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UNC Mathematics Department Resource Allocation Analysis

UNC Mathematics Department Resource Allocation Analysis. Department instructional resources: Tenure track (TT) teaching duties Instructional Budget (IB): grads, fixed-term, postdoc Tuition awards, tuition remissions Department instructional goals: Meet undergraduate (UG) course demand

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UNC Mathematics Department Resource Allocation Analysis

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  1. UNC Mathematics Department Resource Allocation Analysis • Department instructional resources: • Tenure track (TT) teaching duties • Instructional Budget (IB): grads, fixed-term, postdoc • Tuition awards, tuition remissions • Department instructional goals: • Meet undergraduate (UG) course demand • Maintain graduate program • Introduce postdoctoral program? • Peer data (campus size, Math faculty, class size) • Resource allocation scenarios Peer comparisons, Strategies

  2. Department instructional resources

  3. UNC Math Department resources • 32 TT faculty (~96 sections) • 79 sections taught by TT faculty (2013/14) • ~40 Tuition awards, tuition remissions • Instructional budget Average $317K/year

  4. Department instructional goals

  5. UNC Math Class/Section Data

  6. Large demand courses

  7. Section/Class synopsis • Terminology example: • Course = MATH231, Class = MATH231/Fall13, Section = MATH231/Fall13/1

  8. Current resource/goal strategy • Teach 75 classes using: • 79 TT-taught sections, and • $588K+$317K=$905K instructional budget • Resource allocation: • Teach 198 sections • Allocate $137K of IB for FT faculty • Allocate $665K of IB for Grad students: • $18.5K/grad (tuition from UNC grad school)=> 36 grads • Current duties TTA / yr = 15 hrs/wk T=AA=12 hrs/wk, A=6 hrs/wk in MHC, R=3 hrs/wk

  9. Peer Public Institutions

  10. Public Peers Class/Section Sizes

  11. Public Peer Institution Class Sizes

  12. Graduate course offered • UNC: 24 courses (32 TT faculty) • UC Berkeley: 45 courses (59 TT faculty) • U Utah: 40 courses (42 TT faculty)

  13. Resource Allocation Scenarios

  14. Set constraints, goals then optimize • Linear programming: • Constraints on use of 79 TT courses, $905K IB • Teach 40 classes (>500 level), students<=40 • Support min 36 grads from IB • Possible goals: • Increase grad course offering • Increase grad stipend/reduce grad teaching load • Multiple solutions, from • Current small section model, to • Large class size model

  15. Large Class Size Model • Credit hour definition: • One hour of faculty-directed classroom instruction • Two hours of outside classroom student work • 3-credit hour course: • 3 hours/week lecture (FT for <200, TT for >200) • 2 hours/week recitation (Grad student after comps) • 4 hours/week individual work (Precomp grad help)

  16. Large Class Size Model • MATH 110/118/381/383/547: • 1 250-seat class per semester • 10 25-seat recitations per semester • 4 FT, 6 TT (x1.5=9), 12 grads for recitations • MATH 130/231/232/233: • 2 250-seat sections per semester • 20 25-seat recitations per semester • 4 FT, 12 TT (x1.5=18), 24 grads for recitations • Uses 18 TT (x1.5=27), 8 (x1.5=12) FT courses • Requires 36 grads (5R=15 hrs/week load)

  17. Resources freed by large class size • 12-21 remaining TT courses: • Additional upper division UG • Additional grad courses • Requires 2 FT, balance of IB can be used for: • Supplementing grad stipend • FT for 231/232 thus freeing more TT for >700 • Postdoc support Mathematica notebook available for looking at various scenarios …

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