YUFA Proposal for Crediting Relevant Experience

February 19, 1997

1. Defining Relevant Experience

   a)

   Answers to the open questions (e.g., 3b on kind of teaching position held, 5b on business or professional position) and responses from those who were unwilling to answer the structure questionnaire are to be assessed by a pair of committee members - Ellen Baar and Sheila Embleton - to determine whether they constitue "relevant experience." If the pair can not agree, Georges Monette is to act a a consultant (i.e. not as a mediator). If agreement is still not reached, the case should come to the committee.

   b)

   It has been agreed that elementary and high school teaching will be considered relevant only for member of the Faculty of Education. The other categories of relevant experience could apply to member of any faculty - e.g., faculty in a variety of departments could participate in creative activity.

2. Degree Attainment and Credit for Relevant Experience

   Equal credit for identical relevant experience is to be given to faculty members with graduate degrees, undergraduate degrees but no graduate degrees, or no university degree.

3. Part-Time vs. Full-Time Experience

   a)

   If a person has relevant experience but is involved in less than 25% of full-time, then no credit is to be given for the experience.

   b)

   If a person has 25% or greater involvement, then part-time years are to be translated into a full-time equivalent by:

   [relevant years part-time] x [percentage involvement] = [relevant years full-time]

   For example, 3.5 years at 25% time = .875 years full-time. This calculation is to precede calculations of credit of experience in 4 below.

4. Crediting Years of Full-Time Experience

   a)

   Each year spent in relevant university teaching, research work, and creative activity is to be credited as one year of experience for pay equity purposes.

   b)

   For the first five years, years spent in elementary/high school teaching, college/CEGEP teaching, or business or professional employment are to be credited as one year of experience for pay equity purposes. For years greater than five, each year spent in these activities is to be credited at .25 years of experience, subject to revision on the basis of analysis.

5. Non-response

   The names of those who refused to respond to the survey or otherwise did not respond are to be listed by Georges Monette. Paula O'Reilly is to draft a joint letter to these faculty.

 
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