About the Tuition Revenue Sharing Model

The Tuition Revenue Sharing Model was implemented in FY17 and replaces the TECU Model for distributing tuition revenue to address the costs of teaching.

Three tuition pools

  • Medical Student Tuition: 55% flows to departments via the Model
  • Undergraduate Tuition: 55% flows directly to departments
  • Graduate Student Tuition: 80% flows to departments via the Model

Three kinds of teaching 

  • Core Required
    • Full Costs covered REAL TIME
    • Faculty salary amount goes to department (except POM/HHD) up to the NIH cap
    • Other costs (TAs, supplies, etc) charged directly to EPS accounts


  • Undergraduate teaching
    • Direct pass through
    • Approximately $338/student unit


  • All other medical and graduate teaching (PhD/MS program courses, all electives, individual study, etc.)
    • Easy to estimate
    • Linear @ $460/student unit
    • Supplement for smaller formal courses to cover faculty effort



Additional Details

  • Innovation funds of $500,000 per year
  • Calculation for Undergraduate and All Other (Non-Core) Teaching based on the prior Academic Year
  • Annual report available to every teaching faculty member

Task Force Principles for the Tuition Revenue Sharing Model

Transparency | Simplicity

  1. Standardized annual reporting to faculty/departments 
  2. Ease in calculating what a course will earn
  3. Based on teaching during the Academic year rather than the Calendar year (as the TECU program was)

Encourage | Reward | Support Teaching

  1. Commitment to fund Core courses at cost and in real time
  2. Supplement for the smaller formal didactic courses critical to graduate programs
  3. Innovation Funding

Timing of Funds 

  1. No lag for Core Courses
  2. Immediate report out the following Fall for Non-Core Courses

Relate Funding to Costs

  1. Proportional tuition pools: So that medical tuition funds medical student studies and graduate tuition funds graduate studies.
  2. Based on actual tuition revenues and total units taught: So that the unit rate for non-core student units reflects actual demand and resources. 
  3. Core course cost analysis: Core courses will be  reviewed and paid to reward teaching and cover actual needs.
  4. Innovation funding:  Available to cover extraordinary expenses that are not otherwise covered by the formula, as well as to encourage new approaches to teaching.