This paper revisits anaylsis done in the 1996, using data from the Delaware Study of Instructional Costs and Productivity. That analysis found that tenured and tenure track faculty generate a much larger proportion of undergraduate teaching activity then might be expected in light of public criticism of American higher education. The 1996 methodology is replicated using data from two most recent iterations of the Delaware Study. The result is a three year trend line that more clearly indicates how much faculty really teach, and associated coast and productivity measures.
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