ERIC Number: ED345677
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Overcoming Institutional Impediments to Rewarding Teaching.
Edwards, Donald M.
The University of Nebraska-Lincoln (UNL) has undertaken a long-term project to insure that effective teaching is rewarded and, in particular, has examined the institutional impediments to rewarding teaching as well as research. To this end a survey was conducted of 449 faculty who participated in early phases of the rewarding teaching project. In addition interviews were conducted with college deans and campus administrators. Results of the surveys indicated a widespread feeling among faculty that teaching is not taken as seriously as research. Results also indicated several barriers to rewarding teaching: (1) professional and disciplinary pressure to do research; (2) strong institutional research values; (3) the view that teaching is not scholarly; (4) the perception among faculty that they are excellent teachers; (5) high teaching loads but evaluation based on research; (6) faculty perceptions that teaching is not rewarded; (7) faculty resistance to change; (8) and funding requirements of research. In response to the findings, a plan was developed to overcome these impediments which included updating position descriptions, modification of evaluation and reward procedures, annual meetings of different institutional groups, teaching evaluation as part of hiring, establishment of a teaching award, increased funding for teaching, and administrative promotion of teaching. Included are four tables and two survey instruments. (JB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Practitioners
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Nebraska Univ., Lincoln.
Identifiers: University of Nebraska Lincoln
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 24, 1992)