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These guidelines are intended to provide Faculties with general parameters to frame discussions and decisions with faculty colleagues regarding course- and teaching-relief. Such relief might come in the form of a reduced course load for a given time, or it might take the form of other measures that offset requirements associated with teaching responsibilities. They are applicable to TT staff, but Faculties may adapt the principles to Faculty Lecturers and other ranked CAS.
The principles that follow are not binding; Faculties are recognized as best placed to make decisions about teaching assignments necessary to meet their respective program and course-delivery needs. As such, Faculties retain flexibility and discretion and can deviate from these guidelines where circumstances warrant.
- As a starting premise, teaching and course loads within a Faculty should be as uniform as possible (e.g., 鈥減rofessors in Faculty X normally teach the equivalent of 10-12 credits per year鈥�), accounting for factors such as credit assignment, contact hours, teaching format (e.g., lecture, clinical, experiential, lab, studio, etc.), enrolment, and/or availability of teaching support.
- An entry-level professor in their first year should benefit from some teaching relief and/or support
- Pre-tenure colleagues on Work Permits who take part in the Mon fran莽ais program with a view to obtaining Quebec permanent residency, shall benefit from the equivalent of one three-credit course release over the duration of the Mon fran莽ais program
- Decisions about course- and teaching-relief occur at the Faculty level; deans are the decision-makers, and should act in consultation with their Chairs and Directors
- Course- and teaching-relief are typically granted only for:
- major peer-reviewed awards, notably a CRC;*
- buyouts from peer-reviewed research grants; and/or
- major administrative roles (e.g., Associate Dean, Chair/Director)
- Exceptionally, course- or teaching-relief might be permitted for a faculty member with a research contract that allows them to buy out all or part of one course (or its equivalent)
- An agreement regarding course- or teaching-relief for a faculty member should have a specified term/end-date
- Faculties should establish standard parameters for course- or teaching-relief for different administrative leadership roles (e.g., Associate Deans, Chairs/Directors)
- Faculties should set and communicate clear and transparent parameters about course- and teaching-relief
*Note: The specific requirements of the CRC Programs in regard to the institutional commitment to protect a chairholder鈥檚 time for research is as follows:
Dedicated research time
It is an expectation of the Chairs programs that institutions provide chairholders with all the support they need to ensure the success of their work, such as dedicated time for research (e.g., by reducing the teaching load or releasing the researcher from certain administrative duties). While the programs do not stipulate that a certain percentage of dedicated time be provided, many institutions ensure that chairholders are able to devote a minimum of 50 per cent of their work time to research. Note: the cost of a teaching replacement is an eligible expense except while the chairholder is on leave.
Canada Research Chairs in senior administrative positions
Some researchers are able to deliver at a level expected of a Canada Research Chair while also being in senior level administrative positions. Accordingly, the program does not have a formal policy prohibiting chairholders from holding these types of positions. However, it is the responsibility of the institution (in collaboration with the chairholder) to ensure that chairholders who hold senior administrative positions have time for research so that they can carry out their program of research at the level expected of a Canada Research Chair. Chairholders who, because of a lack of time to devote to research, have difficulty meeting their research objectives, run the risk of not being renewed.
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