Teaching as a Priority

Abstract

Both supporters and critics of higher education express concern about the declining quality of teaching, particularly of undergraduates, within universities. Moreover, legislators in a dozen or more states are examining faculty workloads and developing legisla tion to ensure that faculty devote more of their time to teaching (Gilbert, Keck, and Simpson 1993; Winkler 1992). Although precise data about faculty teaching loads in the past are not available, the public perception that teaching loads have declined seems accurate. Winkler (1992) notes that the average teaching load in the 1920s and 1930s was thirteen to fourteen hours per semester as compared to an average load of 7.6 hours today. Like wise, Fairweather (1993) notes that self studies conducted at several large univer sities indicate that only one-fourth of all undergraduate courses are taught by full time university faculty. The public clearly is anxious about teaching in higher education, and similar discomfort exists within universities.