Prior to fall 1974, faculty workload at Black Hawk College (Moline, Illinois) was determined on the basis of total semester hours taught. Now it is based on the equitable teaching load, as agreed upon by the department chairman and the faculty member, subject to administrative approval. This new method of computation is based on departmental goals for production of student credit hours, and recognizes such factors as the number of preparations, the amount of time spent in course development, and the amount of time spent in committee work. In order to determine whether or not this new method had resulted in a reduced faculty workload in the composition, literature, philosophy, and journalism department, the author reviewed the student credit hours produced by each full-time equivalent teacher in the department from fall 1970 through spring 1976. The review indicated that the productivity of full-time teachers in that department, as measured by student credit hours, has not changed significantly as a result of the new faculty workload system. This suggests that general department satisfaction with the new system does not result from an actual reduction in workload, but from other factors. A brief literature review and bibliography are included, as are a review of the research methodology used and recommendations for further studies. (DC)