ERIC Number: ED470329
Record Type: RIE
Publication Date: 2002-Aug
Teaching Undergraduates in U.S. Postsecondary Institutions: Fall 1998. Statistical Analysis Report.
Using data from the 1999 National Study of Postsecondary Faculty (NSOPF:99), this study examined the characteristics and roles of teachers of undergraduate students. The findings are based on a nationally representative sample of postsecondary faculty and instructional staff. In fall 1998, U.S. colleges and universities employed about 1.1 million faculty and instructional staff. Of these, about 976,000 (91%) were identified as instructional faculty and staff with some for-credit instructional responsibilities. The majority (85%) were involved in undergraduate teaching, and classroom instruction was the most common type of teaching. Overall, instructional faculty and staff at four-year doctoral institutions were less likely to provide instruction to undergraduates than were their colleagues at four-year nondoctoral and two-year institutions. In fall 1998, about 71% of undergraduate credit hours across all types of institutions were assigned to full-time faculty and instructional staff. Analysis of the faculty-level data did not show that part-time faculty had a higher likelihood of teaching undergraduates than their full-time colleagues. Faculty with a lower degree were generally more likely than those with a doctoral or first-professional degree to teach undergraduate classes and to teach them exclusively. The analysis of faculty time allocation indicated that undergraduate teaching remains the primary focus of postsecondary instructional faculty and staff. Information is provided about other teacher characteristics and teaching practices. Appendixes contain a glossary and technical notes. (Contains 28 tables, 7 figures, and 17 references.) (SLD)
Descriptors: College Faculty, Faculty Workload, Higher Education, Part Time Faculty, Teacher Characteristics, Undergraduate Students, Undergraduate Study
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Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.; MPR Associates, Berkeley, CA.
Note: Project Officer, Linda J. Zimbler.