Abstract:
Recent increases in equine science programming at U.S. land-grant universities have heightened demand for instructional support, especially in lower level,labor-intensive or specialty courses. Full-time instructors can supplement teaching of tenure track faculty; however, instructional contribution of these educators in equine science programs is undocumented. This study investigated teaching load parameters of 71 faculty and 57 full-time instructors teaching equine science courses at 42 land-grant institutions. On average, full-time instructors taught more total and lower-level courses and recorded more teaching time than faculty colleagues. Full-time instructors were responsible for nearly 60% of teaching time across all courses. No differences were found between faculty and full-time instructors for total credit hours taught per year, implying full-time instructors taught more time-consuming, laboratory based courses. Only 20% of full-time instructors held a doctoral degree, compared with 100% of faculty. Among faculty, rank or gender had no effect on teaching load, but men were four times more likely to hold the rank of full professor, while women were predominantly associate or assistant professors. No effect of gender or terminal degree was found on teaching load among full-time instructors. Noteworthy differences exist in teaching load between faculty and full-time instructors teaching equine science courses at land-grant universities.
Keywords:
animal science, rank, gender, teaching load among faculty
 Article3_Nacta_Sept2011.pdf | [ ] | 102 kB |
