Dean of the Faculty

Academic Planning

The Dean of the Faculty’s long-term planning guide helps chairs and directors develop multi-year plans for curricula, leaves, advising and hiring.

The Three-year Planning Cycle

As part of a Provost’s Office initiative to increase faculty time available for research and scholarship, the Dean's office works with departments and programs to plan their curriculum, leave schedules, hiring, advising and service on three-year cycles. Medium-range planning allows Brown's humanities and social science departments to reduce their standard course loads for tenure and tenure-track faculty to three classes per year. Planning also improves the University's ability to forecast financial needs and streamline the search approval process.

With an eye toward minimizing the administrative burdens on departments and programs and increasing transparency, the Dean's office has provided recommendations and best practices for multi-year planning, along with information on all of the departments under the Dean of the Faculty's purview.

Brown’s Teaching Loads

Faculty in DOF departments teach from two to six courses per year depending on their rank, department and individual strengths. While most departments maintain a single standard course load for all tenured and tenure-track faculty, often departments establish a higher teaching load for lecturers, and some departments encourage faculty with less active research agendas to contribute through additional teaching. The chart below shows Brown's departmental teaching loads before the course load reduction as well as the average enrollments per FTE over the past three years, an important factor in understanding the relative burden of teaching obligations.

Unit Division Load
Africana Studies Social Science 3
American Studies Social Science 3
Anthropology Social Science 3
Applied Math Physical Science 2
Chemistry Physical Science 2
Classics Humanities 3
CLPS Life Science 2.5
Comp Lit Humanities 3
Computer Science Physical Science 2
Data Science Physical Science 2
East Asian Studies Humanities 3
Economics Social Science 3
EEPS Physical Science 2.5
Education Social Science 3
Egyptology Humanities 3
English Humanities 3
French Humanities 3
German Humanities 3
Hispanic Studies Humanities 3
History of Art and Arch Humanities 3
History Social Science 3
Environment and Society Social Science 3
Italian Humanities 3
Joukowsky Institute for Archaeology Humanities 3
Judaic Studies Humanities 3
Language Studies Humanities 3
Literary Arts Humanities 3
Mathematics Physical Science 3
Modern Culture and Media Humanities 3
Music Humanities 3
Portuguese and Brazilian Humanities 3
Philosophy Humanities 3
Physics Physical Science 2
Political Science Social Science 3
Religious Studies Humanities 3
Slavic Humanities 3
Theatre Humanities 3
Urban Studies Social Science 3
Visual Art Humanities 3
Watson Institute Social Science 3

Peer Teaching and Service Loads

Brown frequently reviews peer practices. The data below show that Brown's expectations for teaching and departmental service will now be the most generous of any of its peer schools. (Peers include Ivy League and other peer institutions on the semester system.)

Frequently Asked Questions

Many faculty have 25% or 50% effort in a second department. With a four-course load, this is easily managed, but with a three-course load, it is more complicated. We recommend using the multi-year planning process equitably to distribute teaching, for example by alternating two- and one-course years in each department. Cross-listing courses can also be a useful mechanism to ensure that commitments to multiple departments are met.

Service is an important part of every faculty member's job and should not need to be incentivized any more than teaching or research should. Nonetheless, some service roles require greater time and effort than others.

Department chairs in three-course load departments will continue to teach a two-course load. They should also expect a significantly reduced service load for several years after their term in recognition of the significance of this job.

Directors of Undergraduate and Graduate Studies will generally continue to teach a three-course load. Like chairs, directors should expect a reduced service load after their term has finished. 

In the cases of chairs and directors, Brown's teaching loads mirror those of all of our peer schools and are not unduly burdensome.

Brown has reduced its reliance on temporary teaching in the past few years and will continue to staff the vast majority of its courses with permanent and full-time faculty. Most departments should devise three-year curricular plans without the assumption of temporary teaching funds beyond those already committed for long-term visitors. In rare cases, temporary teaching funds may be allocated to cover unexpected departures or absences or to address structural shortages in the short term until additional permanent faculty can be hired.

In this case, faculty should teach two courses when they are in residence. This is a longstanding policy at Brown.

Chairs should plan with the assumption that faculty will be reappointed. If they are not, our office will work with you to cover their teaching.

Chairs should not assume their own reappointment or make assumptions about who will follow them as chair.

We will honor the term of offer and retention letters.

While lecturer-track faculty will not receive a reduced teaching load, we expect service burdens to be more evenly shared across the faculty, so in many cases lecturer-track faculty may see their share of departmental and University service lightened.

You should make your curricular plan based on the regular faculty members in your department. If you currently have a search open that you feel is likely to yield a hire who will start in the coming year, you can include their teaching in your multi-year plan.

We hope that the planning tool will become public record in your department so it may be useful to provide an extensive list of service to show the equity (and inequity) of service burdens and to recognize faculty for the work they are doing. Service that is a routine part of every faculty member's job may not merit inclusion.