The “Delaware Study”

1. The “Delaware Study” Full Name: The University of Delaware National Study of Instructional Costs and Productivity Initiated in 1992 by researchers at the University of Delaware

2. Purpose of the “Delaware Study” Provide a set of National Standardized Academic Benchmarks for academic management & research Focused on Instructional Outputs, not to be confused with The Delaware “Out-of-Classroom Activity” Study a separate study by the University of Delaware.

3. How is the Study Conducted? • Invitation to U.S. public and private universities and colleges • Participating institutions complete a ‘Data Collection Form’ giving course, faculty, and cost/expenditure data • Data analyzed by the University of Delaware; results sent to institutions.

4. Who Participates? In 2005-06 • Over 200 participating institutions • from 39 states • including 47 Research Institutions

5. What are the “National Standardized Benchmarks”? Measures of: • PRODUCTIVITY: Faculty teaching workloads  credit hours / full-time equated faculty (FTEF) • COST OF INSTRUCTION: $ (direct instructional cost) / credit hour • SCHOLARLY ACTIVITY: $ (separately budgeted scholarly activity) by Academic Discipline

6. What are the “Academic Disciplines”? The U.S. Department of Education provides a “Classification of Instructional Programs (CIP),” a listing of different academic programs • Wayne State utilizes approximately 80 of these Academic Disciplines in classifying its Course Subject Offerings.

7. What Does the “Data Collection Form” Look Like?

8. Breaking Down the Data Categories Faculty type • Tenured/Tenure Eligible • Other Regular Faculty • Supplemental Faculty • Teaching Assistants Section type • Organized Class (OC) includes: Lab/Discussions/Recitations • Individualized Instruction (II)

9. Faculty Type Assignments

10. Faculty Type Assignments-Cont’d

11. Individualized Instruction Courses

12. 3 Important Caveats in Using the Study

13. Caveat #1The Relationship between Course Subject and Academic Discipline • There is NOT a 1:1 relationship between Academic Department and Academic Discipline. The relationship is 1:Many. • Example: Sociology Department (College of Liberal Arts and Sciences) CIP Code 45.11 Sociology College of Social Work

14. CIP Codes by School/College

18. Caveats #2 Course Subject Classification • Given that the Delaware Study is intended as a cost study, classification of a course is by the instructional account paying for the instructor. • In some instances, this is not the same as the department offering the course. • A detailed breakdown is given in Appendix D of the Report.

19. Caveat #3 Cost/Expense Measures • We participated in the cost/expense portion of the Study; but the results have not yet been evaluated. • Consequently, we may have ‘faculty teaching load’ data only. • We may have (a) cost per credit hour or (b) expenditures on scholarly activity

20. An Additional Caveat • 2nd year of Wayne State’s Participation, fewer data issues required resolution. • Data deemed usable, with appropriate caution for possible outlying anomalies

21. Content of the Study • Summary Tables & Charts • Table A- Faculty Teaching Workloads (SCH/FTEF) • Table B- % Distribution of SCH by Faculty Category • Table C- % Distribution of SCH by Course Level For Table A-C above: -Summary -Detail -Charts • Quartiles for Table A - SCH and Class Sections • Appendices

23. Table A, Summary Totals

24. Table A, “Student Credit Hours Per FTE”

25. Chart A, “Student Credit Hours per FTE Faculty”

26. Table B, “Normative Percent of Student Credit Hours across Faculty Category”

27. Chart B, “Distribution of Student Credit Hours Across Faculty Category”

28. Table C, “Normative Percent of Student Credit Hours within Faculty Category”

29. Chart C, “Percent of Student Credit Hours within Faculty Category”

30. “Quartiles” A Quartile Ranking in Comparison to Peers is provided for: • SCH / FTEF • FTES/FTEF • Organized Class Sections / FTEF

31. 3rd Quartile SCH/FTE Instr Fac WSU Research Institutions CIP Discipline/Carnegie Classification 25% 50% 75% 16.3 51.09 Allied Health Diagnostic, Intervention 8.5 13.7 20 10.4 14.07 Chemical Engineering 6.8 8.7 10.6 12.9 51.02 Communication Disorders Sciences 10.7 11.9 13.7 14.2 11.01 Computer and Information Sciences 10.1 12.6 14.9 21.7 43.01 Criminal Justice and Corrections 17.8 20.7 25.8 13.4 13.04 Educ. Administration,Supervision 9.7 12.9 15.6 13.2 42.18 Educational Psychology 10.8 12.2 14.2 15.8 05.02 Ethnic, Cultural Min., Gender Studies 10.9 15 19.9 13.8 50.07 Fine and Studio Art 9.7 12.2 14.8 16.4 24.01 Lib. Arts and Sci., Humanities 12.9 16.3 17.2 28.7 52.12 Management Information Systems 11.3 24.3 29.8 10.7 50.09 Music 8.1 9.2 11 19.7 38.01 Philosophy 15.9 19 21.2 20.5 45.10 Political Science and Government 15.3 17.6 22 15.3 16.09 Romance Languages, Lit, Linguistics 10.3 14.4 15.3 Table A, “Quartiles”

32. Closing Considerations

33. Why Participate in the Delaware Study? • Comparisons are made at the academic discipline level of analysis. • Teaching workloads are analyzed by faculty type, i.e., tenured and tenure track; other permanent faculty; supplemental faculty; and graduate teaching assistants. • Participants can define their own peer groups. • The data definitions, methodology and data collection tools are regularly reviewed by representatives from participating institutions. • The Delaware Study is longitudinal, and enables you to track trend data over extended periods of time. • The measures enjoy widespread national acceptance and use.

34. Contact Information Paul N. Moniodis Executive Director, Institutional Research 1309 Faculty/Administration Building (313) 577-5743 Paul.Moniodis@Wayne.Edu