Common use of Significant Service Clause in Contracts

Significant Service. Members who have a reduced teaching load for “significant service” are expected to perform “significant service,” which must include “routine service” specified above and other university service activities, and may also include service to the community or the profession in ways that rely upon a Member’s professional expertise. All such service should either support and further the mission, goals or strategic plans of the department, college, or University, or address the needs of the community or the profession in ways that rely upon a Member’s professional expertise. Whatever the number of activities, however, “significant service” is characterized more by quality than by quantity, and it should make a significant contribution to the department, college, University, community, or profession. Active and engaged involvement in appropriate committees, participation in appropriate faculty searches, participation in important college and university governance structures, leadership in aspects of department, college, or university life, and work in professional organizations, among other things, are all examples of “significant service.” See Section N11.3.2.2.1 below for a more extensive list of examples. These opportunities for “significant service” may vary across the University, but the magnitude of the “significant service” obligation does not vary significantly from unit to unit. Since in relation to total workload, “significant service” will be the approximate equivalent of teaching one additional class over the course of an academic year, the time devoted in a given year to “significant service” should be equivalent to the time devoted to teaching one three- to four-hour class.

Significant Service. Members who have a reduced teaching load for “significant service” are expected to perform “significant service,” which must include “routine service” specified above and other university service activities, and may also include service to the community or the profession in ways that rely upon a Member’s professional expertise. All such service should either support and further the mission, goals or strategic plans of the department, college, or University, or address the needs of the community or the profession in ways that rely upon a Member’s professional expertise. Whatever the number of activities, however, “significant service” is characterized more by quality than by quantity, and it should make a significant contribution to the department, college, University, community, or profession. Active and engaged involvement in appropriate committees, participation in appropriate faculty searches, participation in important college and university governance structures, leadership in aspects of department, college, or university life, and work in professional organizations, among other things, are all examples of “significant service.” See Section N11.3.2.2.1 11.3.2.2.1 below for a more extensive list of examples. These opportunities for “significant service” may vary across the University, but the magnitude of the “significant service” obligation does not vary significantly from unit to unit. Since in relation to total workload, “significant service” will be the approximate equivalent of teaching one additional class over the course of an academic year, the time devoted in a given year to “significant service” should be equivalent to the time devoted to teaching one three- to four-hour class.