How a university pins down teaching load—with data, not guesswork.
This nonfiction work examines the problem of measuring the actual time university instructors spend on instructional duties. It presents a method that aims to be more objective and reliable than traditional rules of thumb, and discusses where estimates can improve with better data.
The book frames the issue around two core ideas: the time spent on instructional activities and the fatigue that may accompany it. It explains how researchers gathered time-use data, calculated total teaching time, and then analyzed how different modes of instruction affect workload. It also explores how results can inform fair adjustments to teaching schedules, especially for instructors who balance research with teaching.
- How total teaching time is defined and measured across class time, preparation, and related activities
- How modes of presentation (recitation, lecture, seminars, labs) change the workload per clock hour
- How subject areas influence workload and where weighting can improve fairness
- How reductions in teaching load might support productive research without sacrificing student learning
Ideal for readers of higher education administration, faculty planners, and professors weighing how best to balance teaching and research.