Incorporating technology in the curriculum initially entails a change in teaching duties, which usually requires additional time and effort from the faculty. However, changing the teaching duties also means that the criteria to evaluate the teaching workload should be restructured in order to provide proper compensation. The following considerations may assist in determining teaching workload that integrates new technology.

• Basic obligations and expectations for the faculty - What is the number of "instructional units" in a teaching assignment? What other duties are part of the base assignment?

• Number of units of instruction - A college can develop an assignment index, which defines instructional workload standards that include delivery, evaluation of instruction, and a set of predetermined instructional outcomes.

• Difficulty of preparation - Greater workload credit may be warranted if subject matter and/or technology prove to be exceedingly challenging.

• Leadership - Faculty taking on a leadership position for a teamwork project usually requires extra time and effort, which should be recognized in the process.

• New technology adoption - This requires extra effort, particularly if the faculty member(s) pioneering the adoption have the obligation to train their colleagues.

• Responsibility for physical resources - If coordination or management duties are beyond normal expectation, this should be recognized.

This information was reported in ED 416 911, titled " Faculty Obligations and Compensation: The Necessity of a New Approach," by Robert Allison. A full-text copy of this document may be obtained by contacting ERIC Document Reproduction Services (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; or by calling (800) 443-ERIC.

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