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WE ARE CURRENTLY WORKING WITH MORE THAN…
Trusted By Leading Universities
We have a variety of clients, large and small, each with unique challenges when it comes to the teaching assignment process. One of TAMS greatest strengths is its flexibility.
Yale
University
Johns Hopkins University
University of
Vermont
Azuza Pacific
University
Emory
University
Texas A&M
University
Features
Yes, TAMS simplifies the work of teaching assignments. But it does so much more…
Faculty
Satisfaction
TAMS has a variety of tools that will help increase faculty satisfaction starting with the ability to collect teaching preferences.
In addition, faculty have the ability to log into TAMS to see information administrators use to make available including workload, teaching assignments, preferences, and more.
Easy To Explain
Faculty Workload
Faculty want to know that their time is being used fairly, both in relation to their contract and other faculty members. This can be difficult to explain if you have to refer to multiple spreadsheets potentially being managed by different people.
TAMS makes it easy to see both teaching and administrative assignments. Faculty will instantly be able to see how much workload they have and how much has been allocated.
Help For
Administrators
TAMS simplifies the teaching assignment process by displaying each section that needs coverage and then producing a list of suggested faculty for the course based upon:
1) who taught the course historically
2) who asked to teach
3) who has teaching workload availability
360 Degree View
of Course Coverage
The work of teaching assignments is typically done in stages.
TAMS has views to help with planning, faculty feedback, and course coverage.
TAMS Makes Updates A Snap!
Cost & Time
Savings
In addition to saving staff time, one of the greatest benefits of TAMS is the potential to realize significant savings year after year.
TAMS does this by maximizing your faculty utilization which in turn reduces the need and cost of adjunct faculty and part-time instructors.
Real-Time
Analytics
TAMS includes built-in and customizable reports.
Reports are available real time as data is entered ensuring teaching assignments, instructors, and course information is the most current and up-to-date.
Testimonials
Brian, Wes, and the team at TAMS are amazing. From the initial inquiry about TAMS, to working with the us for purchasing, and finally implementing TAMS, I couldn’t have asked for a better experience. The entire team is knowledgeable. The availability for assistance blew me away. Anytime we needed anything, all we had to do was email Brian or Wes and they were right there to help us. They were willing to meet with us as many times as we needed to make sure our entire team knew what they were doing. As a product, TAMS has made our job so much easier. We literally had staffing information in at least 3-4 different spreadsheets that would all need to be updated any time a change was made. I would highly recommend TAMS. I would never go back to the way that we used to do it.
Jason Mott, PhD, RN
Associate Dean of Academics and Student Success
University of Wisconsin Oshkosh
I have had the privilege of incorporating TAMS at our University to organize and plan for faculty teaching assignments. We were early adopters of this technology, and I am continually impressed by its continued updates and frequent enhancements to the technology. The customer service is excellent! TAMS
Madeline Schmidt, DNP, APNP, ACHPN
Assistant Professor
Assistant Dean for Undergraduate Programs
Marquette University College of Nursing
TAMS has been instrumental in making course scheduling easier at the Orvis School of Nursing. It has helped to facilitate more transparent communication about scheduling, and improved equity in making teaching assignments.
Cameron Ducan, PhD, DNP, APRN, FNP-C, PMHNP-BC, CNE, FAANP
Interim Dean | Associate Professor Orvis School of Nursing
University of Nevada, Reno
TAMS has allowed me to engage in meaningful workload development and management. With almost 50 full-time faculty and just as many adjuncts, I used to spend hundreds of hours engaged in pencil and paper workload. What used to take me months to do, now takes me a matter of weeks. I can complete an entire year’s worth of workload assignments much more quickly and efficiently. TAMS is a wonderful product designed by those who know nursing faculty workload best.
Dr. Katherine C. Hall, PhD, RN-BC, CNE
Associate Professor and Associate Dean of Undergraduate Programs
East Tennessee State University
Our team recognized we needed to revamp the workload process and have been working extensively with the TAMS team to do so. They have been so incredibly patient with us while helping us navigate our individual needs and utilize the TAMS system to the fullest extent. During this past year, they have been instrumental in helping us revise and simplify the management and assignment of workload. Wes and the team have spent extensive time with us, really listening to our needs, and creating solutions when able to help us develop processes and solutions. The entire TAMS team is professional, highly responsive, highly accessible, and dedicated to customer needs. The customer service from TAMS is EXCELLENT- by far one of the very best!
Heidi Mennenga, PhD, RN, CNE
Associate Dean for Academic Programs/Professor College of Nursing
South Dakota State University
TAMS has been instrumental in making course scheduling easier at the Orvis School of Nursing. It has helped to facilitate more transparent communication about scheduling, and improved equity in making teaching assignments.
Cameron Ducan, PhD, DNP, APRN, FNP-C, PMHNP-BC, CNE, FAANP
Interim Dean | Associate Professor Orvis School of Nursing
University of Nevada, Reno
Our Clients
About TAMS
Duke University experienced the same challenges as most colleges and universities when it came to managing the complexities of course scheduling and making faculty teaching assignments.
Over the years like most schools, Duke administrative staff had developed their own assignment management processes using a combination of institutional knowledge, electronic faculty surveys and manually updated spreadsheets. It was always a struggle to match faculty teaching preferences with the schedule of courses needed to meet student needs.
This process was cumbersome, inefficient and filled with operational headaches.
