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Here at the University of Calgary, there are two types of faculty. "Professorial-stream" faculty are expected to do research as well as teach and do service. "Instructor-stream" faculty have no research expectation, and so have heavier teaching loads. You're hired, tenured, and promoted as one or the other, though there are ways for people to switch streams (something that rarely happens in practice). Do Ontario universities have anything like this?

In my experience (in the Biological Sciences dept.), this system seems to work well (full disclosure: I'm professorial-stream). The professorial-stream faculty respect and value the instructor-stream faculty as colleagues, for instance--the instructors aren't seen as second class citizens or as people who couldn't hack it in research or anything like that. And I think it actually improves everyone's teaching. For instance, several of the instructors in my dept. (and some professiorial-stream faculty) put a lot of time and effort into doing pedagogical research themselves and into disseminating good teaching practices to their colleagues.

Perhaps this is the way to get within-dept. specialization if that's what's wanted. Because at Calgary, as at Ontario universities, faculty who nominally have research expectations but in practice aren't research-active tend to be assigned only slightly higher teaching loads than research-active faculty (at least that's my anecdotal impression).

I have seen ads recently for teaching only faculty at Ontario universities but don't have any feel for how wide spread the practice is becoming.

In some business schools in Canada, professors who are not active in research (using similar criteria as those you mention) see their course load go up from 4 to 6 a year (2-2 to 3-3). I think this is still new and perhaps controversial, but I expect to see it more in the future.

Nice post, Livio.

Here at HEC Montréal, we have a "de jure" teaching load that is quite a bit heavier than the "de facto" load; my understanding is that this serves as leverage that can be used in cases of esp. non-productive faculty. However, the general mechanism is a publication-based system of credits that, among other things, can be used to buy teaching release. The reward system is quite non-linear, with highly cited journals earning many more credits than lower ranked outlets.

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