Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics (2003) / Chapter Skim
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3 Aligning the Cultures of Research and Teaching in Higher Education
3 Aligning the Cultures of Research and Teaching in Higher Education
Pages 40-50
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From page 40... ...
Faculty gossip, student evaluations, and alumni testimonials have all been notoriously weak reeds, and reliable self-evaluation is all but impossible.... At this point promotion and tenure committees still find teaching effectiveness difficult to measure.
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From page 41... ...
In turn, institutions often provide them with perquisites such as endowed positions; additional research support; laboratory space; higher salaries; and few or no other responsibilities, inclu(ling teaching anti advising of undergraduate students. Onthe other hand, researchers who fail to produce or who become unproductive may lose institutional support, are given diminished space in which to work, are assigned fewer student assistants, or are denied tenure or promotion.
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From page 42... ...
increasing support for effective teaching on the part of professional organizations; (3) developing and implementing improved means for evaluating undergraduate teaching and learning; (4)
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From page 43... ...
recognizing and rewarding those faculty who pursue such scholarship. BALANCING PREPARATION FOR CAREERS IN RESEARCH AND TEACHING Faculty advisors mentor most graduate students in science and technology in U.S.
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From page 44... ...
Thus, implicit messages about the importance of preparing to become an effective teacher are often conveye(1 to graduate students anti post(loctoral fellows even before they vie for positions in aca(leme. These messages continue beyond graduate school.
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From page 45... ...
Such methods are not necessarily transferable to student assistants or lessseniorcolleagues. Moreover, teaching as modeled by faculty advisors has been based primarily on the lecture, to the point that the unstated assumption of graduate or postdoctoral students could very well be that this is the only "real" form of teaching.
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From page 46... ...
INCREASING SUPPORT FOR EFFECTIVE TEACHING BY PROFESSIONAL ORGANIZATIONS Dozens of professional societies anti umbrella or multidisciplinary organizations are devoted to the support and improvement of research. Far fewer organizations exist whose primary focus is the improvement of teaching and learning in SIEM, especially for un(lergraduate students.
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From page 47... ...
The Carnegie Foundation for the Advancement of Teaching recently release(1 a new "Millennial Edition" classification system for American higher education institutions, which places greater emphasis on teaching and service after a decades-Ion" focus on research productivity and the number of doctoral degrees awarded (Basinger, 2000; McCormick, 20011.8 The Council for the Advancement anti Support of Education, in collaboration with the Carnegie Foundation for the Advancement of Teaching,9 gives faculty from higher education institutions national recognition for excellence Additional information about this convocation is available at |
From page 48... ...
This program supports the (levelopment anti dissemination of assessment practices, materials, and metrics designed to improve the effectiveness of undergra(luate courses, curricula, programs of study, and academic institutions in promoting student learning in SIEM.~3 The Pew Charitable Trust has supporte(1 several efforts to make public what un(lergra(luates are learning at the nation's colleges and universities.~4 The Howard Hughes Me(lical Institute, which has contributed more than $475 million towar(1 improving un(lergra(luate and K-12 education in the sciences since 1988, has begun to compile and will share on a website information about the various kinds of assessments being used by its grantees to demon13Additional information about this NSF initiative is available at |
From page 49... ...
drafted a set of voluntary, outcome-based standards Additional information about the organization's increasing emphasis on examining and disseminating new ideas about assessment is available at |
From page 50... ...
Evidence for effective teaching will need to be coupled with greater recognition and rewards for teaching by peers, academic departments, and institutions of higher education (Bleak et al., 2000; Boyer, 1990; Glassick et al., 1997; Joint Policy Board on Mathematics, 19941. Part IT of this report provides more specific guidance on criteria and methods for developing effective evaluations for both individual faculty members and academic departments.
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