Data included in this publication supplement the descriptive and summary information presented in the 1971 Annual Report and 1972 Annual Report of the Coordinating Board, Texas College and University System. These data relate to student enrollments, program development and productivity, faculty salaries and teaching loads, campus development,…

This agreement is between the New York Institute of Technology and the Council of Metropolitan and Old Westbury Chapters, American Association of University Professors. The agreement covers salaries, fringe benefits, teaching load, parttime ratio, minisemester, academic freedom, tenure, no strike, grievance and arbitration procedures, institute…

This agreement between the Board of Trustees of Henry Ford Community College and the Henry Ford Community College Federation of Teachers, American Federation of Teachers, Local 1650 covers the period of 1973-1975. Contents of the agreement cover recognition, board of trustee rights, union-board relations, conditions of employment, seniority, the…

This agreement between Williamsport Area Community College and the Williamsport Area Community College Education Association covers the academic year 1972-1973. Articles of the agreement include recognition, check-off, association prerogatives, employer prerogatives, employees' rights, grievance procedure, no strikes or lockouts, access to…

This negotiation agreement between the faculty senate and board of trustees of Glen Oaks Community College covers the period, 1973-74. Articles of the agreement cover recognition, board of trustees relationship, condition of employment, continuity of employment, staff reduction, teaching facilities, summer and extra-contractual teaching,…

This agreement is between the Trustees of Southeastern Massachusetts University and the Southeastern Massachusetts Faculty Federation Local 1895 American Federation of Teachers AFL-CIO. Articles of the agreement cover SMU Faculty Federation; recognition and definitions; SMU Faculty Federation-Trustees relations; academic freedom; democracy, and…

This publication provides data on day-program full-time faculty teaching loads in the Los Angeles community colleges for the fall semesters 1972 through 1975, compared to total statewide averages, and statewide small college and large college averages, by instructional discipline. Faculty load is computed by dividing weekly student contact hours…

Presents and illustrates a goal-programming model for long-range budget planning and resource allocation. Goals are faculty instruction loads, staff-to-faculty ratios, faculty distribution by rank, and teaching-assistant-to-faculty ratios. Decision variables are the faculty, staff, and teaching-assistant levels in each of several academic units.…

Discusses hiring, evaluation, involvement, and competencies of the increasing number of part-time teachers in colleges throughout the country, and the unclear expectations placed on them. Includes a competencies questionnaire for part-time instructors developed at Caldwell Community College and Technical Institute.

Examines the reaction of teachers toward the employment of parent volunteers in classrooms, particularly with reference to the extent to which teachers hold professional attitudes, i.e., in terms of possessing positive attitudes towards high standards of professional knowledge and skill and a dedication of service towards children. (Author/RK)

Instructors' perceptions of "professional demand" or workload were investigated. Three levels each of class size, course level, format, and amount of paraprofessional assistance were combined to provide 81 questionnaire items. Results show that few class descriptions are particularly more easy or difficult but that tradeoffs can be made to balance…

Discusses the importance of having well-qualified teachers in classrooms and notes that decreasing enrollments and financial cutbacks have sometimes resulted in unqualified instructors teaching English classes. (DF)

There are three types of work in which managers engage: (1) technical, e.g., teaching; (2) administrative, e.g., notification of class outings; and (3) managerial, e.g., department head convening a meeting. Ways in which teachers can avoid the management trap or imbalance between managerial, administrative, and technical work are discussed. (RM)

Describes how a workshop format in a composition class lessened the teacher's workload and provided students with additional learning experiences. (DF)

Explains that the lack of preparation of teachers for work in rural areas, the excessive workload, and the poor working and living conditions have greatly impeded efforts of the Soviet Union to recruit and retain quality teachers in rural areas. (HOD)