The unequal distribution of faculty teaching and service work is one of the most important, yet least talked about inequities that shape the experiences of faculty members within colleges and universities. In particular, faculty from historically minoritized identities and women faculty face unusually high service, teaching, and mentoring workloads. The lingering effects of the pandemic have exacerbated existing inequities. It is important for departments and institutions to identify and dismantle systems that maintain unequal workloads and avoid longer time to advancement, higher stress, increased burnout, and greater willingness to leave for women and minoritized faculty.
In this talk, KerryAnn O’Meara, P.I. of the NSF ADVANCE-funded Faculty Workload and Rewards Project and co-author of an ACE report and set of evidence-based tools, shares what she learned with colleagues during this five-year, action research project aimed at promoting equity in how faculty labor is taken up, assigned, and rewarded. She considers how workload inequities emerge in "discretionary spaces," and the evidence-based policies and practices departments have used to identify inequalities, assess faculty and university needs, and re-design workload with equity in mind. Attendance will count for ABCA credit.
Please review these items prior to coming to these workshops:
Equity-Minded Faculty Workloads: What We Can and Should Do Now
Department Conditions and Practices Associated with Faculty Workload Satisfaction and Perceptions of Equity
Undoing disparities in faculty workloads: A randomized trial experiment
Gendered and Racialized Perceptions of Faculty Workloads
How can departments foster fair and equitable faculty workloads (video)
Continental breakfast will be served at 8:15am