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Faculty and staff interacting during a training session

Faculty Workload and Development 

Priorities and Actions button

  • To be posted soon.

The key driver of any successful learning experience is the people who develop and deliver it. Faculty at the University of Wisconsin-Eau Claire (UW-Eau Claire) are committed to student success. They recognize and embrace the intensely personalized and relationship-centric teaching and mentoring that have become hallmarks of a Blugold education. At UW-Eau Claire our strategic advantage derives primarily from our intangible assets such as faculty knowledge, reputation, and competencies rather than from tangible assets such as land, buildings, and equipment. Our budget situation has created some inherent conflicts around faculty workload. Decreased numbers of faculty and increased class sizes make it more difficult to maintain relationships with students and provide opportunities for high-impact practices.

You can’t effectively teach a student to think, read, and write critically or creatively if you never do this work yourself.  Likewise, you can’t teach a student to do research well if you never do this yourself.  The student-faculty collaborative research which we are proud of, and rightly so, at UW-Eau Claire would be impossible if faculty were not highly accomplished researchers, scholars, and producers of creative work—ourselves.
Bob Nowlan
In order to support faculty and staff with the implementation of the many proposals outlined in this Academic Master Plan, and to retain current faculty and continue to attract faculty from the world's premiere research institutions, we must create a desirable workplace. As we set forth priorities that demand continued faculty and staff dedication, we must focus attention on how we support faculty and instructional academic staff in their daily work with students. Faculty must find their work meaningful. They must have opportunities to make significant connections with students, and contribute to engaged student learning, community outreach, and the advancement of knowledge through scholarly work. They must have the resources necessary to perform their work well and be compensated at appropriate levels. We must clarify workload, address compensation, and provide professional development opportunities that help faculty thrive, and therefore best serve our students, in the face of large-scale change in higher education.