Departmental Policies

History Department Teaching Load Policy (02-2019)

The teaching load policy aims to achieve a balance between several goals: to provide excellent teaching for our graduate and undergraduate students, to maintain reasonable enrollment figures for the department and to equitably distribute the teaching among all the faculty members.

A) Regular Teaching Load

1. 4 courses a year
2. Required distribution is three lecture courses and one colloquium, except when a faculty member is teaching a 2 quarter graduate seminar. Each faculty member should organize their yearly course offerings so as to maximize enrollments while maintaining smaller “high impact” courses. If a faculty member is teaching fewer than 4 courses due to sabbatical or course release, those courses should generally be lecture classes.
3. Of the 3 lecture courses, the Department strongly encourages each faculty member to teach at least one very large lecture course (>200), which will usually be a lower division course inside or outside the department. Lower division courses provide high enrollment numbers, they help recruit students into upper division courses and the major, they showcase our faculty, and they provide an important service to students by offering them broad surveys and skills development. The other lecture courses may be a combination of medium-sized (30-50) or large (50-150). Our department offerings should include the full range, but each faculty member’s distribution will be different, depending on the subject matter, student interest and other factors.
4. Individual instruction for undergraduate and graduate students will normally be additions to the standard course load. However, faculty may keep track of all the individual instruction (199s, Honor’s Theses, 298s, 299s), which can accumulate as points towards occasional course relief, no more than one course every four years. Faculty members can apply for a course relief after accumulating 16 points of individual instruction, but it is up to each faculty member to document this activity. Faculty are responsible for making sure that students register with them for all quarters to be counted; no points can be claimed for unregistered students, including students “in absentia.” For independent study courses, faculty must submit syllabi, reading lists or special studies forms along with the “course tracking form”. For a course release in the following academic year, the form must be submitted by the end of February of the current year.
Points may be claimed based on the following system:
-PhD Dissertation director or co-director (post-orals 299)
General supervision of ABD advisee: 
1 point (3 quarters)
-PhD Directed Reading (pre-orals 298)
Pre-oral student enrolling in 298 credits but not taking a formal course (Pre-qual Ph.D. students sometimes sign up for 298 credits with their adviser while they are studying for their orals): 
1 point (3 quarters)
-Honors Thesis (HITO 194/195)
1 point (2 quarters)
-Undergrad Independent Studies (198, 199)     
An independent study is a course given to one or more students on a single topic: several students doing the same reading/attending the same meeting counts as one independent study.
1 point (4 unit class, 1 quarter)
-Graduate Independent Reading course (298)    
An independent study is a course given to one or more students on a single topic: several students doing the same reading/attending the same meeting counts as one independent study.
1 point (4 unit class, 1 quarter)
A course release must be applied to a small enrollment class like a colloquium or a graduate class so as to reduce the negative impact on enrollment numbers.  A faculty may normally take no more than one course release in a year. (ie for university service, point system).

Course Relief per Individual Instruction Cover Sheet
5. Zero teaching quarters will be considered normal practice for professors teaching lower division courses inside the department, as a partial compensation for the extra work involved. However, zero teaching quarters will also be available on a case-by-case basis for the rest of the faculty, based on field group and overall matrix needs. Faculty on zero quarters must fulfill all other departmental and university responsibilities, including committee service, individual instruction and attending department meetings.
6. Based on past enrollment figures in history courses, the Department has set an aspirational target of at least 250 students per faculty member per year in order to maintain current levels of university funding. However, taking into account the varied audience for different subjects, this number is meant to serve as a voluntary guideline, not a mandatory or punitive expectation.
7. For faculty who expect to reach the threshold of 250 students in one or two of their lecture classes (based on past enrollments), they will have greater flexibility in the remainder of their course offerings: 1) they will have the option of offering two small courses, either graduate or undergraduate, instead of one, or 2) they could choose to team teach a course with another faculty member, or 3) they could choose to cap the third upper-division lecture course at 66 and utilize a TA.
8. For faculty teaching at least 250 students, and with large numbers of graduate students doing either independent study coursework or writing dissertation chapters, one of their small courses could be a “bundling” of a minimum of six graduate students into a colloquium or a dissertation writing seminar. If the 298s and/or 299s are expected and pre-planned, they could be turned into one of the four courses in the following year’s matrix. Pre-planning could be encouraged by surveying graduate student needs beforehand or by offering an extra graduate course on a specific topic. If the bundling occurs at the last minute, adding a fifth course to a faculty’s load, the faculty member can have a course relief the following year.
9. Graduate courses. The decision to offer graduate courses (HIGR) must be approved first by the field group and then by the graduate committee. The undergraduate committee must approve cross-field graduate courses.  Field groups should make an effort to efficiently allocate resources to graduate teaching by staggering course offerings, combining small classes and other strategies.  Graduate courses must be justified as: 1) a requirement, either annual or bi-annual or 2) expected to meet enrollment threshold.  Enrollment threshold according to university policy is 4 students to count as a course. For 3 or fewer students, a one quarter course would normally count as a 298.  For a required two quarter research seminar with fewer than 4 students, the faculty will normally get one course credit instead of two. Exceptions can be approved by the chair, for example in cases where the faculty member has reached the 250 student enrollment threshold in other classes. After the field group proposes its graduate teaching matrix, the graduate committee will meet each spring after admissions is closed to confirm the distribution of graduate courses for the following year.


B. Leaves

1. A faculty member on duty for two quarters will normally teach three courses, including two lecture courses.
2. A faculty member on duty for one quarter will normally teach two courses, including one lecture course.

C. Teaching Load Reductions for Service

1. Normally, reductions in the standard four-course load in consideration of departmental service assignments will be granted to the Chair of the department, who will teach two courses, the Vice-Chair, Academic Personnel, who will teach three courses, and the Chairs of the Graduate Committee and the Undergraduate Committee, who will teach seven courses over a two-year period of service.
2. Normally, reductions in the standard four-course load in consideration of extra-departmental service assignments will be granted to members of the Divisional Committee on Academic Personnel, the Chair or Vice-Chair of the Academic Senate, and the campus coordinator of the Education Abroad program. Persons with such assignments will normally teach three courses, including at least two lecture courses.
3. Normally, anyone directing a Research and Instructional Unit administered by the Department with (i) major programs, (ii) language programs, (iii) lecturers, (iv) graduate students, and (v) community relations issues will receive a one-course reduction in the teaching assignment over a two-year period of service. Currently, these units include Chinese Studies, Japanese Studies, and Judaic Studies.
4. The Chair may, when appropriate, approve a one-course reduction in the teaching assignment for new appointees, especially Assistant Professors, in their first year of duty.
5. All other course relief, such as that for directing special research or instructional units, must be negotiated with the Dean.