ERIC Number: ED144633
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
An Assessment of the Impact of Implementing Innovative Teaching Methods on Teaching Loads at Golden West College.
Parsons, Gary L.
This study examines the faculty workload policy of a community college that makes extensive use of non-traditional, innovative teaching methods. To measure workload, a mathematical equation whose sum was expressed as 100% was designed to include five factors: instructional hours, number of preparations, weekly student contact hours (WSCH), outside assignments, and paraprofessional assistance. Workloads of 163 full-time day faculty in eight instructional divisions were analyzed for 1974-75 and compared with a reference "standard load" (SL). It was found that: (1) instructional hours per week averaged 16.9, or 12.6% more than the 15 hour SL; (2) preparations per week averaged 4.51, or 8.8% fewer than the five SL preparations; (3) WSCH averaged 545.83, or 9.17% more than the 500 WSCH of the SL; (4) outside assignments per week averaged 6.29 hours, or 25.8% more than the five hour SL; (5) paraprofessionals provided 11.71% of a standard teaching load, equivalent to a total workload of 19.46 full-time teachers; and (6) total teacher load averaged 93.94%, or 6.1% less than the 100% standard load. It was also found that the present workload policy provided fair work assignment for 77.9% of the faculty, but that workload among divisions ranged from 86.23% to 114.29%, indicating a need for reexamining that policy. Recommendations are made and supporting contractual and statistical data are appended. (RT)
Descriptors: Administrative Policy, College Faculty, Community Colleges, Computation, Efficiency, Faculty Workload, Instructional Innovation, Measurement, Noninstructional Responsibility, Nontraditional Education, Paraprofessional School Personnel, Student Teacher Ratio, Teaching Load, Teaching Methods, Two Year Colleges, Working Hours
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Nova University. Some pages may reproduce poorly