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ERIC Number: ED325052
Record Type: RIE
Publication Date: 1990-Sep
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
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Policy Perspectives, v3 n1 Sep 1990
College-bound high school seniors and their parents too often choose their undergraduate institutions not on the basis of teaching caliber, but on the strength of the perceived academic credential. Faculty understand that in higher education, value and prestige attach first to research, second to teaching graduate and advanced professional students, third to teaching traditional-aged undergraduates in traditional college settings, and last to teaching non-traditional learners. Graduate schools are more intent on producing paradigm-busters than in training teachers for undergraduate programs. From these concerns has grown a national colloquy demanding good teaching. Publicly defined programs of assessment and regulation, alone, cannot bring about necessary improvements in college teaching. Creating a market for good teaching begins with having the faculty assume shared responsibility for the sum of their teaching activities. Persuading the faculty to do so requires strong voices from the top. Useful arenas for voicing the demand for good teaching include the hiring process and the tenure and promotion process. The greatest opportunity for reform lies in the training of graduate students who plan to become faculty. Prospective faculty should have teacher training included as an explicit part of their graduate education. Recommendations are offered to improve college instruction. (JDD)
Publication Type: Collected Works - Serials
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Pew Higher Education Research Program, Philadelphia, PA.