Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities
| Autor: | Michael Dennin, Adam K. Leibovich, Michael Hildreth, Emily R. Miller, Lynmarie A. Posey, Tobin L. Smith, Noah D. Finkelstein, Zachary D. Schultz, Mark B. Moldwin, James D. Martin, Diane K. O'Dowd, Andrea Follmer Greenhoot, Andrew L. Feig |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Male
Models Educational Universities Higher education Guiding Principles Essay media_common.quotation_subject Teaching method Best practice Culture Context (language use) 01 natural sciences General Biochemistry Genetics and Molecular Biology Education Reward 0103 physical sciences ComputingMilieux_COMPUTERSANDEDUCATION Humans Quality (business) Students 010306 general physics Curriculum media_common business.industry Research Teaching 05 social sciences 050301 education Rubric Policy Female Engineering ethics business 0503 education |
| Zdroj: | Dennin, M; Schultz, ZD; Feig, A; Finkelstein, N; Greenhoot, AF; Hildreth, M; et al.(2017). Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities. CBE-LIFE SCIENCES EDUCATION, 16(4). doi: 10.1187/cbe.17-02-0032. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/7zz1n8vz CBE Life Sciences Education |
| DOI: | 10.1187/cbe.17-02-0032. |
| Popis: | Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. This essay discusses four guiding principles for aligning practice with stated priorities in formal policies and highlights three university efforts to improve the practice of evaluating teaching. Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member’s career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|