Differences in instructional workload between men and women college faculty were studied at a large, land-grant university. The following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level of course. Because the faculty members varied in their full-time-equivalent instructional effort, it was necessary to normalize the data. Fall 1979 data were considered for full-time assistant professors in the academic colleges. Weighted student credit hours, derived in part from a state budget formula, were applied to credit hour production by student level. Didactic hours, which were an estimate of the amount of effort required for an instructional activity, were based on the type of course taught. For classroom only, the course credits were considered. For nonclassroom instruction, the number of didactic hours taught were considered in terms of student credit hours. When male and female faculty were compared for equity of instructional activity taking their college into consideration, there was no significant difference by sex or from the interaction of college with sex. When a balancing technique was used to review male and female faculty by departments, no significant differences were found in the pattern of instructional activity within the group of departments being compared. Based on the variables considered using multiple regression, an equity of treatment for men and women on teaching assignments was found. (SW)