarly service including chairing sessions at professional meetings, serving as an officer or committee member of a professional organization, editorial duties, grant reviewing, professional consulting, expert testimony and other similar activities
  • Policy analysis
  • Service to community-based institutions
  • New business ventures based on scholarly knowledge
  • Dissemination of results in public presentations and popular publications (Rev 4/24/19)

Workload Adjustments for Faculty Senate Responsibilities: In April 1991, the Faculty Senate recommended "that the President of the Faculty Senate receive a one-course load reduction each semester and the President-elect receive a one-course per year reduction as long as these reductions do not result in the elimination of all classroom teaching duties for the individuals in question." Whether such reductions are appropriate in the context of a department's teaching needs for a given year should be discussed at the time the faculty member and chair undertake conversations about the faculty member's workload for the upcoming year. The final decision rests with the chair who may find consultation with the dean valuable when making such a judgment.