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Key considerations for developing an equitable faculty teaching workload.

Wendy Cox1, Chris Gosk2, Mike Jarstfer3

  • 1Associate Dean for Admission and Accreditation, Associate Professor, Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Division of Practice Advancement and Clinical Education, Campus Box 7574, Chapel Hill, NC 27599-7574, United States.

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Addressing faculty burnout requires clear teaching workload guidance. This study outlines essential steps and considerations for equitable faculty effort distribution in pharmacy education.

Keywords:
AcademiaEducationPharmacyTeachingWorkload

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Area of Science:

  • Pharmacy Education
  • Academic Administration

Background:

  • Faculty burnout and inequitable workload distribution are significant challenges in academia.
  • Existing faculty workload guidance has gaps, impacting productivity, recognition, and retention.

Purpose of the Study:

  • To develop comprehensive teaching workload guidance for a school of pharmacy.
  • To define minimum teaching expectations and address gaps in current policies.

Main Methods:

  • Utilized the "What? So What? Now What?" reflection framework.
  • Identified challenges and considerations for defining contemporary educator roles.
  • Outlined eight critical next steps for establishing equitable guidance.

Main Results:

  • Emphasized the need for clear definitions of educator roles.
  • Highlighted eight actionable steps for developing workload guidance.
  • Stressed the importance of data-driven solutions.

Conclusions:

  • Equitable teaching workload guidance requires transparency, clarity, credit, norms, context, and accountability.
  • Recognizing and valuing the diverse roles of pharmacy educators is crucial.
  • Addressing workload gaps is essential for faculty well-being and retention.