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<DIV>Stephanie,</DIV>
<DIV>During fall quarter, in response to reports that such data would be useful,
I kept a log of the hours I worked each week. I regularly teach only one class
per quarter at UCR and my hours of work per week averaged 20 (ranging between
18-24). Those hours included class prep, classroom teaching, grading, email
writing and reading, regular office hours, and extra office hours during
particular weeks. </DIV>
<DIV> </DIV>
<DIV>
<DIV>Regarding class preparation, while it is true that teaching a class with
materials you've used in the past does reduce the amount of time necessary for
developing discussion questions, it does not eliminate the need (for me at
least) to reread the material so as to have if fresh in mind for each lecture
period. Furthermore, I think rereading helps me to stay in touch with the work
load I am expecting of the students. Therefore, in a quarter where I am reusing
a book from a previous course, I may spend 3-4 hours in prep time. During
Fall 2004, while I was keeping a log of my work hours, I was
teaching texts that I had used before. However, if the quarter
involves using a new single-author text or a new handbook (or new edition of an
old one as so often happens) the prep time may easily swell to 6-7 hours per
week.</DIV>
<DIV> </DIV>
<DIV>
<DIV>Similarly grading time can be accounted for mathematically. I habitually
spent 20 -30 minutes per paper (more often the latter). While I realize that
after 10 years of experience I ought to be able to do it more quickly, I really
feel that some of the best opportunities for teaching I have are to be found in
those comments written in response to the student's own writing. So do the math:
20 mins x 22 students = at least 7 hours and 20 mins per stack of
essays and maybe closer to 10 hours. This equation does not take into
consideration time spent reading drafts in either hard copy form or via email.
Nor do our office hours reflect the time we spend in the hallway or on the
stairs outside after class looking over an outline a student has or discussing
her paper topic. Given the ten week quarter cycle and the 4-5 essay
requirement, each week is usually devoted either to helping students polish
their papers or to grading them.</DIV>
<DIV> </DIV></DIV></DIV>
<DIV>Usually 3-4 times per quarter I schedule about 4 extra office hours during
weeks when papers are been polished--this is strictly necessary in order to give
everyone in the class an opportunity for a on-one-on tutorial of about 20
minutes each (20 mins. x 22 students = 7 hours and 20 mins hence 3 regular
office hours + 4 extra office hours). It is worth noting that these
"extra" office hours have been described by my students in their
evaluations as critical to their learning process in the course. </DIV>
<DIV> </DIV>
<DIV>Although I am technically a .33% employee, I feel like a half-timer
due to the hours I devote each week to work. Given these facts, frankly, I've
always wondered how anyone teaching 3 or more classes managed to have any life
at all. I hope this information is helpful to you as you prepare your
report. If you need a more specific breakdown I will try to dig up the graph I
made and provide it to you. Thanks again for all your efforts on our
behalf.</DIV>
<DIV>Lora Geriguis</DIV></FONT></BODY></HTML>