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PEDAR: Executive Summary Teaching Undergraduates in U.S. Postsecondary Institutions: Fall 1998
Who Teaches Undergraduates?
Who Teaches Undergraduates? Overall Pattern
Who Teaches Undergraduates? Variation Across Type of Institutions
Who Teaches Undergraduates? Use of Part-Time Faculty and Teaching Assistants
Who Teaches Undergraduates? Involvement of Senior Faculty Teaching Undergraduates
Who Teaches Undergraduates? Characteristics of Faculty Who Taught Undergraduate Classes
Who Teaches Undergraduates? Independent Relationship of Specific Variables to Teaching Undergraduate Classes
How Much Do Faculty Teach?
How Much Do Faculty Teach? Time Allocated to Undergraduate Teaching Activities
How Much Do Faculty Teach? Undergraduate Teaching Loads
How Much Do Faculty Teach? Teaching Loads Varied Among Those Who Did Some Undergraduate Teaching
What Kinds of Teaching Practices Do Faculty Use in Their Undergraduate Classes?
Research Methodology
Full Report (PDF)
Executive Summary (PDF)

This report indicates that a majority of instructional faculty and staff were involved in some kinds of undergraduate teaching activities in fall 1998, and that most provided direct instruction to undergraduates. This finding held true in all types of institutions examined in this report. Furthermore, according to institution reports, part-time faculty and teaching assistants were assigned a relatively small share of undergraduate credit hours (27 percent for part-time faculty and 1 percent for teaching assistants). Full-time faculty, with 71 percent of undergraduate credit hours, still constituted the major group in undergraduate teaching in fall 1998.

This report also reveals that a majority of full-time senior faculty members (i.e., full professors or tenured faculty), including those at 4-year doctoral institutions, taught at least one undergraduate class in fall 1998. About 40 percent of full-time senior faculty who had classroom instruction responsibilities at 4-year doctoral institutions reported teaching undergraduate classes exclusively.

There were, however, variations regarding those who taught undergraduates and how much they taught. First, whether or not faculty taught undergraduates was related to the role and mission of the institution. Instructional faculty and staff at 4-year doctoral institutions were less likely than their colleagues at 4-year nondoctoral and 2-year institutions to teach undergraduates and also had lighter teaching loads if they did teach. Second, within institutions, especially 4-year doctoral institutions, undergraduate teaching behaviors were somewhat related to faculty's seniority. Compared with junior faculty, senior faculty were less likely to teach undergraduates, and if they did, they typically had lighter teaching loads and also were more likely to have teaching assistants.

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