Shortly after Dan Filler started this blog in the spring of 2008 I put up a couple of posts about blogging. One asked why I'm doing this (or, to use the inverse of Kim Krawiec's phrase, why would anyone blog). Another post discussed blogger's disease. Over the past -- wow, I guess it's -- five years I've become more convinced that blogger's disease is a real problem, though I've also finally turned to the view that blogging can be positive. Funny how I'm behind the times in this. I had a conversation recently with a friend who's a serious blogger and I mentioned that I was finally developing a positive attitude towards blogging. He looked at me somewhat oddly and aked, "are blogs still relevant?"
Without entering the really interesting discussion of whether blogs are still (or ever were) relevant, let me try to crowd source some informaiton on the subject of another post I put up back in 2008: trends in the legal academy. I predicted that there would be a renewed focus on teaching and an increase in teaching loads along with it. I thought of this post when a friend at another school asked me how schools are implementing increased teaching loads. I had to confess that I didn't know. There's a significant difference in the utility to the students and schools in how they manage this. Does the increase come in a major lecture course or in a small enrollment course, for instance? Or does the increase come in an experiential learning course -- which has lots of student contact already -- or an upper-level lecture class, which though it has a lot of students may not have nearly so much contact?
I've heard a lot recently about schools looking at the student credit hours that faculty teach (the number of credits for each course multiplied by students enrolled in the course). Is this part of the calculations at schools that are increasingly teaching loads? Are schools increasing teaching loads across the board or are they increasing some teachers' loads more than others?