Today, over at Reassigned time, Dr. Crazy has a post on the research, teaching, and service expectations at her university. They are quite different from the ones I face. Coincidentally, I was just discussing publication expectations for tenure with a colleague at Fellowship Institute. Again, very different.
So, I put the question to you: What are the expectations at your place of employment (and in your department) for research, teaching, and service. Is there a difference between junior and senior faculty (Dr. Crazy reports her senior colleagues "checking out" after tenure, and the junior faculty bearing the brunt of service work; this is again, vastly different from my own experience). If you're tenured faculty, do you think the expectations have changed markedly in the years since you arrived? And, most importantly: do you think the current expectations are reasonable, in the context of your own institution?
Here's my breakdown:
1. Teaching: Technically, 4-4; in reality, there are little ways to work this down, and in my department, I don't think anyone teaches more than 3-3, and many teach even less. 3-3 is my standard load, though I can usually swing a 3-2 every couple of years. In addition, any graduate advising that we may take on -- I generally have 2-3 M.A. students of my own at any given time, and serve on one or two other grad committees. The Americanists have it much harder: usually 8-12 students of their own, and as many again as secondary readers. Luckily, the college is working on ways to credit these students against the normal teaching load... something like 5 grad students (of your own) in any given semester = one course. Seems fair.
2. Research: My sense is that, right now, a book contract, or three peer-reviewed articles published after your hire date is enough to get tenure. But that expectation is vague, and shifting all the time. Most of the faculty hired in the last 15 years had a book contract when they went up for tenure; most (though certainly not all!) of those hired before then published less. Not surprising: up until recently, this was the "teaching school," so research was not expected, and not particularly valued. But recently, the "buyer's market" in Humanities hiring means that mid-level schools like mine have their pick of faculty from research institutions, and most of these came in with a research agenda they were excited about. So they just kept researching and writing, 4-4 (or 3-3) teaching load be damned.
I might also note that, while books are the norm for our faculty, very few have second books. That may just be a function of having so many faculty under 40. But the next five years or so will tell, I suspect.
3. Service: junior faculty are wonderfully protected -- a couple of department committees a year, and usually some college- or university-level service thrown in there for three of those first six years. Many committees, in fact, can only be served on by tenured (and sometimes even full!) professors. With a department that, until the past couple of years, has been seriously bottom-heavy, a small handful of tenured profs have been bearing the bulk of the department's service load. So, the nice thing here is that they have a vested interest in getting us young 'uns tenured!
I'm generally happy with this, though I'd love to have a permanent 3-2 teaching load. (And, as the Spanish say, "...y un jamón.")
That was longer than I thought it would be. How about you?