improve my teaching
While college and university faculty are paid to teach, we are often hired because of our scholarship. We are evaluated in the hiring process by the strength of our publications and conference presentations. Therefore, it makes sense that most of us in academia allow scholarship to drive our teaching. Yet the need to focus on scholarship also results in a common complaint that teaching interferes with our time for research. I believe that if we creatively reconsider the relationship between teaching and scholarship we can improve both. I argue that teaching is an undervalued resource that can directly enhance our scholarship—and not just the scholarship of teaching and learning.
“Teaching is such a challenge! Just when one thinks improvements are happening, the goal post of perfection moves further away. A bit like getting better headlights on one’s car: now you can see as far as the next corner, but the final destination remains out of sight!” Thanks to Nigel Armstrong, whom I met during a professional development day at Niagara University, for this insight.
Someone sought me out recently to say that she’d tried something I had recommended and it didn’t work. “You need to stop recommending that to people,” she told me. “How many times did you try it?” I asked. “Once and the students hated it,” she responded. This rather direct feedback caused me to revisit (and revise) a set of assumptions that can create more accurate expectations when implementing new instructional approaches.
I’m working my way through a 33-page review of scholarship on instructional change in Science, Technology, Engineering and Math (STEM) disciplines. The authors reviewed an impressive 191 conceptual and empirical journal articles. However, what they found isn’t impressive both in terms of the quality of the scholarship on this topic and in terms of instructional change in general.
Incredible changes have occurred in the brief 25 years I have spent as a professor in higher education. In the area of technology alone, significant innovations have impacted the way people work, play, and learn. The benefits these technological advances bring to faculty and students are incalculable.
Yet, some areas of higher education have undergone very little change.