THE DUE DATE FOR SUBMISSION OF DATA IS JANUARY 31, 2014.
NOTE: As you read the definitions and calculations
referred to below, you should examine the copy of the data
collection form also found on this website. Complete instructions for obtaining the
Excel Template Form, as well as other methods of data submission, can be found in our instructions
on How to Submit Data. Our Data Item List will
also help you identify data elements and details required for data collection.
The disciplines selected for benchmarking in the Delaware Study
are found in the "Classification of Instructional Programs"
taxonomy, which is derived directly from the National Center for Education
Statistics' CIP Code system. Note that beginning with the 2010 Delaware Study we now utilize the 2010 CIP Taxonomy
for detailed listings on the changes/additions/deletions in the 2010 taxonomy).
Wherever possible, we are benchmarking
data at the four-digit CIP code level. That is, we will be looking
at discrete disciplines within a broad curricular field. (See note
below.) For example, in Engineering, CIP Code 14.XX, you will be asked
to provide data for those engineering disciplines at your institution.
Suppose you had five engineering departments - agricultural, chemical,
civil, electrical, and mechanical. You would provide data for five
discrete CIP Codes, i.e., 14.03 (Agricultural Engineering), 14.07
(Chemical Engineering), 14.08 (Civil Engineering), 14.10 (Electrical
Engineering), 14.19 (Mechanical Engineering), etc. Institutions with
different engineering departments would report data for the appropriate
four-digit engineering CIP codes. The pattern would be repeated across
other curricular areas. If you have difficulty disaggregating categories
within a specific disciplinary area, there is a general CIP code,
typically XX.01, that should be used. For example, if your Department
of Foreign Languages offers French, Spanish, Russian, Chinese, Greek,
and Latin, and you cannot cleanly disaggregate teaching workload and
cost data into each of these disciplines, simply report the data as
"Linguistic, Comparative, and Related Language Studies and Services," CIP Code 16.01. If a
disciplinary area provides no "general" option, and you
cannot cleanly disaggregate to specific curricular area, report a
two-digit CIP code, e.g. Engineering Technologies And Engineering-Related Fields would be
NOTE: Within the CIP Code family, 51.XX, we ask that you exclude
Medicine and Medical Sciences, Dentistry, Veterinary Medicine, Optometry
and Ophthalmic Medicine, and Podiatry. We will accept all other
allied health sciences (e.g. Nursing, Physical Therapy, Medical
Technology, Pharmacy, etc.)
Do not submit data for non-academic programs such as
Military Science and units that do not have permanent faculty residing in them as in most interdisciplinary programs.
Members of the Southern Universities Group and a number of
other institutions and consortia have asked to benchmark at the
six-digit CIP level. All participating institutions are encouraged
to provide six-digit CIP codes in as many instances as feasible,
and we will benchmark at that level wherever possible. Those data
will then be rolled up to the four-digit level, at which all institutions
will be benchmarked, consistent with the discussion above.
Please indicate all of the degrees, i.e., bachelors, masters, doctorate or
first professional, offered in this discipline at your institution. In the space next
to each of the degrees, we ask that you provide the average number of degrees awarded
in the discipline for each of the past three academic years, as indicated on the
respective IPEDS Completions Reports (2009-10, 2010-11, and 2011-12). Only report
a degree as part of the average in the discipline of the student’s first major if
they were a double major. For students earing two distinct degrees, for example a
BA in Geography and a BS in Computer Science, be sure to include each degree as part
of the average reported within the two respective disciplines. For new programs where
there have been no graduates
to date, institutions are to indicate the expected number of degrees
awarded during the first year of each applicable degree level. If you are unable to report
average degrees, please place an "m" in the degree level(s) offered. The
Delaware Study will benchmark, among other filters, data based upon
highest degree awarded and undergraduate/graduate program mix based
on the number of degrees granted.
PART A: INSTRUCTIONAL WORKLOAD - Fall 2012 SEMESTER
NOTE: The following discussion of faculty should be read within
the context of your institution's Fall 2012 census data. Be sure each CIP reported contains the faculty and their associated workload budgeted within the given department. That is, please use an "origin of instructor" method of reporting.
Regular faculty are defined as those individuals who are hired
for the purpose of doing teaching, and who may also do research
and/or service. They are characterized by a recurring
contractual relationship in which the individual and the institution
both assume a continuing appointment. These faculty typically fall
into two categories:
Tenured and Tenure-Eligible: Those
individuals who either hold tenure, or for whom tenure is an
expected outcome. At most institutions, these are full, associate,
and assistant professors.
Non-Tenure Track Faculty: Those
individuals who teach on a recurring contractual
basis, but whose academic title renders them ineligible for
academic tenure. At most institutions, these titles include
instructors, lecturers, visiting faculty, etc.
Supplemental faculty are characteristically paid to teach out
of a pool of temporary funds. Their appointment
is non-recurring, although the same individual
might receive a temporary appointment in successive terms. The key
point is that the funding is, by nature, temporary and there is
no expectation of continuing appointment. This category includes
adjuncts, administrators or professional personnel at the institution
who teach but whose primary job responsibility is non-faculty (e.g. dean, provost who may teach a course),
contributed service personnel, etc.
Students at the institution who receive a stipend strictly for
teaching activity. Includes teaching assistants who are instructors
of record, but also includes teaching assistants who function as
discussion section leaders, laboratory section leaders, and other
types of organized class sections in which instruction takes place
but which may not carry credit and for which there is no formal
instructor of record. For purposes of this study, do not
include graduate research assistants. If a graduate assistant's FTE is split between
research and teaching, only report the portion of their FTE that reflects
their teaching activity.
In calculating full time equivalency (FTE Faculty) for each of
the faculty categories described above, the following conventions are
Take the TOTAL FTE for filled faculty positions as they appear
in the Fall 2012 personnel file at your institution, and report
this in the "Total FTE Faculty" data fields (Column A
on the Data Collection Form). Be sure to report filled positions
only. Filled positions are those that have salaries associated with
them. Include paid leaves such as sabbaticals wherein the individual
is receiving a salary, but exclude unpaid leaves of absence. Remember to include
a department Chair as 1.0 FTE if he/she is being paid by the instructional budget. In
Column B, report the FTE portion of faculty lines that are supported
by external or separately budgeted funds for purposes other than
teaching, i.e., research or service. The remainder is the departmental
or program instructional faculty FTE, and should be reported in
the "Instructional" FTE faculty data field. That is, The
FTE for Column C is computed by subtracting Column B from Column
A. For example, suppose Professor Jones is a full time member of
the Chemistry Faculty. He would be reflected as 1.0 FTE in Column
A. Professor Jones has a research grant that contractually obligates
him to spend one-third of his time in research. The externally supported
portion of his position is 0.33 FTE, which would be reflected in
Column B. As a result, 0.66 FTE is the instructional faculty which
would appear in Column C, i.e., 1.0 FTE (Column A) minus 0.33 FTE
(Column B). If faculty teach overload, their 1.0 FTE and regular load of SCH and OCS should be in the appropriate T/TT or Other Regular line of their home department. If they taught an overload course which is also paid for by their home department, then the overload FTE (0.25 for one 3 credit course taught) would be counted as Supplemental faculty, and their overload SCH and OCS reported in the Supplemental line of their home department. Note: Part B should include any overload SCH as long as the overload is being funded from the faculty’s home department. If another department is paying for the overload, then the overload FTE, SCH and OCS should be reported as Supplemental faculty in the paying department, along with the overload SCH and expenditures in Part B of the department funding the overload salary (the regular load, 1.0 FTE, and salary should remain in the faculty’s home department).
Full time equivalency for supplemental faculty can be calculated
by taking the total teaching credit hours (which are generally equivalent
to the credit value of the course(s) taught) for each supplemental
faculty, and dividing by 12. Twelve hours is a broadly accepted
standard for a full time teaching load. (If your institution assigns
one course unit instead of three or four credit hours to a course
being taught, use a divisor of 4) Because Supplemental Faculty generally
are not supported by external funds, Column C will typically equal
Column A. Any non-faculty person teaching a course (dean, provost, etc.)
is considered "contributed service personnel" and you should calculate their
FTE using the supplemental faculty convention described above and report their
FTE, SCH and OCS in the supplemental faculty row.
You are asked to assign an FTE value to teaching assistants, apportioned
between credit bearing course activity where the teaching assistant
is the instructor of record, and non-credit bearing course activity
(i.e., section leader for zero-credit laboratories, discussion sections,
recitation sections). To do this, take the FTE value for teaching
assistants in a given academic department or program, as it appears
in your personnel file. Then apportion the FTE as follows:
Credit Bearing Courses: Use the
same convention as with Supplemental Faculty. Take all courses
which are credit bearing and for which teaching assistants are
the instructors of record, and divide the total teaching credit
hours by 12. The resulting quotient is the teaching assistant
FTE for credit bearing course activity.
Non-Credit Bearing Activity: From
the total teaching assistant FTE, taken from your personnel
file, subtract the calculated FTE for credit bearing activity
as outlined above. The difference is the FTE for non-credit
bearing activity. It is understood that on many campuses, the
non-credit bearing activity is not exclusively instructional,
and may include activities such as grading papers. However,
the decision to allow teaching assistants to do things other
than teach is analogous to allowing other departmentally paid
faculty types to take reduced loads to engage in non-teaching
activity. In both instances, salaries are associated with personnel,
and in the interest of consistency, the personnel should be
counted as a component of common practice in higher education.
NOTE: In looking at student credit hours generated, by level of
instruction, and number of organized class sections taught, refer only
to your institution's Fall 2012 semester workload file. Do not
report data here for the full academic year.
An instructional activity, identified by academic discipline and
number, in which students enroll, typically to earn academic credit
applicable to a degree objective. Excludes courses that are not-for-credit,
but includes course sections with zero credits which are requirements
of or prerequisites to degree programs, and which are scheduled,
and consume institutional or departmental resources in the same
manner as credit courses. Zero-credit course sections are typically
supplements to the credit-bearing lecture portion of a course. Zero
credit sections are frequently listed as laboratory, discussion,
or recitation sections in conjunction with the credit bearing lecture
portion of a course.
ORGANIZED CLASS COURSE:
A course which is provided principally by means of regularly scheduled
classes meeting in classrooms or similar facilities at stated times.
INDIVIDUAL INSTRUCTION COURSE:
A course in which instruction is not conducted in regularly scheduled
class meetings. Includes "readings" or "special topics" courses,
"problems" or "research" courses, including dissertation/thesis
research, and "individual lesson" courses (typically in music and
fine arts). Individualized instructions are not assigned any section counts.
A unique group of students which meets with one or more instructors.
In reporting the number of sections taught at the respective
levels of instruction, to the extent that your data base allows,
please make certain not to double count dual listed (undergraduate
and graduate sections of a single course meeting concurrently) and
cross listed (a single course in which students from two or more
disciplines may register under their respective department call
letters) courses. In the instance of dual listed courses (a single course listed at both the undergraduate and graduate level) parse out the student credit hours based upon how the students were registered. Be sure to then count the associated section the same way as the student credit hours by apportioning the section into the appropriate levels. With cross listed courses (a single course listed with multiple departmental call letters) assign all student credit hours and number of sections to the department funding the instructor's salary.
The academic credit value of a course; the value recorded for a
student who successfully completes the course.
LOWER DIVISION INSTRUCTION:
Courses typically associated with the first and second year of
UPPER DIVISION INSTRUCTION:
Courses typically associated with the third and fourth year of
GRADUATE LEVEL INSTRUCTION:
Courses typically associated with post-baccalaureate study.
STUDENT CREDIT HOURS:
The credit value of a course (typically 3 or 4 credits) multiplied
by the enrollment in the course.
Student credit hours should be aggregated and reported on the data
form on the basis of course level of instruction and the classification
of the faculty member. It is important to underscore that the criterion
is level of course as opposed to level of the student registered in
the course. For example, the student credit hours generated by a second
semester senior taking an introductory graduate course would be reported
in the "graduate" column. Similarly, those generated by a first semester
graduate student taking an upper division level prerequisite undergraduate
course would be reported in the "upper division" column. (If your institution
assigns one credit unit instead of three or four credit hours to a course,
convert the units to credit hours by multiplying by 3 or 4, as appropriate.)
If you cannot differentiate between "Organized Class" and "Individualized
Instruction" student credit hours, assign all credit hours to the appropriate
"Organized Class" column. Similarly, if you cannot differentiate between
"Lower Division" and "Upper Division" undergraduate student credit hours,
report all those credit hours under "Total Undergraduate Credit Hours."
In addition to aggregation by course level, student credit hours should
also be aggregated and reported, based upon the classification of the
instructors teaching the respective courses. Student credit hours should
be reported for all courses taught by a faculty member who is budgeted
to a given department, regardless of whether the course is taught in
that department or elsewhere (i.e. using the "origin of instructor" reporting method). For example, a faculty member who is budgeted
to the History Department, and whose teaching load includes two History
courses and one Political Science course, should have all of the student
credit hour generated from these courses credited to the History Department.
To the extent possible, deal with team teaching situations by prorating
student credit hours to individual faculty in an appropriate fashion.
If two faculty members are equally sharing instructional responsibilities
for a 3 credit course with 30 students enrolled (90 student credit hours),
45 credit hours would be apportioned to Faculty A, and 45 credit hours
to Faculty B. The same allocation would hold in appropriating the organized
class section to the two faculty, i.e., 0.5 section to each. This is
especially important where the faculty members in a team teaching situation
are budgeted to different departments. The student credit hours should
follow the faculty member. Use your institutional convention in making
these proration decisions.
The same conventions apply to reporting counts of organized class sections.
The first column asks for the number of lab/discussion/recitation sections
taught by each type of faculty. The remainder of the grid looks at all
other organized class sections, disaggregated by level of instruction
and by faculty type.
Distance education courses should only be included when the student credit hours and course sections can be reported in the same discrete way that a typical non-distance education course would be reported. In other words, we do not want the sections to be over inflated when there may be no unique time and place of the course offering.
PART B: COST AND PRODUCTIVITY INFORMATION - Academic/Fiscal Year 2012-13
NOTE: The data collected on this portion of
the data form require financial information for a Fiscal Year 2012-13,
and student credit hour data for the major terms in Academic Year 2012-13
that are supported by an academic department's basic operating budget.
These major terms are generally Fall and Spring at institutions on a
semester calendar, and Fall, Winter and Spring at institutions on a
quarter calendar. You should use the same "origin of instructor" method of reporting for Part B as in Part A.
- STUDENT CREDIT HOUR DATA:
You are asked to provide the total number of student credit hours
taught at the undergraduate and graduate levels, respectively, during
the academic year. "Academic Year" refers only to those
terms that are funded by the department's instructional budget.
This means that the terms included in your AY SCH figures are the same
terms represented by the instructional expenses reported below.
At most semester calendar institutions, this refers to the Fall
and Spring terms; at quarter calendar institutions, Fall, Winter,
and Spring terms are generally included. If instructional activity
in a given term is funded by a source other than the departmental
instructional budget (e.g., if the Summer term teaching is funded
by the Special Sessions Office or Continuing Education, etc.), student
credit hours associated with that term are to be excluded. Finally, remember to report student credit hour data by level of course as also required in Part A.
- DIRECT EXPENDITURE DATA:
This study asks for total direct expenditure data in certain functional
areas - instruction, research, and public service. Direct expenditure
data reflect costs incurred for personnel compensation, supplies,
and services used in the conduct of each of these functional areas.
They include acquisition costs of capital assets such as equipment
and library books to the extent that funds are budgeted for and
used by operating departments for instruction, research, and public
service. For purposes of this report, exclude centrally allocated
computing costs and centrally supported computer labs, and graduate
student tuition remission and fee waivers.
The instruction function, for purposes of this study, includes
general academic instruction, occupational and vocational instruction,
community education, preparatory and adult basic education, and
remedial and tutorial instruction conducted by the teaching faculty
for the institution's students. Departmental research and service
which are not separately budgeted should be included
under instruction. In other words, department research which is
externally funded should be excluded from instructional expenditures,
as should any departmental funds which were expended for the purpose
of matching external research funds as part of a contractual or
grant obligation. EXCLUDE expenditures for academic administration
where the primary function is administration. For example, exclude
deans, but include department chairs.)
You are asked to disaggregate
total direct instructional expenditures for each discipline into three
pieces of data:
Salaries: Report all wages paid to support the instructional
function in a given department or program during the fiscal
year. While these will largely be faculty salaries, be sure
to include clerical (e.g., department secretary), professionals
(e.g., lab technicians), Graduate student stipends (but not
tuition waivers), and any other personnel who support the teaching
function and whose salaries and wages are paid from
the department's/program's instructional budget.
Benefits: Report expenditures for benefits associated
with the personnel for whom salaries and wages were reported
on the previous entry. If you cannot separate benefits from
salaries, but benefits are included in the salary figure you
have entered, indicate "Included in Salaries" in the data field.
Some institutions book benefits centrally and do not disaggregate
to the department level. If you can compute the appropriate
benefit amount for the department/program, please do so and
enter the data. If you cannot do so, leave the benefit amount
as zero and we will impute a cost factor based upon the current
benefit rate for your institution, as published in Academe.
If no rate is available, we will use a default value of 28%.
Other Than Personnel Costs: This category includes non-personnel items such
as travel, supplies and expense (e.g. printing, search expenses), non-capital equipment
purchases (lab supplies, office equipment and software), etc., that are
typically part of a department or program's cost of doing business.
Excluded from this category are items such as central computing costs,
centrally allocated computing labs, graduate student tuition remission and fee waivers, etc.
This category includes all direct funds expended for activities specifically
organized to produce research outcomes and commissioned by an agency
either external to the institution or separately budgeted
by an organizational unit within the institution. This would include institutional
funds that are separately budgeted, explicitly for the purpose of matching grant
funds. Report total direct research expenditures only. It is not necessary to disaggregate
costs for this category.
- PUBLIC SERVICE:
Report all direct funds separately budgeted specifically
for public service and expended for activities established primarily
to provide non-instructional services beneficial to groups external
to the institution. Examples include cooperative extension and community
outreach projects. Report total direct service expenditures only. It is
not necessary to disaggregate costs for this category.
Respondents at institutions with interdisciplinary research and
service "Centers" should make every attempt to disaggregate expenditures
in those centers on a pro rata basis to component disciplines/departments
(e.g. agricultural extension dollars should be reported in the home department
of the faculty investigator/coordinator). For those institutions with separate foundations for handling external
research and service contracts and grants, funds processed by those
foundations to departments/disciplines should be included.
Reminder: Due date for submission of data is JANUARY 31, 2014.